Museum educators have been practicing object-based learning (OBL) for years. It has been written about and discussed extensively. This blog isn’t so much meant to expand on that literature as it is meant to explore how OBL is used within the SEEC model.
First, let’s define SEEC’s learning environment. We are so much more than a daycare. We consider ourselves a school whose approach is defined by high quality early childhood practice. Our curriculum is emergent, and we use the community – not just museums – as part of the learning experience. Moreover, our Office of Engagement focuses on family learning via both long-term and stand-alone programs.
How does SEEC define OBL? At the center of our definition is, of course, the objects on display at the Smithsonian. All of our classes, even the infants, visit the museums regularly. While the experience will look different for each age group, all children benefit from being in front of an object. There could be an entire blog on this topic, but we recognize the importance of seeing the real thing – the awe and wonder it inspires. For children under two, who can not necessarily grasp the significance of these objects, the value often resides in their exposure to new spaces, things, and environments.
Because our children are young, we add an additional layer to the OBL experience – the tactile component. Children are concrete learners who explore using their senses and therefore, employing objects that can be handled or physically experienced adds to their learning. This can be a toy, like the boat pictured here, or it could be an element that somehow better describes an object. For example, manipulating a ballet shoe while looking at one of Degas’ dancers.
At SEEC, we expand upon this idea to curate a sensorial experience by adding components like feeling the wind while looking at this painting at the National Gallery of Art by Winslow Homer. The moving air, though not a physical object, certainly takes on that role with the learner. What’s important for the young learner is that they get to observe the wind portrayed in an actual object, like a painting, and feel the air moving on their faces. These experiences enhance their understanding.
Likewise, the “object” can also be defined as an experiment. Imagine that a class visits the transportation hall at the American History Museum or observes vehicles moving on a street. The group could experiment with wheel shapes. A teacher constructs a car out of cardboard and uses a simple ramp to demonstrate how the car moves with wheels that are square, circular and triangular. Students quickly see the benefits of having a circular wheel and begin to recognize differences in shapes and how they connect to things in their everyday life.
For educators working in or using informal learning environments, object-based learning should be considered through a wider lens – one that helps young children to experience and explore via multiple modes. Finally, OBL also corresponds to nature-based learning. Just this week I observed how a lesson on nests with toddlers incorporated both museum objects and nature. The lesson started out by looking at nests sculptures displayed outside the Natural History Museum and concluded with the children making their own nests by collecting twigs, grass, and leaves. To add an additional layer and to help the children better interact with the animals, the children helped throw birdseed and watched as the birds came to eat.
To learn more join us for our Learning Through Objects seminar on March 13th and 14th.