Inquiry Tools

A few years ago several of my three-year-old students asked me a question, and I responded, “How could we find the answer to your question?” They stared at me and said, “We’re asking you because you’re a teacher, and teachers know everything!” While flattering, I had to tell them that I most certainly do not know everything. Instead, there are many other ways in which we can seek the answers to our questions. This moment illustrates the importance of directly teaching children the skills, even as young children, to find the answers to their wonders.

At SEEC, we define inquiry as asking questions, but also as the process to find the answers. In order to ask effective questions and have the tools to seek answers, children must be curious, know how to observe, describe, make connections, and communicate. From infants to kindergarten, our classes foster these skills to ensure our children leave our school with a love of learning, a ferocious curiosity and the ability to find the answers to their questions.

Recently, one of our four-year-old classes, led by Will Kuehnle and Jessie Miller, spent some time discussing what it means to be curious, and what tools could help them explore their curiosities.

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To begin their experience they went to the National Gallery of Art to see The Thinker (Le Penseur) by Auguste Rodin. They looked at the sculpture and pondered how its body language depicted thinking. They even tried to pose themselves.

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Next, they discussed four tools to use when we have a question: asking an expert, observing, reading a book, and/or going to a museum. After discussing these inquiry tools in the gallery, the class headed outside to the National Mall to make these ideas more concrete through play.

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The children got into groups and went through stations, each representing one of the inquiry tools they previously identified. At the “Ask the Expert” station, the children dressed up and pretended to be experts on different topics. One child would ask a question while the other child listened. The conversation would continue back and forth while one child spoke and the other waited and responded. The teacher could step in and model this for the children as well as praise them when waited for their turn to speak. This was a great opportunity for the children to practice patience and listening.

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At the “Observe” station, children observed what they saw on the Mall and recorded these thoughts through writing and drawing. This was an open-ended activity that allowed the children the freedom to observe anything in their surroundings. It gave the teachers a glimpse into what the children find most interesting and, since SEEC uses an emergent curriculum, will serve as a guide for possible future topics for the class

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The “Read a Book” station contained several books where children could flip through and gain knowledge through their reading.

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Lastly, the “Go to a Museum” station had blocks for the children to build a museum where they might be able to answer their wonders.

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Back at school that afternoon, the class had an opportunity to play at the stations again if they wished.

 

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Recently, during storytime a child asked a question about something in the book. The other children were quick to suggest finding a book on the subject or visiting a museum to find out more information. The teachers have also observed students using language such as “curious” and “inquire” more often in their day-to-day conversations. By spending time practicing listening, vocalizing questions, and exploring how to find answers, the students have built a strong foundation that will serve them as they progress in school and life.


Join us on January 17th to learn more about Fostering Wonder with young children.

Songs & Emergent Literacy

Drum and LiteracyIf you visit our toddler and twos classes you are bound to hear joyful voices singing songs as they begin their morning routine. The classes sing hello to each student, use songs during their morning circles, and to help ease transitions throughout their day. While a chorus of young voices is undeniably sweet and fun, their singing is helping to set a strong academic foundation by strengthening the children’s pre-literacy skills.

Songs & Vocabulary

When children hear a song, they are exposed to new words. The words that young children hear, whether spoken or sung, are the words that form their vocabulary. The repetitive nature of many song lyrics, combined with the fact that children are likely to hear the same song many times, gives them the opportunity to fully learn new words. Later in their academic lives, this understanding of a variety of words will help with their ability to read and their overall reading comprehension.

Songs, Sounds, Rhymes

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For very young children, listening to songs exposes them to the many different sounds that make up our words. As you sing a song, you emphasize certain sounds and by doing so, you highlight the building blocks of our language. Singing gives the youngest children the opportunity to mimic and communicate with these sounds in a way that is ideal for toddlers. When singing, they are given the freedom to be loud, let their voices ring, and play with sounds. Additionally, a child whose words often slur together or who regularly skips words while speaking is often able to sing a tune in such a way that an adult will know what they are singing. This can hold true even in cases where the adult is not able to understand many of the individual words being sung. Children rely on the sounds they learned while singing when they start sounding out words and when they are developing the ability to read.

As young children develop pre-literacy skills, they begin to have the ability to rhyme. Singing songs such as Willoughby Wallaby Woo, Down by the Bay, and Silly Nilly Name Song allow children to explore rhyming sounds while singing. Pausing before you say the rhyming word can give the children the chance to fill it in, which helps children progress from hearing rhymes to creating their own rhymes. These singing games can provide hours of entertainment while challenging young children to explore sounds and rhymes.

Songs, Symbols, & Letter Recognition

A crucial component of learning to read is recognizing that the letter “m” means the sound “mmm”. In order to learn this, children must first understand the use of symbols, because the letter “m” is a symbol for the sound “mmm”. Children begin recognizing symbols well before they are ready to read and symbol recognition is considered an important pre-literacy skill. While using songs to help children understand letters may seem unlikely, song cards offer the ideal opportunity to pair singing with symbol recognition.

Songs cards are images that are used to represent or be a symbol for a particular songs. For example, an image of a sun might be used to represent Mr. Sun and a star might be used to represent Twinkle, Twinkle.  When using song cards, make sure that image is large, engaging and/or colorful. Also be sure that the images are double sided and laminated for durability. Then dramatically spread the song cards out in the middle of the circle and encourage the class to explore the cards. As they pick up the images, sing the corresponding song. Over time, children will learn that specific images represent their favorite songs and will go out of their way to find these images. Young children love using these song cards because it helps them to communicate what songs they want to sing  without having to come up with the name of the song or even the tune. In essence, song cards help young children to learn about symbols in a way that is appealing to them by helping to fulfill their need to communicate their wants and desires.

Join Us & Learn More

Singing is one of many ways that can help young children develop pre-literacy skills in a way that is developmentally appropriate and intrinsically rewarding. At SEEC, we use books, art, and objects engage young children in literacy. If you are interested in learning more, come to our Emergent Literacy workshop on Thursday, November 29 at 3:30 pm.

 

Caregivers and Play: A Sneak Peak at Our Upcoming Seminar

Play at SEEC

Though our school is not strictly play-based, it recognizes the importance of play and incorporates it into our unique brand of object-based learning. Much like other early childhood schools, you will observe our children engaging in play during classroom choices and playground time. You can also find our children playing in the museums, but not just in the play-based spaces. We think creatively about how to safely incorporate play into our museum or community visits.

Caregiver Perspectives on Play

Over the years, we have heard from educators that often caregivers don’t appreciate or understand the value of play. I won’t lie, I too, was at one point one of those parents. Before beginning my career in early childhood education, I enrolled my daughter in a play-based cooperative preschool and one of my biggest concerns was if they would incorporate letter/number recognition into the curriculum. That was more than ten years ago and my outlook has drastically changed.

I have also observed sentiments similar in parents today. I recall a specific conversation with a parent whose child had recently transitioned from a play group to a SEEC program. The parent was happy about the transition because she felt like all the kids did “was play.” Through discussions with other educators, in and outside of SEEC, I have found that other parents share a similar concern about the role of play in the classroom.

I don’t mean to suggest that all caregivers feel that play is not important or even that they don’t see ANY value in the act of playing. In fact, there was recently a heated discussion at the school one of my children attends regarding recess. Some of the students had been missing recess due to make up work or for disciplinary reasons and that did not sit well with our parent community. I think it is important to note that there is a range of parent perspectives on play.

Starting the Conversation

At the same time that we have been reflecting on how parents feel about play, our team has also been focusing in how we can support our parent community and the community at large. It occurred to us that our upcoming workshop, Play: Engaging Learners in Object Rich Environments would be an ideal venue to explore parent attitudes towards play and strategize ways we can engage parents in a dialogue about the value of it.

In order to have this dialogue, we feel it’s important to better understand caregivers’ beliefs surrounding play. Therefore, we have begun to collect data that will inform that understanding and thus far, we have hit on some themes:

  • It’s a waste of money to pay for someone to watch their kids just play.
  • Play doesn’t look like traditional learning.
  • Play doesn’t look like hard work, so it’s not important.
  • Playing won’t teach them how to hold a pencil, read, or write.
  • Playing won’t give them the skills to be successful in life.
  • Play looks like chaos.

Over the next few weeks, we will be collecting more feedback from parents and look forward to sharing their perspectives at our upcoming seminar in July. We are excited to think together about this as a group and look forward to sharing more broadly in future postings.

Building the Next Generation of Democratic Thinkers

SEECstories.com (4)In a recent article Smithsonian Secretary Skorton posited that museums can help people regain trust in “traditional democratic institutions”. His argument centered around a study indicating that many Americans have lost faith in the institutions that are the foundation of our democratic system. He spoke to the fact that not just Americans, but citizens across the globe seem to be losing trust in their own societies and pondered how a democracy can function without the trust of its citizens. Secretary Skorton sees museums and libraries, not only as institutions that provide reliable and objective information, but also as places where questions can be posed, dialogues can be had, and a variety of perspectives can be explored. As leader of the Smithsonian, moreover, he sees museums as places where communities can come together to better understand themselves and the world around them.

As an organization, SEEC, also sees museums, libraries, and the larger community as sources for information, discussion, and reflection. We were particularly excited when in the same article, Skorton noted the role of educators:

I have seen how our museums and centres engage visitors and transform the way they see the world—especially our youngest visitors, who light up with the joy of new discovery. Through our education programs, we reach millions of national and international students, often using objects from our collections to demonstrate experiences and viewpoints that differ from what they might have encountered. By revealing history through the lens of diverse perspectives, museums humanize other cultures and contextualize present-day events and people.

SEECstories.com (5)The Secretary’s comments made me think more about the role museums can play in supporting a young child’s civic education. When I look specifically at SEEC, I see our school and programs as supporting a child’s understanding of democracy via museums in three ways.  One of those ways, is asking them to understand the importance of objects from other cultures or historical periods. Many don’t see young children as capable of this type of perspective-taking, but with the right approach, young children can develop this type of understanding and empathy. One of the ways SEEC educators manage this is by taking what is familiar to children and applying it to the unfamiliar. Consider the collection of footwear on display at the Smithsonian Castle from the National Museum of the American Indian. The shoes, at first glance, may feel strange to a young child living in contemporary American society, but an educator can encourage a child to think beyond their own experiences by beginning with what they do know. A faculty member might inquire: “Why do we wear shoes? When do we wear certain types of shoes?,  How do shoes help us?.” By applying these answers to the American Indian collection, children begin to see the many things we, humans, have in common. At the same time, a child are also able to acknowledge and celebrate the differences they observe. This type of lesson, especially if repeated, makes a lasting impression. We might be different, but those differences can be celebrated. It also underlines how we are part of one human family who shares many commonalities.

SEECstories.com (1)Secondly, young children who consistently spend time in museums can begin to understand and appreciate the role museums can play in learning, exploring, and questioning. During a recent conversation with a SEEC educator, he shared with me that in his Pre-K classroom children are routinely encouraged to ask questions and look for answers. He tell his class, that he, himself, doesn’t always have the answers and encourages them to seek answers via trusted resources. The children in this classroom have created a shortlist of “go to” places where they can get trusted answers. Of course, at the the top of this list is the museum.  For our SEEC students who have spent much of their young lives in these institutions, they understand how museums provide not simply information, but concrete manifestations of this knowledge. Consider the toddler who is learning about colors and visits the Hirshhorn Museum and Sculpture Garden. His knowledge is expanded by exploring the artworks and seeing the many different hues of blue. Similarly, consider the kindergartner who is learning about Rosa Parks and after viewing her portrait by Marshall D. Rumbaugh at the National Portrait Gallery. Through age-appropriate conversation, she can gain deeper insight into Parks’ role in the Montgomery Bus Boycott. Both children are learning that the museum is a place where they can turn to for both factual information and for viewpoints other than their own.

SEECstories.com (3)Finally, the very nature of how we teach at SEEC (and I think you could say this is true for many museum and classroom educators) reaffirms trust in democratic discourse. SEEC lessons often begin with a question and are composed around a conversation. For example, we might pose a scientific question like, “Why do cars have wheels?” or something more abstract like, “How do you think the woman in the painting feels?.” By simply engaging young children in conversation we are helping them to develop socially and emotionally. By framing these conversations within a museum, we can also encourage children to see the institution as a place in which dialogue is part of the experience. Within that dialogue, educators can facilitate conversations that encourage children to listen to and respect the ideas of others – something which will hopefully cultivate a generation of leaders who can engage in conversations resulting in positive democratic change.

SEECstories.com (2)As early childhood educators, whether in the classroom or the museum, we have a unique opportunity to frame the museum as a place where children can acquire knowledge throughout their life. Museum education is so much more than learning a new fact. It is a place where people of all ages can apply new information in a way that helps them value different perspectives and understand the ideas of others. While SEEC is uniquely situated to achieve this as a school on the Smithsonian campus, all schools and museums can support these democratic values. Classroom faculty can engage in conversations at their schools utilizing museum objects as a focal point via online resources. Museum educators can cultivate educational experiences that are friendly to all families and and frame developmentally appropriate experiences that support young children as capable learners. If we can support learning in this open-ended way, museums can and will remains stalwarts of democracy.


References

Skorton, David J. “How Do We Restore Trust in Our Democracies?” Smithsonian.com, Smithsonian Institution, 12 Mar. 2018, http://www.smithsonianmag.com/smithsonian-institution/how-do-we-restore-trust-our-democracies-museums-can-be-starting-point-180968448/#FsSTi0ZDsl6qSVV0.99.

Top 8 Books for Kindergarten Read-Alouds

This week’s blog is written by Silvana Oderisi. This is Silvana’s seventh year teaching kindergarten and her third year with the Smithsonian Early Enrichment Center where she is the reading teacher. Prior to joining SEEC, she spent two years as a Corps Member of Teach for America in Tulsa, Oklahoma as well as teaching in the District of Columbia. She is passionate about reading, learning languages, and being active.


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As I mentioned in my last blog, Top 5- Elements of a Great Read-Aloud, I thoroughly enjoy getting the chance to read to my group of kindergarten students during our daily read-aloud lessons! As a class, we love engaging with exciting and fun stories that push us to think critically about what we see and hear therein.

Here are some of the books we love the most and how we’ve used them in our classroom.

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  1. Nanette’s Baguette by Mo Willems

This is one of my students’ all time favorite authors. So, suffice it to say that any book of his is bound to be a crowd pleaser for a read-aloud in a kindergarten classroom and beyond! This particular book of his combines silly rhyming words with a very relatable problem. On a trip to the bakery for her mom, Nanette eats all of the warm, delicious baguette before she even gets home! With a twist ending that shows adults can be as silly as kids, the book will have your children roaring with laughter!

  1. The Day the Crayons Quit by Drew Daywalt

Get ready for another fun book to read with your children. This popular book is one that will have kids re-evaluating the way they treat the crayons in their own crayon boxes. The poignant, hilarious letters from the crayons in Duncan’s crayon box, give kids a glimpse into the point of view of what they had formerly thought of as inanimate objects. In our classroom, we like to use this book to help us practice identifying problems in a story. We define a problem as something the character wants to change, fix, or figure out. And boy, do those crayons come to Duncan with some problems! From arguing over which color is the true color of the sun, to being overused and overworked, or not used enough, each letter provides my class with practice identifying problems and then using critical thinking skills to wonder how we would solve the problem if we were Duncan!

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  1. Lady Pancake and Sir French Toast by Josh Funk

If you couldn’t tell by now, I am a big fan of comedic children’s books. I love to make my students laugh and see them smile as we think about the stories we read together. I want nothing more than for my students to absolutely LOVE reading, so I try to incorporate as many of these happy moments as I can into my read-alouds. This book, in particular, combines silly characters and a relatable competition to get the last drop of maple syrup making for one hilarious story. In our classroom, we used this story to help us be able to identify a character as the person, animal, or thing (we really had to include that last one in this story) that does the ACTIONS! This helped us look more closely at a character’s actions, which comes in very handy when analyzing character traits, discussing problems and solutions, and more critical thinking questions.

  1. Ada Twist, Scientist by Andrea Beaty

While I do appreciate the imaginative and abstract characters in a lot of the books on this list, I strongly believe that it is also important for my students to see and read books that are a positive reflection of their own identities. I try to incorporate books, such as this one, so that the young girls in my class (and especially the girls of color) see their own potential in the STEM field. Reading books like this helps open the doors for young girls to explore their own curiosities about the world and ask questions about how the world works, without feeling like they’re stepping into a “boy’s world.”

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  1. Mufaro’s Beautiful Daughters by John Steptoe

Not only do I believe that my students should see their own identities reflected in the stories they read, but I also like to make sure that my students are able to make positive personal connections to other cultures through our read-alouds. This book is based on an African tale, and tells the story of a king looking for the “most worthy and beautiful” woman to be his queen. Mufaro believes that his two daughters, Manyara and Nyasha, are worthy and beautiful enough for the king and they decide to journey to the palace. Although both characters are outwardly very beautiful, their choices and actions throughout the story demonstrate two entirely different concepts of beauty, giving your readers plenty of opportunities to analyze personality traits along the way. This story truly begs the question of whether or not beauty can be found on the inside or the outside and can lead to very powerful discussions with your children about the concept of beauty.

  1. The Napping House by Audrey Wood

A classic Kindergarten favorite, this book is helpful to readers practicing sequencing events of a story, an important kindergarten comprehension skill. My students love the hilarious events that happen in the Napping House and re-tell the events with ease thanks to the silly rhymes and repetition throughout the book. The repetitive phrases help not only with remembering the sequence of events from beginning to end, but also help this age group develop fluency skills as they read, re-read, and read again the same words throughout the text.

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  1. Naked Mole Rat Gets Dressed by Mo Willems

I just could not go through this Top 8 list without adding another book by Mo Willems. As one of my personal favorite children’s authors, I really enjoy using any of his books in my classroom for a multitude of learning objectives. In particular, this book is helpful for making inferences about a character’s physical and personality traits. This is a great opportunity to practice identifying personality traits by analyzing the character’s actions, words, thoughts, and feelings. Wilbur is a naked mole rat who likes to wear clothes – fancy outfits, fun costumes, you name it! However, Wilbur is the only naked mole rat in his colony who does so, leaving his peers to be outraged by his scandalous behavior. Nonetheless, Wilbur shows determination and bravery to stay true to himself and even dresses up for a royal proclamation wearing…socks!

  1. Tap the Magic Tree by Christie Matheson

This book is one of my favorites because no matter the age group, every class I’ve read this book with has been on the edge of their seats to see what happens to the Magic Tree. This book incorporates movements like rubbing, tapping, counting, patting, and blowing that encourage children to participate in the changing of the seasons. The beauty of this book is that the realistic looking illustrations and bodily kinesthetic movement make it fun for many different age groups to read. If you’re interested in learning more about how to make your favorite picture books age appropriate for both toddlers and kindergartners, make sure to check back in for the blog I will be co-writing with toddler expert, Meredith Osborne!

Teacher Feature: Infant Class Explores Farm to Table

This week’s teacher feature highlights one of our infant classes. The teachers in the class, Mallory Messersmith, Morgan Powell, and Rosalie Reyes, were inspired by National Farm to School Month to lead their class on a month-long exploration of food and community. For this outing, the class went to the United States Department of Agriculture Farmers Market to learn about locally sourced fruits and vegetables. Below you will find images from the lesson and reflections from Mallory, Morgan, and Rosalie.

Cover Photo

 Preparation:

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The preparation for this outing began well before the day of the visit. The class had spent several weeks exploring local produce before venturing out to the USDA. The teachers, Mallory, Morgan, and Rosalie, educated themselves about National Farm to School Month and did some research of their own.

Rosalie first learned of the National Farm to School Network while attending DC Teacher’s Night: Connecting Teachers with Environmental Education at the United States Botanic Garden. This nation-wide initiative is meant to promote connections between communities and fresh, healthy foods by focusing on educational activities related to agriculture, food, health, and nutrition. After attending the teacher’s night, Rosalie joined the National Farm to School Network and was excited to see resources for early childhood education.

Mallory, Morgan, and Rosalie were then inspired to create a unit around the idea of farm to school because of the many diverse areas of exploration that the study of fruits and vegetables offered their class, including colors, shapes, and textures. Additionally, they noticed that many of their students were starting to eat new solid foods. They sought to align their lessons in the classroom with the developmental milestones the children were experiencing regarding eating new foods.

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The teachers transformed their classroom for this unit. They carefully thought about how to organize the room to best fit the needs of their students and were excited to create experiences that were conducive for learning.

To begin preparing for their unit, Morgan, Mallory, and Rosalie chose a collection of art prints and  created their own works of art to post throughout their classroom. They paid special consideration to their students’ cubbies where they posted images of fruits and vegetables. Mallory even crocheted fruits and vegetables to add to the classroom. Since many children in their class were actively learning to crawl, the teachers taped images to ground for their class to explore while on the move. They also researched and chose children’s books to add to their classroom collection and brainstormed which produce to highlight with the class.

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The children also took part in the preparations for the outing well before the actual day. As a class they explored fresh fruits and vegetables. They often started with the whole produce and then began cutting and breaking them apart to see what was inside. The process of exploring the fruits and vegetables quickly became a sensory experience for the infants as they touched, smelled, heard, and even tasted the various produce.

The class explored most of the produce using sight, touch, smell, and sound. The children were able to use their sense of taste when interacting with the avocados and strawberries for a more immersive experience. For both strawberries and avocados, the children looked at and touched images of the produce. They then compared the images to the real produce before and after it was cut up. Mallory, Morgan, and Rosalie believed that it was important for the children to be able to make connections between the whole product, which the children do not always see, and the cut up portions that the children regularly eat at snack time. To finish the experience, the class had the opportunity to sample! The strawberries were a big hit, but many students were a little more cautious about the avocado. This immersive, multisensory experience left the children with a greater understanding of the food that they eat.

The teachers also combined this multisensory teaching approach with thinking routines including See, Think, Wonder to encourage curiosity and new understandings. Since many of their infants were preverbal, Mallory, Morgan, and Rosalie would verbalize out loud the different things that they saw, thought, and wondered while the children in their class were exploring the various fruits and vegetables. The teachers were careful to keep in mind that this might be the first time that their class had been exposed to many of the images and objects and allowed time for the infants to experience and make discoveries. One particularly fun lesson that built upon the multisensory and thinking routine approaches, was when the infants were exploring the red cabbage. As the children were bending, breaking, smelling, and feeling the texture of the cabbage, Morgan began to read Eating the Alphabet by Lois Ehlert. As she read, she asked questions about the colors, textures, and sounds that the class heard when they were peeling the leaves of the cabbage.

Lesson Implementation:

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The USDA holds a Farmers Market on Fridays throughout the spring, summer, and early fall. SEEC classes regularly visit to see the produce, buy snacks, and enjoy sitting on the grassy lawn.

Mallory, Morgan and Rosalie chose to visit the USDA’s farmers market in part because of its accessibility, since it is just off the National Mall and not far from their classroom. They also wanted to embrace the community aspects of the visit, as the farmers market is a great place for people to gather. This community space has picnic blankets and open space for people (including this class) to sit, gather, and reflect on the experience of being at the farmers market. It was a perfect fit for this lesson because it encouraged the children to make connections between the familiar foods that the class eats every day and the less familiar, whole, unprocessed, muddy foods that they saw at the market. Mallory, Morgan, and Rosalie brought objects with them to enhance this community visit, including soft and hard toy fruits and vegetables and a board book to read to the group.

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As the class approached the farmers market, they paused at the People’s Garden. This small urban garden in the heart of Washington, DC expanded the children’s experiences in and understanding of the city that they live in.

 At SEEC, teachers regularly take their classes on museum visits where they connect ideas that they are learning about in the classroom with museum objects. They often extend their lessons beyond the museum doors while still using the same techniques that they used on the community visits.

When asked to explain why it is important to take infants on community and museum visits, Mallory, Morgan, and Rosalie cited this quotation:

 “Our connections to the people, animals, and plants around us make us who we are. Humans are not a solitary species; we need one another to survive. In the same way that children need opportunities to get to know the natural world so that they can develop a strong relationship with it, they need that same opportunity to connect with the human and human-made community that they are a part of. When children develop a strong relationship with their community at an early age, they grow up knowing and feeling a strong sense of belonging.”

Source: https://shelburnefarms.org/sites/default/files/cultivatingjoywonder_all_smaller.pdf

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Mallory, Morgan, and Rosalie encouraged their class to touch and explore the dirt when they noticed that their class was interested in it. Some teachers and caregivers might be hesitant to encourage their young children to play in dirt, but at SEEC we believe it is a vital part of learning.

While strolling through the People’s Garden, the class paused for a moment and reached to grab handfuls of soil. This part of the lesson was actually completely spontaneous! The teachers noticed students pointing towards the ground and saw it as an opportunity to follow their curiosity and facilitate hands-on learning. Through these early experiences with soil, children learn that soil is a living system full of healthy and fascinating relationships. The educators were also able to connect back to soil later during the visit by pointing out dirt on some of the produce the children were examining at the Farmers Market.

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As the class passed through the booths at the farmers market, they paused to examine some produce like this butternut squash.

While exploring the butternut squash, the children not only touched the smooth sides, but also noticed how the textures of the squash changed as Rosalie rotated it. When she turned the squash on its side, the children immediately reached out to touch the small, dry area of the squash. Even though the children could not talk yet, the teachers, Mallory, Morgan, and Rosalie, were able to follow each child’s nonverbal cues. The teachers paid special attention to the things the children were pointing to, the changes in their facial expressions, and their use of sign language. In fact, throughout the lesson the children regularly signed “more” as they moved from one booth to another, signaling that they wanted to explore different types of produce. When the children signed “more”, it helped Mallory, Morgan, and Rosalie know that the children were enjoying their visit and wanted to continue.

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As they walked, the class continued their sensory exploration by touching smooth red peppers, bumps on an acorn squash, and the rough stems of a pumpkin. Both students and teachers seemed to believe that their trip to the USDA’s Farmers Market was a huge success.

Mallory, Morgan, and Rosalie were so excited to take their class to the farmers market because this was their first trip outside as a group! The teachers had spent the month hoping that they could visit the farmers market for this unit and on the last Friday of the month they were able to make it work! Even the journey to the Market was exciting for the students; they experienced the sights and sounds of a beautiful autumn day outside in Washington, DC. The class noticed squirrels, fall foliage, and insects on the trip across the National Mall. Once the class arrived at the market, Mallory, Morgan, and Rosalie were happy to see their students so engaged with a variety of produce. They also embraced the unplanned moments, including feeling the dirt and meeting a big, fluffy dog which made their outing extra special.

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The class gathered on a blanket to play with toys from the classroom and explore produce that they had bought from the farmers market. A major component of this time was Mallory, Morgan, and Rosalie singing various songs.

After the visit to the vendors at the market, the class gathered on the grass near the market. As part of the Friday Farmers market, the grassy area has lawn games set up as well as communal picnic blankets, which the class used for their outdoor story time. The teachers made sure that each child was engaged by offering them toys from the classroom and produce that they had recently purchased from the market.

Once everyone was settled in, the class looked at some pages in a book and sang a variety of songs. They sang a variety of autumnal songs that the music teacher, Ms. Allison, had introduced to the class during October. One song was about a pumpkin, big and round; another song was about autumn leaves falling down. They sang the pumpkin song as the children touched the pumpkin. As children began venturing off their blanket and started to explore the leaves they found on the ground, Mallory, Morgan, and Rosalie sang the autumn leaves song. It was clear that the children enjoyed the songs as they rocked their bodies to the beat and even clapped along.

Reflection:

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While the group was engaged singing and looking at books, Mallory, Morgan, and Rosalie encouraged individual exploration. This child discovered that he could lift the pumpkin by its stem as the class sang the song “Orange Pumpkin – Big and Round”.

Since their class is composed of young children, much of the beginning of the year is focused on learning and supporting each individual child’s feeding and resting schedule. This complicates finding time to go on outings. However, when the opportunity arises to go on a trip, Mallory, Morgan, and Rosalie, jump on it, as they know the benefits of getting their class out of the classroom for experiential learning.

When thinking about what the class could have done differently, Mallory, Morgan, and Rosalie thought it would have been nice to bring food for their class to eat while on the picnic blankets. They explained that bringing food to taste would have enhanced their class’ experience beyond seeing and feeling by adding the sense of taste.

After the visit, the class continued to build upon what they had experienced that day. The children decorated canvas bags which would be perfect to take to the Farmers Market for shopping. To decorate, the children mixed and splattered paint with their hands, feet, and brushes. At the end of October, the bags were sent home with a small gourd inside. It was a great way to finish off the month!

 

BYOB: Bring Your Own Baby

SEEC recently began the new program Bring Your Own Baby, which we fondly call “BYOB”. This program expands on the rest of our programming in several exciting ways. More than our other programs, such as our Family Workshops or the Smithsonian Early Explorers, BYOB is geared towards the adults who are bringing the children. The program is broken into two parts – coffee and play and then, a museum visit.

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In the development of this program, we considered the needs of both the adults and the babies. The class begins with coffee and the opportunity to meet and chat. We decided to begin this way for two reasons. The first was that we wanted to build in time for a flexible start since we know that it can be difficult getting yourself and your baby out of the house on a schedule (and kudos to all those who try!). We were also hoping to provide parents with the opportunity to create a community through conversation. The topics discussed have been seemingly endless, ranging from how much sleep everyone got the night before to their favorite Impressionist artist.

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As we head out into the museum, we are mindful that babies can sometimes be fickle. We are comfortable with crying, babbling, nursing, and even cutting the adventure short because somebody (caregiver or baby) needs to go home early to take a nap. Our flexibility on these tours makes the sometimes stodgy world of museums more approachable for caregivers and babies alike.

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For these museum tours, we are hoping foster flexible thinking and spark the imagination of grown-ups rather than going quickly between objects and paintings and unloading a barrage of facts. To make these tours informative and interactive for adults, we have found ourselves modifying many of the tools that we use with young children. This makes our programming more playful and interactive than many programs geared towards adults. We believe approach to learning will make it more likely for you to learn something and leave the experience with something new to ponder.

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While the programs are written for adults, we could never forget the babies that are tucked away in their carriers. As the tours progress, we discuss theories in early childhood education and offer ways to incorporate this research into your interactions with your child. We show off some tips and tricks about how to make museum visits beneficial and enjoyable for young children. Our goal for this program is to help parents and their babies have an enjoyable time in the museums.

If you are interested, please sign up for one our our upcoming BYOB classes.

Looking for ways to engage your infant? Check out our Pinterest board on Infant Activities for ideas.