minds in motion <

Vol. 3, No. 2 The Quarterly Journal for Dedicated Docents Winter 1993

Little Ones^^

Teaching and Touring Our Youngest Visitors

A

Imagining

Right from the Start

Learning to Learn A Botany

on a Lower Level A

Making Visits Meaningful A

Pre-Schoolers Visit

the Arctic

Science, Young Children,

and the Museum Environment minds in motion

Imagining: A Pathway to Learning

betiwr teaching little ones DC: National Association for the Such cognitive characteristics and is your preference or not, Educafion of Young Children.), authors abilides of early childhood have one can hardly dispute Sue Bredkamp and Teresa Rosegrant profound implications for those who

our responsibility as state that, "Young children need to think teach these visitors. They suggest that

educators to these, our youngest visitors. out loud; prior to age 8, children do not the very things that enthrall most adults

It is aphoristic that the greater the have fully developed 'private speech' about institutional coUecfions — their dependency of the learner, the greater the with which to think their thoughts; they potential to educate and fascinate importance of the educator. This may be need to ardculate their thoughts verbally. through careful inspection; the variety of

one reason why classroom instructors In early childhood classrooms, if there implications that can be derived, who teach the earliest grades are often isn't much talking going on, there isn't discussed, and debated; and the manner required to have more training than those much thinking going on." This offers in which one's understanding and

who teach in high schools. us an additional reason why "little ones" appreciation for them can be broadened

Young people are not miniature by listening to the insights of experts —

adults whose needs can be met simply by are more likely to confuse and stunt the

breaking down information into smaller interest of "little ones" than to inspire

bits and pieces. They are developing them. Thus, teaching this audience "... beings who learn differently from adults, imagining requires educators to approach and who are in the process of acquiring very productive way to collections from a vantage point entirely the skills, experiences, and attitudes that different from their own. impart information, will determine the quality of their Teaching this age group adulthood, as well as the resources they stimulate thinking, and successfully requires more than simply

bring to it. actively engage knowing what "little ones" can't do,

This issue of The Docent Educator however; it means understanding what youngsters in the is devoted to the teaching of "little ones" they can, and will, do. And, one thing process learning." — children whose ages range from 3 to 9 of they can and will do is "make believe."

— for it is at this early stage of human A healthy imaginafion is both a common, development that motivations for and important attribute of early

learning are established and lifelong childhood. When children use their

impressions are created. An adult who imaginations they are engaging in more may not remember any one specific learn best when participating, and why than mere play. They are strengthening

incident that took place on a childhood the children, rather than the educator, the mental skills required for visit to a museum, garden, or zoo, could should be doing most of the talking. contemplating and problem-solving as

probably trace his feelings about such an Another important attribute of early adults. The ability to imagine

environment to the character of his first visit. childhood, according to educational becomes the mental pathway for future

Anyone touring and teaching "little theorist Jean Piaget, is that young understanding, empathizing, projecting,

ones" ought to understand their cognitive children actively construct knowledge conjecturing, hypothesizing,

traits and capabilities. For instance, they through repeated dynamic experiences and creating. should know that these young people (The Origins of Intelligence in Children. Studies have shown that children

have yet to develop their full powers of 1952. New York: Intemadonal who engage in lots of imaginadve

visual discrimination and will find it Universifies Press). This means that activities have a larger vocabulary,

difficult to isolate details. And, that the youngsters will learn best if introduced greater understanding of others, and tend abbreviated attention spans of young to one idea, reinforced repeatedly and in to be more motivated and self-reliant. children ensure that lessons which rely different ways, as opposed to Teresa Amabile, professor of psychology

upon listening and observing will be less encountering an aggregation of ideas or at Brandeis University, is quoted as effective than those permitting activity information. In other words, young saying, " [imagination] contributes to the and involvement. children should be guided toward making happiness and well-being of the

In their text. Reaching Potentials: the same discovery in several ways, or to individual and is also an essendal part of

Appropriate Curricidum and Assessment finding that the same discovery is society. Without this ability, human for Young Children (1992. Washington, applicable to several things or situations. progress would not exist."

THE DOCENT EDUCATOR Fortunately for educators, imagining Pretending to be a statue or is also a very productive way to impart sculpture? How would they move if they information, stimulate thinking, and suddenly came to life? actively engage youngsters in the process Pretending to work at the of learning. By imagining, children can museum, zoo, or park. What would they Publisher/Editor Alan Gartenhaus live in another country or time, gain want to do? What would they want to insights into the feelings or actions of take care of? Associate Editor experience things that Pretending to be an animal. other people, and Jackie Littleton they have yet to encounter. Using the How would they move? What sounds imagination to pretend or role play is would they make? What plants would Graphic Design among the most effective ways to they prefer to hide or play in? Shelly Baldwin enfranchise very young visitors into the Pretending to sense or world of museums, historic homes, zoos, experience things they cannot. What botanical gardens, aquariums, and the smells might they notice if they were in minds in motion like, which by their very nature are the the painting? What sounds would they The Docent Educator

of adults. if they slept in this bedroom? What domains hear 201 1 Eleventh Avenue East Imagining activities demand would a surface feel like if they could Seattle, WA 98102-4109 participation, addressing young touch it? U.S.A. children's need for personal involvement Baseball legend, Casey Stengle, is and complementing their abbreviated credited with saying, "The future ain't attention spans. Also, when movement what it used to be." That statement is as is incorporated, imagining can harness true as it is humorous. Among the their bursts of physical energy. ironies of teaching is that one can never Imagining activities are easy to know which facts and information young The Docent Educator welcomes execute. They demand no special people will actually need for their unsolicited articles, announcements, letters equipment, nor do they require changes individual lives or for living in a rapidly to the editor, general correspondence, and to current exhibitions or settings. They changing world. The best that educators advertising inquiries. The views expressed or can be undertaken in any institutional can hope for is to impart skills and implied in this publication do not necessarily arena, regardless of subject matter. All attitudes that allow young people to represent the official position of the publisher, that is needed to initiate a child's remain mentally flexible and that provide and efforts are made to present a variety of imagination are the words, them with a broad base for continued viewpoints for readers' consideration. "Let's pretend." learning so that future challenges and

Imagining should be used for a interests can be met resourcefully. These The Docent Educator is published purpose beyond pretending, however, attributes are inextricably linked to many quarterly. The office and mailing address is: and that purpose is to learn something of the mental activities learned early in 201 1 Eleventh Avenue East about an institution's collection. To life through imagining. Seattle. WA 98102-4109 effectuate learning through imagining, To accomplish imagining activities such activities must be consistent with with young children, a docent must call The Docent Educator is available by the sophistication of the audience and upon a bit of his or her own childhood, individual and institutional subscription. match their ability to participate and and leave a measure of adulthood behind. comprehend. This isn't as difficult as it sounds. In No part of this publication Some imagining activities that can fact, it may only be challenging the first may be reproduced, or used in any be adapted in their complexity include: time. Once one experiences the delight manner, without the written consent Pretending to pack a bag to and the energy "little ones" put into of the publisher. move West or to another country. What imagining and pretending, an adult is All rights are reserved. would they choose to bring and what usually able to suspend judgments about

would they have to leave behind? his or her own behavior and focus on the

Pretending that paintings can children's. And, after all, should any of make sounds. What sounds would they us ever be too old to play or to tap into hear? What colors would have the the riches of our imaginations? Cover: A young visitor follows up a lesson loudest or softest sounds? on protective coloration with some first-hand Pretending to live during a time exploration at the Wyoming Children 's without electricity. What would they do Museum and Nature Center in Laramie, WY. for entertainment? What chores might Alan Gartenhaus they have? Publishing Editor

THE DOCENT EDUCATOR Peek and Do!

Making Museum Visits Meaningful for the Youngest

can I get and keep their to see or do. This will usually change Third, conduct a warm-up HowiUMmion on the exhibits?" somewhat over time and may vary activity that introduces the children to and "How can I make this with the age of the children. Currently the exhibit, concept, or thinking meaningful?" are questions we say: process on which you wish to focus.

that confront docents, teachers, and We have three rooms. In this We have as one goal wanting children to

parents as they participate in museum one you can paint, draw, and use stamps look closely at the animals in our

visits with young children. Good and other things to create a portrait of displays to begin to learn how animals answers to these two questions mean you yourself and what you like to do. are adapted to their habitats. We might

won't find yourself asking "How can I In the room to the right you can begin by bringing to our orientation area control them ?" and "Should children this learn about animals and the kinds of one mounted bird specimen. After

age even be here?" habitats in which they live. You can talking about its beak and feet, the

Orientation and follow-up are the watch Hissy the owl; you can compare children can guess about where it lives

keys to success, along with caieful different kinds of animal bones; you can and what it eats. Then we encourage watching and listening for cues from the climb up into a bird's nest or crawl them to go on a "treasure hunt" in the children as you go along. through a prarie dog tunnel. You will nature center to discover how many

discover other things to do there, too. different kinds of beaks and feet they can

The Orientation In the room to the left you can find that suggest different ways of life.

An orientation need not be long to learn what it was like to be a young A class of 1st - 3rd graders I once

be effective, but it should include several Arapaho Indian or Oregon Trail emigrant observed in an art museum watched the components. First, establish the 150 years ago. You can go into a tepee, process as a teacher made a silhouette of groundrules, positively. These will vary play Indian games, listen to stories and one class member — shining a light to

from museum to museum (and think about the boys and girls you see create a shadow, tracing the edge of the

sometimes from exhibit to exhibit). In crossing the land in the covered wagons, shadow, cutting it out and mounting it on

our hands-on children's museum and or you can load a covered wagon, listen contrasting paper. She also mounted the

nature center we say: to stories about the long trip, and think remaining "frame" on contrasting paper

The things here are for you to about the Indian boys and girls you to show them the idea of negative space.

touch, climb up into, crawl through, and might meet at the trading post. The class set off with great enthusiasm to

explore. Be gentle with them so you can Giving children alternatives allows look at a collection of silhouettes, with use them again and so other people can for individual differences of age, the promise they would make their own

use them. temperament, and interests. With a at the end of the class. The floors are hard and we don't school group, a decent might be able to

want anyone to get hurt. Please walk. say, "I'm going to take everyone on a The Tour

The live animals can get scared walk-through of two painting galleries. Once orientation is complete, the

and hurt just like you. Be kind to them. We'll be looking at colors to see how the exploration or tour can begin.

They are wild and aren't for touching. different combinations make you feel Whenever possible, build exploration in.

We are here to help you. Ask (quiet, excited, gloomy, happy, etc.). Young children need to be active,

any questions and we'll try to answer Then we'll divide into two groups. If moving, thinking, and talking — not

them. you want to look again at very new standing or sitting and listening. A key

In many museums "hands-off ' has paintings, your teacher will take you part of the adult's role is to listen and

to be the rule. Children will comply if back to the modem gallery. If you want observe. Whatever you may have

you explain: "These beautiful dresses to look again at the very old paintings, planned to ask, tell, or show must

will get stains on them and even fall I'll take you there." If there is no way constantly be revised based on the

apart if we touch them. That's why they for the children to have choices in what questions the children have, their

have to stay behind glass. But I have a they do or where they go, it is especially observations, and their degree of

piece of brocade for you to feel and look important that the docent create engagement (as judged by their

at up close." opportunities for mental choices in the behavior). It's better to change the

Second, present the alternatives. activities and di,scussions that make up planned activity or shorten a program or

Briefly, let children know what there is the tour. tour when the interest runs out than to

THE DOCENT EDUCATOR by Cleta Booth hold onto a predetermined plan and have contrasting paper both the silhouette of walked quickly out the door. My mind it fail as children begin to misbehave. the object and the negative space from leapt years into the past to a visit with

It is also important to be able to which it had been cut. Those children my own four year old to an exhibit on repeat or expand a planned activity if the will remember most what they actually stained glass at an art museum in New children demonstrate interest. Once a did — the process. Their silhouette York. "This is boring!" was his response group of parents and I took my class of portraits will serve as a bridge to remind to the multi-colored wonders. But as I four year olds from an inner-city public them of their observations. The looked, we talked, and he began to look, school to the art museum nearby. A experience of making them will form a too. "What kinds of pictures would you traveling exhibition on "Dali's Jewels" base to which other experiences with make if you had lots of bits of different featured a sumptuous display of Salvador silhouettes or with negative spaces will colored glass?" "How would you hold Dali themes such as the melting watch connect. them together?" done in gold and jewels and displayed The post-tour follow up has another For years I kept the reminder, the against dramatic crystals. It was important function. It gives an follow-up, of that visit. When we got accompanied by a visitor-activated slide opportunity to correct misunderstandings back to our apartment in the Bronx we show. The sub-group of the class with and to clear up confusions. When my noticed lots of different colored bits of whom I explored the exhibit looked at older son was still a toddler, my husband glass from broken soda, beer, and wine the display with curiosity and and I took him with us (for our bottles in the gutters. Vef-y carefully we amazement, then played the slide show convenience) when we visited an art picked them up, took them indoors, and through three times. I was wondering museum. One time he wandered around washed them. Carefully, reflectively, he what was holding their attention. a comer just ahead of us, then came glued them to a piece of shirt cardboard

Finally, one litde boy, with evident tearing back to me, clearly frightened. backing, creating his own stained glass relish, announced, " That elephant (on "Mommy, mommy — part lady, part marvel. stilt legs) is bad!" He thoroughly lady" was all he could manage. I What did he learn from the enjoyed the absurdity. Later I noted that rounded the corner and there, on a experience? Not the names or dates of he had even picked up the word "surreal" central pedestal, was a bust of a Roman artists, or the location of masterpieces. from the tape. goddess. To the unprepared two year Nothing about periods or styles. Not the Remember that each child, no old, whose perceptions of reality are technical intricacy of stained glass matter how young, is an individual and distincdy different from adults, this making. But I do think he learned to that each one's responses, interests, and armless, headless apparition was truly look and to wonder, and that a museum tastes may be unique. Another four year alarming. When we went home we got can be an interesting place. I also think old, in a different institution, had spent out the familiar playdough. I modeled an he learned that beauty can be created out so much time looking at geology approximation of the bust and we talked of improbable materials and that he museum displays and going on field trips about the "part lady." I introduced the himself could be a creator. At age four, with his geologist father that he word "sculpture" and noted that that's a lot! incorporated into a typical preschool sculptures could get broken and fixed picture of "Springtime" (a child, the sun, and that people who make sculptures can and a rainbow) a whole underground make them of parts of things if they cross section of geological strata. It was want. Then he rolled a ball of A obvious that the child's individual playdough for a head for our small statue interests had been noted and fostered by and "fixed" the part lady. Similarly, a Cleta Booth is the founding President an attentive adult. docent might lead a preschool, of the Wyoming Children 's Museum and kindergarten, or primary group in using Nature Center in Laramie, WY, where she

The Follow Up playdough as a follow-up to a visit to a also ser\'es as a docent. Formerly the Vice

The post-tour follow up may be the sculpture gallery or a ceramic or President for Programming at the Children 's most essential element for making the pottery exhibit. Museum of Richmond. VA. Ms. Booth has visit meaningful. Whenever possible it This summer, as I toured a gem and been an early childhood educator for 18 should include some concrete, hands-on mineral gallery at a major science years. Currently, she teaches at the Wyoming Center for Teaching and Learning, the activity. The art class learning about museum. I observed a situation that laboratory school of the College of Education silhouettes came back after a short visit recalled another experience with my own at the University of Wyoming. Ms. Booth to the silhouette collection. While the son when he was a preschooler. "Come holds a B.A. in English from Rice Universir\; teacher and an assistant made silhouettes on. Mom, there's nothing here!" I an M.A.T. in English from Harvard of each child, (they were too young to do overheard from a five year old boy University, American Montessori this successfully themselves), pairs of tugging his mother past the cases of Certification, and an M.Ed, in Early children put simple objects under lights, gems and minerals. His mother, Childhood Special Education from Virginia traced outlines, cut out and mounted on annoyed, glanced at a few cases, then Commonwealth University.

THE DOCENT EDUCATOR '

Bowdoin's Museums Host Lots of Little Ones

In The Arctic Museum Bowdoin College in 1967 to honor the arctic terns, rare sightings of snowy owls arctic explorations of Rear Admiral in winter, and eider ducks. This eider b\ WiUiam Logan, Mildred Jones, Robert E. Peary and Rear Admiral family group includes dissimilar-looking and Higbea Judy Donald B. MacMillan. Both were parents, a lovable chick, and several

Pre-schoolers who visit The Peary- Bowdoin alumni. Pre-schoolers cannot eggs. Puffins are popular motifs and the MacMillan Arctic Museum for guided comprehend the struggles of these kittiwake looks like a familiar herring

tours are 3-year-olds (in groups of six to expeditions but do have passing interest gull. Sometimes, a docent will make a

eight) and 4- and 5-year-olds (in groups in the huge sledge (a solidly built sled face and tell of the fulmar's nasty habit

up to ten or twelve). All have adults that moves on ice) that actually went to of spitting fish oil. Eeee-ooooo!

chaperoning them on their half-hour visits. the Pole, and in the ship models. They Objects used by families in daily life

The 3-year-oIds' concept of the relate to the fur parka and are intrigued hold pre-schoolers' attention briefly.

arctic usually is limited to the North Pole with the polar bear pants like those that Explanations in this section are most — the place where Santa Claus and Eskimo men wear. compelling when put into story form.

polar bears live. They may have seen Before their visits. Fours and Fives Then, when time and interest permit, the

picture books of Eskimos and igloos. often have heard of the polar animals, group can stop at the art and sculpture The limited impressions they bring are kayaks, and oomiaks. As they enter one alcove. Soapstone and ivory carvings of

cut and dried: all Eskimos live in snow gallery, they are impressed by a large bears, people, or miniature objects are

igloos all the time and polar bears are kayak mounted high before them. This actually exhibited below the children's

everywhere in the arctic. provides the perfect opportunity for each eye-level, providing another excuse to

The 4- and 5-year olds, however, are child to sit on the floor, "settle into his/ plop down. Nearby are the tupilaks.

more curious, spontaneous, and full of her own kayak," and using imagination, Older pre-schoolers really set their

imagination. They readily answer become an Eskimo paddling away imaginations in motion as they ponder

questions, try out new vocabulary words, through ice tloes. At least for a moment, these grotesque carvings that traditionally

and even welcome explanations. At this technique also harnesses their dealt with negative emotions.

times they may ask their own questions tendency to wiggle. At the same time, and then appear indifferent to the the docent can talk about the kayak

docent's response. They simply may be customized to fit its owner, and explain Basic Techniques for practicing the art of query. that the skin covering is sewn by the Youngest Audiences The Peary-MacMillan Arctic owner's wife.

Museum first opened on the campus of Children are awed and thrilled by UNDERSTAND developmental the array of animals mounted high in the characteristics of the age level front gallery. A mother musk ox and her

calf prompt an explanation of how calves BE FLEXIBLE enough to build on

are protected within a circle formed by their curiosity

adults whose heads face out. Adults butt ZERO IN only on exhibits or portions William Logan is a tour guide at the the foe with their large, strong heads and of exhibits that they can see and that will Arctic Museum. he seiyes as the Often, vicious-looking curved horns. Suddenly, docent for preschool groups. A former grab their interest pre-schoolers can sprout horns, a.k.a classroom teacher and school superintendent, their hands, and simulate protecting INVOLVE them in brief discussions Mr. Logan is an exuberant grandfather. themselves. A polar bear family, several Mildred Jones, a fonner kindergarten USE role play to release restlessness and types of seals, a huge walrus with its teacher, brought several classes la the Arctic entice emotional rapport with the subject all the Museum before becoming a volunteer. Now, funny "teeth" fascinate young

a museum collections aide, she participates in visitors. Much discussion occurs INCLUDE moments for them to pause new-docent training relating Early Childhood between them and the docent. A caribou and absorb

tours to the viewpoint of the consumer. will join the Museum animals soon. It is OFFER information in story form Judy Higbea is an elementary teaching being mounted in a grazing position when feasible principal who presented a volunteers which will permit children to appreciate workshop on Developmental Stages as they its large rack of antlers. REMEMBER that eye-level displays pertain to a museum setting. Her expertise Later in their visit, children come to become very personal for them has become an essential component of the arctic birds in a case placed so low they infonnation used by both new and ENCOURAGE observation of some almost feel they could hug the birds. A experienced docents at The Peaiy-MacMillan details species are familiar to some of the Arctic Museum. few children. Our area of Maine has seasonal HAVE a hands-on, culminating activity

THE DOCENT EDUCATOR The highlight of every visit, Pre-school visitors generally have enthusiasm for the objects to the however, always is the Touch Box which few inhibitions. They move with relaxed children. Use your body to describe contains artifacts youngsters may handle ease around our large galleries. The things. Gesture! I believe in body with supervision. A variety of tactile rotunda becomes a space full of language and acting out, whether it's just impressions are included with the visual geometric shapes and sizes. Walking the making noises or using drama. Tap into ones. Musk ox fur can be rubbed, oudine of the curvihnear forms on the what they know, like colors, shapes, and wooden snow goggles like those in the rotunda floor turns into a game of sizes. Only discuss things that they can case can be tried on, a miniature and follow-the-leader. Twirling around the see in the gallery, and don't use a five- delicate skin kayak can be examined, and open rotunda area gives them the syllable word when a one-syllable word a sealskin yo-yo can be played with. All opportunity to "feel" the space they might do." make our young visitors reluctant to leave. encounter. Indeed, touching the textured Bowdoin docents approach touring By design, a major goal we hold for floor surface satisfies their sensory pre-school visitors with the following these visits is met. Our youngest visitors perceptions. They marvel at the goals in mind: begin to learn that museums are exciting enormous size of the museum setting. make the visit a fun experience; places to visit. Physical activity is a mainstay of get them to explore and want to

their lives. return to the museum; and

As they enter the gallery of colonial teach them to look at, and see, works

and federal American portraits, Rene of art through the use of simple devices

gives them each a colored pipe cleaner. like pipe cleaners, hats, or role play. Assisted by several parents and These can be ambitious objectives MTlte Alt Museum chaperones, the children tie the pipe for this age group, but, as Rene points cleaner around their wrists. Rene asks out, "you feel successful when you by Mehn S. Dube the children, "whose color pipe cleaner is achieve them. Anything more and you

titvely and playful, friendly and in this picture?" as she gestures toward spoil their enjoyment. Remember, curious, the young visitors step into the one of the paintings. The children, eager matching colors or shapes is still large, spacious rotunda as they enter the to participate, raise their arms declaring teaching them to look. You can't keep Bowdoin College Museum of Art in with great spontaneity, "Fve got blue! them doing any one thing for too long,

Brunswick, Maine. They are bundles of Look, I found red in his coat," and so however. You must vary activities and energy having just clambered off of the forth. This exercise involves children in the objects they examine." lifesize sculptured lions that flank the looking for basic colors they already All Museum of Art tour groups are facade and entrance to the historic know through exploration of new images. asked to wear large name tags. Referring

Walker Art Building, which houses the Role playing in an art museum is to visitors by name is especially Museum of Art collection. The children another very effective tour activity with important with 3 to 5-year old guests. are fascinated with the large space they pre-schoolers. Capitalizing on their They respond well to their names. And, encounter and move about the round and physical energy and vivid imagination, after all, the docent wears a name tag and expansive room with little inhibition, Rene has the children pretend they are identifies herself in the beginning of the awestruck by their new surroundings. one of the sitters in the portraits. Rene tour. Name tags encourage a rapport, Alexander, an active five-year-old, asks the children to assume the position making the museum a friendly and fun points overhead to a female nude of the person in the portrait. "How do environment for our young, allegorical figure in a wall lunette mural you feel about yourself?" she asks them. developing visitors. of Venice. "Look, that lady must be A painting by John Sloan, Sunday

HOT! She's standing outside naked," Afternoon in Union Square, includes he exclaims. So begins another Bowdoin men and women walking and sitting in a museum visit with our youngest park in spring or summer. Pre-schoolers audience, the pre-schoolers. also enjoy posing as the people in this

Bowdoin art museum docent Rene composition using the hats from our

Rogers is a devoted fan of these young touch baskets. Docents also participate visitors. She describes our 3-to-5-year- in re-creating this scene by being the Helen S. Dube ser\'es as Coordinator of Education Programs at the Bowdoin College old guests as follows: "Their behavior is leaders of the promenade around the Museum ofArt. Docent Rene Rogers has usually very good. They are eager and gallery. They encourage everyone to delighted children of all ages since she began generally very happy about everything. pretend that they smell the flowers in volunteering at the Museum of Art in 1985. The children love to be told things but the garden. Ms. Rogers has also developed an extensive they have yet to develop any intellectual Describing how she approaches her hands-on program for the museum 's Greek inquiry. They believe anything you tell pre-school guests, Rene explains that "as art collection for classroom use in elementarv them. They are totally innocent." a docent, you must demonstrate your and middle schools.

THE DOCENT EDUCATOR Botany on a Lower Level

lltle «ir youngest visitors Pay attention to what the children

Mc not any more difficult are interested in, and listen to what they to teach than older say or point out to their classmates.

students and adults, they They'll listen to you when they .see that

do require a different approach. The you listen to them. You'll also be in a

youngest visitors toured by docents at the better position to take advantage of those

Brooklyn Botanic Garden are at the pre- teachable moments! Plan your tour, but

kindergarten and kindergarten levels (4 remain flexible. Let the children to 6-year-olds). They arrive as part of a determine what specific things to talk

school group or summer camp. They about. For instance, if someone

may have limited experience being in discovers a fallen leaf or fruit, talk about

structured groups. it. Ask your group "Why did this leaf

This is especially fall off the tree?" Their answers should true for the lead into your next discussion. youngsters who Use appropriate and correct

come early in the language. Refer to plants by their correct

school year. They names, but remember to make it fun.

are excited to be at "Why do you think this plant is called a

the garden, but may Cattail?" "What does it feel like?"

also be unsure of "Would you have named it something what they'll be else?" Keep explanations basic and

doing. For little simple, but avoid using baby talk or

children this talking "down" to children. It helps to

uncertainty can be relate a difficult topic to something that

frightening. is more familiar. For example, to help a To alleviate child understand why certain plants

the uncertainty, tell won't grow with a broken stem, compare

your group at the the stem to a drinking straw. When a Students are guided through an activity in the Education Greenhouse start that they'll straw is cracked or broken, water won't at the Brooklyn Botanic Garden. photo: Bich-Hang Iran have fun and let travel up out of the glass. Similarly,

them know the agenda for their visit. water won't travel up a broken stem.

Then they know what to expect, and you Eye contact is very important with

will get fewer questions such as "What any group and this is especially true with

are we going to do?" Address issues that young children. Practice focusing your

may be important to them, such as eyes at their height. Point out things that

whether or not there is a bathroom break. are on their level. The leaves and

Things we take for granted, they don't flowers growing closest to their view

always know or understand. "Why is a will be easiest for them to see. If greenhouse called a greenhouse?" Even children have to constantly look upward,

such things as why we shouldn't pull up their necks begin to hurt. Physical plants may need an explanation. discomfort can ruin even the best guided One extremely important point to experience.

keep in mind during the entire tour is to Pre-kindergartners have short

address the children . School groups attention spans. Therefore, limit always have teachers and parents along discussions on any particular subject.

to supervise, but remember this As a conscientious docent, you'd like to

experience is primarily for the students. give them as much information as

If you are more familiar with conducting possible at each stop, but with this age

adult tours, this may be difficult at first. group, less is definitely more. They'll

THE DOCENT EDUCATOR by Deborah Keane and Alisa Leung remember one really interesting thing but Young children imitate, so only forget most others, and the easiest way to touch what you want them to touch as lose their attention is to talk too long. well. Take a moment to show Keep discussions brief and focused youngsters how to gently touch a leaf so on concrete things and examples. Avoid as not to hurt it. Some docents allow abstractions. For example, pollination is "collecting" from the grounds (fallen a difficult concept to explain to 4-year- leaves, seeds, and so forth). Get the olds. It's fun, however, to watch bees children involved in a hunt by asking going from flower to flower. "Do you them to find something to discuss. "Who notice which flowers the bees visit? Is can find a fallen leaf?" Or, "Who can there any pollen on the bees' body? find something smooth?" Then, discuss

Touch the flower with your finger to get each object discovered and relate it to some pollen on your fingertip. Pretend your theme. you finger is a bee and visit another Explore using your sense of hearing, flower. Rub the pollen onto the second too. Listen to natural sounds like leaves flower." Pollination can be an rustling, water running, or such man- Kindergartners put the finishing touches on interesting topic if you let children made sounds as cars, airplanes, and other the milk carton baskets in which they'll place actually experience it. people. Try to create your own sounds. spider plants. photo: Bich-Hang Tran Although 4- to 6-year-olds seem to How many different sounds can you have an endless supply of energy, they Everyone pretends to be a tree on a make using an acorn? actually tire quickly. An hour tour is windy day. They are rooted to the Taste is the one sense we may not long enough to give youngsters exposure ground (firmly stomp each foot to always utilize. Some of our visiting to the garden without exhausting them reinforce the concept) with outstretched teachers are hesitant to let their students completely. Plan your tour to cover a branches (arms). As the wind blows, the eat things for religious or practical small area with a minimal amount of trees can bend back and forth, but they reasons. Do stress that while some parts straight walking. While there are many can't walk around. of plants can taste good (for example individual gardens within the Brooklyn At the Brooklyn Botanic Garden, we fruits, mint leaves, sugar cane), not all Botanic Garden, our Garden Guides are fortunate. While museum collections plants or plant parts are edible. Some select only one or two areas to cover can be observed and in rare instances can be poisonous. Mention this even if when working with this age group. It touched, our "living museum" can be the students are not going to taste would be physically impossible to cover experienced through other senses as well. anything. the entire garden with these children. Sight, touch, smell, hearing, and taste are Touring with a group of young

Standing still can be just as difficult utilized on tours to help our young children can be challenging, but it can as long walks for litde ones. visitors learn about plants and the also be very rewarding. Just keep in

Kindergartners and pre-kindergartners environment. Children especially mind the characteristics and abilities of like to squirm and move their bodies. remember most what they experience the age group. And be flexible! What Our Garden Guides occasionally stop through more than one sense. These works with one group may not work with and do a physical activity that is tied to children may not be able to read signs or another. Adapt! As with anything new, the theme of their tour. For instance, comprehend the historic or botanical the more often you work with young when discussing how seeds germinate, significance of our collection, but they children, the more comfortable and students can pretend to be seeds by are capable of experiencing the resourceful you will become. crouching down with their arms around collection in a very personal manner. their knees. One student acts as the sun Touching, smelling, and hearing are and another acts as the rain. As the sun always encouraged. There are many shines and the rain waters them, the ways to incorporate these senses while Deborah Keane and Alisa Leung work "seeds" begin to grow by slowly touring groups. Bark, leaves, and petals in the Education Department of the Brooklyn straightening their bodies (the stem all have different textures. Students can Botanic Garden in Brooklyn, New York. pushing through the soil), sticking their smell fragrant flowers, scented leaves, Ms. Keane is the Senior Instructor for School arms out (unfolding leaves), and lifting and the aroma of soil. Pass objects Programs. Ms. Leung is the Coordinator and their heads up to the sky (flowering). around in a circle to ensure that everyone Instructor for the Kindergarten Program. Another quick, easy physical has an equal opportunity to touch and Both have been working with children at the activity is really a stretching exercise. smell everything. Brooklyn Botanic Garden for overfour years.

THE DOCENT EDUCATOR Right from the Start

by Sr. Eileen Rice, O P.

" ightfmm lite Starr is the title A Guide to Childhood Development that This participation in an idea system

tin* N'ational Association of appeared in the Autumn 1992 issue of gives a child the power to influence his

State Boards of Education The Docent Educator (pp. 6-9). or her environment and to have an report on Early Childhood She and others agree that, to be impact on the world.

Education, and is one of those wonderful successful, experiences for young It is important to note that this

phrases that expresses multiple meanings children must: definition doesn't limit culture to one's simultaneously. (Everybody Counts, the be concrete and specific racial or ethnic group membership but

title of a report on the future of provide opportunities for activity includes gender, religion, socio-

mathematics education by the National accept that children at this stage have economic class, etc. All of those aspects

Council of Teachers of Mathematics, is short attention spans, little impulse of culture remind us that the term

another such phrase.) control, and inaccurate notions of "multicultural" is broader than the term In the case of young children, the time and space "multiethnic."

opportunity to design educational be connected to the child's own What's also critical about this

experiences of all kinds that impact them reality. definition is its applicability to both the

in their formative years (nghl from the challenges mentioned previously, the start) and share with them our hopes for These guidelines are important multicultural dynamics of visits/tours and

the kinds of values and attitudes that will whenever young children visit a the multicultural content of visits/tours.

guide them through their lives (right museum, historical site, zoo, or botanical When considering the multicultural

from the start) is a significant challenge. garden. When we add to these dynamics of a group of young children

It is a challenge shared by parents in guidelines concern for multicultural visiting an institution, docents must first

their homes, early childhood educators in awareness and sensitivity, two additional look inwards to examine their own

preschools and primary classrooms, and, challenges result. The first involves the attitudes. Young children, because the of course, docents in a wide variety of docents' own attitudes toward words they use are often more limited

museum settings whenever the "little differences among and between cultures than the concepts they can understand,

ones'" come to visit. and how these differences are learn more powerful lessons from the

Fortunately, when the specific exemplified in behavior, language, attitudes of the docents (and their

challenge faced is that of fostering interests, and so forth. The second has to behaviors that reflect these attitudes) multicultural awareness and sensitivity, do with the content of a museum (zoo, than they do from the specific materials

the field of early childhood education has botanical garden, or historical site) visit. considered during a visit.

had an excellent "track record" of With the latter the challenge is to plan an What this means very practically is

concern and commitment. And this experience that is culturally affirming that docents need to reflect upon whether

dedication has resulted in the publication rather than one that is unintentionally they associate certain kinds of behavior

of numerous resources as helpful to culturally assaultive. with children from particular socio-

docents as they are to the early childhood Both of these challenges require that economic classes; whether they have educators for whom they were docents have a sense of culture as an idea unarticulated assumptions about what

originally intended. rather than externals like costumes, would interest a little boy or a litde girl;

All of the experts are in agreement celebrations, and communal activities. whether they find themselves making

with what anyone who has been around Carol Brunson Phillips says it well: judgments when children use non-

young children for any period of time has Culture is more than a collection of standard English; whether they find

learned through trial and error. And that artifacts and holidays. It is in its themselves tensing up a bit when they

is that experiences designed for young broadest sense a set of rules for behavior learn that a group of children from a children must be developmentally by which we organize and give meaning particular neighborhood, summer

appropriate. They must be consistent to the world. program, daycare center, or elementary

with what is known about the physical, The 'enculturation' process involves school will be "their group" to guide for

social, and cognitive development of all the things that families do to enable a visit or tour.

children at that age. Maria Shoemaker their children to know and understand This kind of self-examination is described many of these characteristics their group's shared ideas, values, often difficult, sometimes embarrassing,

in her article. "Watching Children Grow: beliefs, and behaviors. and always revealing. However a

THE DOCENT EDUCATOR .

willingness to engage in such reflection personally that differences in culture tours is also a very powerful learning

is the first step toward multicultural (culture, according to Carol Brunson tool in this regard.)

awareness and sensitivity at the level that Phillips's definition) can lead one to The major portion of this article so

young children understand it best — make very different decisions about the far has been spent on the multicultural

through how they are treated. Young nature of the world and one's place in it. dynamics of visits to museums, zoos, children are very sensitive to the non- Even this isn't enough however! botanical gardens, and historical sites verbal messages conveyed by adults. The necessary third step in attending to because for young children these

They identify (and respond to) dynamics often are the adult frustration, anxiety, and multicultural content of the visit.

tension even when they don't have Because their sense of time is

language to describe what they are focused on the present, it is experiencing. difficult for them to understand

While personal reflection is an abstract concepts like culture and

important first step, it is only a first society. Because they have short

step. What must follow requires, attention spans and are physically in many cases, even more courage. active, it is difficult for them to

Docents must be willing to engage just look at something. So, what in honest and thoughtful they are coming to visit is often conversation about what they have less important than how they are

learned about themselves. Initially treated while they are visiting . . these discussions can be with other at least as far as multicultural docents, but they can't end there awareness and sensitivity are because docents as a group often concerned. don't represent a great deal of However, even given all the cultural diversity. above, there are times when a visit

As a speaker at numerous to an institution may have a focus national and regional museum that is specifically multicultural. symposia, I have found my A collection of Native American audiences to be overwhelmingly artifacts, or a zoo tour highlighting female, white (or European- animals used for transportation American, as my African- around the world, or a display of American students like to say), inventions and discoveries made economically secure, and well- possible by women scientists, or educated. This is not a judgment, the Tahitian paintings of Gaugin but a fact, and a reasonable one to mind. Because young children learn more fri)in attitudes than tin come When given the history of docent do from specific materials considered during their visit, opportunities for such visits or programs, the time commitment docents should examine their assumptions and behaviors. tours exist, the first question to required to be a docent, the consider is whether they are composition of traditional museum suitable for young children. If that audiences (which might lead one to an multicultural dynamics in planning question is answered in the affirmative, interest in becoming a docent), etc. experiences for young children is docent the next question that must be addressed

However, no matter how reasonable this peer observation. This process requires is how to deal with content in a fact is, it is not one without docents to invite a colleague to shadow "culturally affirming" manner. consequences when efforts are made at them on tours for the explicit purpose of This notion of cultural affirmation multicultural awareness and sensitivity. observing how diversity is respected and can perhaps be understood through a

What this implies is that docents must be encouraged. While there is almost consideration of its opposite, cultural willing to engage in conversations with always something at least a bit assault. A culturally assaultive those whose experiences have been intimidating about being observed by a environment is one in which a focus on different from their own — different peer, and there is the danger that the differences, albeit well-intentioned, socially, different racially, different individuals being observed won't "be "hurts minorities' feelings and makes economically, different educationally, themselves," the benefits far outweigh them feel left out," according to Clark, and so on. The purpose of these the disadvantages. An external observer DeWolf, and Clark (p.5). In their discussions is to learn firsthand about can often see what individuals do not provocative article, they provide a list of cultural diversity and to experience perceive themselves. (Video-taping elements that characterize a culturally

11 THE DOCENT EDUCATOR assaultive classroom. I have adapted the Possibilities include: children times that they like to do the same

list to museum settings. Encouraging children to find thing as everyone else and times that they

connections between the content of the would rather do something different. Culturally Assaultive Practices to visit and their own lives, for example, These suggestions are only a be Avoided discussing the daily activities of children beginning, only a start, for docents Discussing cultures only from in historical or ethnographic exhibitions concerned about fostering multicultural

the perspective of the past, thus limiting or noticing families, pets, friends, etc. awareness and sensitivity among young

a culture to a particular time and place, depicted in works of art children. However, such a start must be

such as the "Indians" at the first Focusing on the processes that made if their visits to zoos, museums, Thanksgiving undergird the exhibition rather than the historical sites, and botanical gardens are

products; for example, what it's like to to be "right from the start." Emphasizing differences rather explore someplace new or what's hard than similarities between groups, for and what's easy about making something

example, a focus on exotic foods, Asking children to imagine

clothing, housing, etc., rather than the how interesting their lives would be if

fact that all human beings need food, various aspects of diversity were present,

clothing, and shelter for example, if they had to care for a

particular zoo animal or if they had a Sister Eileen Rice. O.P.. is a college Using language that objectifies particular plant in their backyard instructor and Director of Teacher Education a group ("sit like Indians") or symbols Emphasizing on tours at Siena Heif>,hts College in Adrian. ML that emphasize group characteristics and questions that have multiple "right" Formerly a secondary school principal and ignore differences within groups (i.e. - answers (rather than those with only one junior high and elemetUary classroom

sombreros, rickshaws, etc.) conect response), for example, "How teacher. Sr. Eileen Rice was named the Phi many ways could you show someone Delhi Kappa Professioiud Educator of the Planning exhibits that focus on you were happy?" or "What name would Year in 1987. She earned a Bachelor of Science in Mathematics Siena Heights ethnic minorities and other groups only you give this plant, animal, tool, art from College, a Master's in Mathematics during certain times of the year (Black work, etc.?" Education from the University of Michigan, History Month, Hispanic Heritage Addressing the issue of cmd a Ph.D. in Education Administration from Month, Women's History Month, etc.) differences directly when dealing with the University of Michigan. Sister Eileen Rice rather than infusing exhibits with cultural content that is strikingly different from has been a presenter at numerous workshops diversity throughout the \ ear. the children's own lives, for example, for educators, parents, and students, and listing similarities differences and authored an article entitled, "The Impact of In considering these practices to be between and among the specific children Learning Styles, " which appeared in the

avoided, it's important to remember that on a particular visit or discussing with Autumn J992 issue q/The Docent Educator. when such practices are incorporated into

tours or visits, it's not because of a desire

to misrepresent or embarrass members of various cultures. Rather, it is simply the Books on Multicultural Sensitivity result of a lack of awareness of how such practices are culturally insensitive. (But Two very practical and powerful books on the topic multicultural sensitivity are: here, as in every other significant aspect Teaching cmd Learning in a Diverse World: Multicultural Education for Young Children of life, ignorance is no excuse.) by Patricia Ramsey (New York: Teachers College Press, 1987) and In the past, many of these practices Anti-bias Curriculum: Tools Empowering Young Children by Louise Derman-Sparks have characterized educational for experiences with young children because (Washington. DC: National Association for the Education of Young Children, 1989).

their (the children's) lack of There have also been numerous articles written on this topic in Young Children,

sophistication makes it very tempting to the publication of the National Association for the Education of Young Children. simplify concepts in ways that ultimately do more harm than good. Three helpful resources used for this article were: To turn these well-intentioned but Nurturing Diversity for Today's Children and Tonwrrow's Leaders, culturally assaultive practices into by Carol Brunson Phillips (January 1988, pp. 42-47), culturally affirming activities, docents Meeting the Challenge of Diversity, by Jones and Derman-Sparks (January 1992, pp. 12-18), need to find ways to infuse attention to

cultural diversity in every visit a young and child makes. Teaching Teachers to Avoid Having Culturally Assaultive Classrooms

by Clark, DeWolf, and Clark (July 1992, pp. 4-9).

THE DOCENT EDUCATOR ! F Y C For Your Consideration

Teaching Tips Help is All Around Us

Ever notice how other people 's In their brochure Sharing Science with Children: A Survival Guide for Scientists errors are glaringly apparent, and the and Engineers, the North Carohna Museum of Life and Science in Durham, N.C., words others should have used are easy offers the following noteworthy tips for those who teach youngsters. to discern? These may be the best reasons why Make eye contact with the students because they love the personal contact. docents, guides, and interpreters ought to

Smile and feel comfortable telling amusing anecdotes because kids love a invite a peer or staff member to observe

good laugh. their tours and attend their lessons. The Organize all your materials in advance because kids sometimes have a hard invited educator usually has just enough time waiting. distance from the lesson or activity to Use student volunteers to help you set up and distribute materials, samples, make useful observations. The only

pictures, and handouts because kids love to feel important. caveat is that they offer these

Require that students raise their hands to participate because they will probably observations back in the form of

want to talk all at once. "constructive criticism."

Call on many different members of the class because everyone wants to be Nobody likes to be criticized. involved. Constructive criticism, however, should Model good safety practices because kids learn by following role models. not be criticism for the sake of

Give specific directions when distributing specimens because kids sometimes criticizing. Whether in the form of peer disagree about who has been holding an object longest. feedback or formal evaluations, Use a prearranged signal to get students' attention during activities (clapping, constructive criticism should provide

flipping light switch, etc.) because it is too hard to give good directions unless suggested routes toward more effective

students are quiet. behaviors or strategies for similar Stop and wait for students to let you continue speaking if they get noisy because situations. Constructive criticism does

they have probably heard the "cold silence" before and know that it means they not focus on what went wrong, but offers

need to be less noisy. practical suggestions to help make the

Wait to give out handouts to students until it is time to read or use them because if next encounter even better and the the students have the handouts while you are speaking they will be distracted. docent's performance even stronger. Wait several seconds before calling on students to answer a question because the

whole class needs time to think about the question before someone answers it.

Enjoy the students, their enthusiasm, and their sense of wonder because they have a fasinating perspective on the world! Your Support is Needed

The Docent Educator is the only journal published expressly for volunteer No More Docents ? and staff educators serving in a wide

variety of institutional settings. It is a

The August 2, 1993 issue of Business Week magazine included an article entitled, resource devoted to making educational

A Museum Guide that Follows Your Lead. The article described a new product called efforts more successful and rewarding.

Audiomate, a small portable device that resembles a handheld telephone. The device Let us know what you think. Send us stores up to four hours of audio-based information that can be randomly accessed. your comments, suggestions, and ideas.

When visitors come across something they want to know more about, they simply And, please encourage your colleagues to enter a three-digit code designated for that object and the Audiomate retrieves and subscribe. Help us ensure that museum plays the pre-recorded information. The Louvre, in Paris, is the first museum to offer docents and educators will have a voice

Audiomate. They made it available for the opening of the new Richelieu Wing this and advocate in the years to come! past November.

THE DOCENT EDUCATOR It X^k^^rks for IVIc « # • Submit Sharing successful techniques and ideas. an Article!

For nearly 30 years, the Houston Museum of Natural Science has collaborated

with the Junior League of Houston, Inc. in a science box outreach program for children Publish Your Teaching

with special needs — children for whom it would be difficult to come to the Museum Ideas and Techniques on a field trip. The Junior League provides the funding and the volunteers to serve as

docents, and the Museum supplies the artifacts, specimens, and training for this highly The Docent Educator invites to successful program. you submit articles, questions, techniques, The outreach program is accomplished using 17 science boxes. Each explores a comments, and announcements for different topic, such as Reptiles and Amphibians, Mammals, Fish, Birds, Native possible publication. Interested? Americans, Astronomy, and the Human Body. Large-sized fishing tackle boxes work Please consider addressing the themes of best because their little shelves and compartments accommodate objects of various our upcoming issues. sizes and shapes.

Each docent is assigned to one school, where she teaches one or two groups of Blockbusters: Changing Exhibitions children. She presents all 17 topics throughout the school year during 1.5 to 2 hour and Large Crowds visits to her assigned school, twice a month. Repeated visits allow the docent to get Summer 1994 acquainted and bond with her group. Submission deadline - March 1, 1994 This extraordinary program works well primarily because of the skill and

dedication of the volunteers who staff it. For example, when teaching students whose Back-to-Schools: Educational Trends, ages were 9 to 13 (but whose learning level was between 1st and 2nd grades), docent Student Audiences, and Teachers Susan Doherty used a book with large, colorful drawings and photographs to instantly Autumn 1994 captured their attention. She kept the children focused by never taking more than two Submission deadline - June 1, 1994 specimens out of her box at a time, and by putting each object out of sight after that discussion ended. Throughout her lesson, Susan engaged the audience by asking Multiculturalism: Diversity in our questions and acknowledging every answer. Glowing, attentive faces revealed how Audiences and Collections impressed the students were with her presentation. Winter 1994 Like many docents, Susan gives something very special to this outreach effort ... Submission deadline - Sept. 1, 1994 her time, her enthusiasm, and most of all, herself. Countless children throughout the

past 30 years have benefited from people like Susan, who care enough to participate in Object lAie^racy '.Reading, Interpreting, this program. and Discovering Meaning from Objects We, at Houston Museum of Natural Science, invite others to use our outreach Spring 1995 program as a model for their own adaptations. We would be delighted to share our Submission deadhne - Dec. 1, 1994 information and experience. Just write or call:

Adults Touring and Teaching Adult Coordinator of Volunteer and Docent Programs Audiences and Families Houston Museum of Natural Science Summer 1995 One Hermann Circle Drive Submission deadline - March 1, 1995 Houston, TX 77030-1799 (713) 639-4643 If you have an article, technique, or

activity in mind that does not conform to

the themes above, you are still invited to Marilyn J. Young submit it for consideration. Coordinator of Volunteer and Docent Programs Houston Museum of Natural Science Send your ideas and manuscripts to: Houston, TX The Docent Educator 2011 Eleventh Avenue East, Seattle, WA 98102-4109

Feature articles average 1,500 to 2,000 Share your ideas, programs, and techniques. words in length and are best if accompanied by black-and-white

Let everyone know what works for you! photographs that reinforce the text.

14 THE DOCENT EDUCATOR Handling the Past by Cynthia Bedell

"T" km youngsters handle we offer pictures with a one word openly praise youngsters to reinforce ^ / artifacts in a historical caption; the search games for more good learning behaviors such as listening m/ museum, the past comes skilled readers involve more text and and following directions. Invariably, the p-' T alive and becomes reading activities. fringe sits up and takes notice. accessible. To turn kids on at our Equal to the power of the object is To stimulate discovery, we ask museum, the Tippecanoe County the strength of personal contact. We questions. Inquiry is a developing Historical Association (TCHA) uses an start visits with a welcome and process requiring self control and expendable collection and flexibility on the part of the inquirer. reproductions for its handling Questions get children thinking and materials. The collection includes involved. Acceptance and such items as: fossils, projectile encouragement facilitate these points, stone tools, bone tools, mortar important cognitive developments. and pestle, miniature wigwam, woven Some of the questions I enjoy baskets, pioneer tools, cooking asking are: utensils, toys and dolls, candle mold, lanterns and lamps, stereopticons and 1- How do you know this photograph cards, thumb piano, school books, is from the past? "try-on" period clothing, and 2- Can you tell me more? laminated photographs. 3- What do you think? Scholars use a systematic method 4- Can you tell how the people in the to study artifacts. This procedure, picture feel? however, can be adapted so that 5- Which is your favorite? youngsters can learn how to read an 6- Do you wish you had more time? artifact. We begin by identifying the object, then move to the story the The answer to the last question is object tells about the past. Finally, we always a resounding "yes!" Learning compare the object with a modem day in a museum is exciting. It is a equivalent. wonderful starting point for all kinds of journeys.

1- What is it?

2- What is it made of?

3- How was it made?

4- Who made it?

5- Is it well made or not? introduction that explains all the fun

6- Is it special or everyday? things that will happen at the museum.

7- Who used it? We immediately engage youngsters in

8- How did they use it? activities. Eye contact is established

9- Do we have something like it today? with all of the children by crouching,

10- How is it different than what we kneeling, or sitting at their level. We have today? smile and project an informal, personal style. Young visitors are perceptive, and Cynthia Bedell is Assistant Curator of they reciprocate with enthusiasm. At the TCHA we also believe that Education at the Tippecanoe County children should move around the Learning can be a socially Historical Association in Lafayette, IN. museum and discover exhibits. Search motivated behavior. Young visitors — She earned her B.A., and has graduate hours games provide a flexible framework, pre-K to second grade — are particularly in Social Studies Education at Purdue encouraging children to wander and at verbal, curious, and openly energetic. University. the same time have a direction. Search The use of simple directions and positive games are constructed with age levels in reinforcement can maintain a productive mind. For pre- and beginning readers. learning environment. For instance, we

THE DOCENT EDUCATOR Let Them Make a Mess!

Science, Young Children, and the Museum Environment

opening da\ of a new, costly the children created their own activity. It'sexhibition on natural disasters. And, through their activity, they were Adiills meander through the making discoveries about water's

displays, reading copy, pushing properties that helped form a core of buttons, discussing information with understanding about one of our world's their companions, and drawing basic elements.

conclusions about what they've seen. In Finally, after separating the little girl

one corner of the exhibition, however, a from the tide pool, her parents take her to

couple struggles with their four-year-old the children's room, which is for daughter. She has discovered a newborns through seven-year-olds. The

small, re-created tide pool that is a girl's face lights up. Inside she sees part of the exhibition on hurricanes. water play, sand play, climbing and

The little girl doesn't want to leave. building, an area for mixing materials

Naturally, she isn't reading copy or like paint and shaving cream, and several Young children studying the graph of water small ice sculptures, melting. It could be learn science, and patterns; she's just putting her the ideal school environment, with a few

hands in the water and lifting them differences. There is no teacher — the other subjects, out. again and again. children guide their own learning. There through a basic use Each time the water tlows are no institutionally imposed time of their senses. through her fingers, she laughs. limits, so children won't be inten-upted Soon, a three-year-old boy joins and can use their time as they see fit. The most important tools her, pouring the water from his And, children are free to construct give are: we can them hands to hers. What are parents, or knowledge on their own, without being • varied and appropriate materials museum educators, to do? These told outcomes or conclusions. children clearly aren't interested in What makes such a learning • permission to make a "mess" learning the material as presented. environment so appealing to children? • time to explore. free They aren't discussing the And how can we, as those who teach in information or drawing important these environments, help facilitate this conclusions. They're just making a type of learning? Let's look again at the mess. Or are they? three most important tools we can give Young children learn science, young people. and other subjects, through a basic

use of their senses. The most 1. VARIED AND APPROPRIATE important tools we can give them are: MATERIALS varied and appropriate materials Children from the ages of six

permission to make a "mess" months to seven years require very free time to explore. different learning situations and

The girl and boy enjoying the materials than do older children. The

Natural Disaster Exhibition aren't using best activities and materials invite

it in the way envisioned. But, the children to be involved, but do not designer should be proud because, unlike require reading or abstract thinking.

many exhibits for adults, this one For example, at the Oregon Museum actually had one component of potential of Science and Industry, children can

interest to youngsters . . . water. Most build cars and send them rolling down a exhibits designed for adults are deadly ramp. The parts of the car available are

dull to children because they provide few six different types of wheels, three sizes concrete "tie-ins" to the exhibit that of bodies, two sizes of axles, and two young minds can access. Though the different kinds of cargo boxes that can be

tide pool wasn't meant for water play. attached to the cars. Cargo, in the form

16 THE DOCENT EDUCATOR by Laura Lundy-Paine

of wooden blocks, is also available, so Volunteers children can load up the boxes on their who teach in this cars and see how the cars' movement type of situation or changes with the load. The only setting, which is graphics for this activity are labels on sometimes found in each container of objects, reading "small museums and more wheels," "large axles," and so on, and often found in two small signs that say "MOVE IT!" "children's

Children of all ages play with this museums," have an activity. Toddlers slide themselves down important the ramp, experimenting with an barly responsibility. interest in motion as it relates to their They need to Young children should L 'e presented with opportunities to explore and

construct knowledge on their own. ' photo; Laura Lundy-Paine own bodies. Older children exercise ensure that 1, 2, skills in sorting, problem-solving, and 3 happen. down the ramp." While these kinds of predicting, comparing, teamwork, and What should you do if a three-year- more. old begins to build a casde out of the comments may seem awkward at first, they become easier with practice. And, parts meant to make a car? I suggest you you'll be surprised to see how a child 2. PERMISSION TO MAKE A MESS let her make the castle. The creativity will note what you say and even respond Look again at our example called and exploration involved will probably

to it, without being interrupted or "MOVE IT! " One four-year-old boy surprise you, and just think what she'll distracted. dumped all of the small axles, small learn about building structures. Children Finally, aware of the child in round wheels, and square wheels out on will create their personal versions of be yourself. introduced to a the table. Adults might assume that he activities. Allow them to finish before When new

exhibition, look at it child would. will use four wheels and two axles, but discussing other options or directions as a

Does it allow for interaction? Does it he hasn't decided that. He wants to see they might have taken. use changeable that would everything the containers offer, and only Wait until children are completely components be safe and attractive to youngsters? then will he proceed to make a car. In through an activity, and leave an area, What open-ended questions could be fact, he never does make a car. Instead, before straightening up or putting used in connection with the exhibition to he attaches one square wheel and one materials away. It is important to allow facilitate learning? Focus concrete large round wheel on either side of an children to finish their exploration. on elements that may already be familiar to axle. Then, he slides it down the ramp, Disruptions in the form of intermittent children. all, over and over again. clean-up will break their concentration young Above don't worry too about the mechanics of and may result in a loss of interest. much teaching. Rather, help facilitate the 3. FREE TIME TO EXPLORE Hold off your desire to assist. Even natural desire to explore, engage, and The young boy in our example is in seemingly helpful statements such as: learn characteristic of this age group. no particular hurry. He isn't late for "Can I put this away for you?" "These go anything. Story time is not about to in here, honey." "Wouldn't you like to begin. There are enough stations in the use this one?" "Do you want to change room so he doesn't need to finish what that part so it works right?" or "What are he's doing so another child can play. He you going to put on it next?" can be Laura Lundy-Paine is the Early is able to see his activity through to counterproductive. Childhood Education Specialist at the completion, without interruption. Try facilitating, rather than Oregon Museum of Science and Industry in Free time is very important. directing, learning. Use neutral Portland, OR. Ms. Lundy-Paine received a Children require opportunities to enter statements that do not judge a child's Bachelor's degree in Theatre from Pomona into activities and construct meanings at actions or lead the child toward a College and a Master's degree from Lewis & their own pace. Even well-meaning decision. Neutral statements basically Clark College in Special Education - instruction or direction can interfere with state, verbally, the actions a child takes. Hearing Impaired. In addition to her learning at this age. For instance, "I see you're using the museum responsibilities, she is an actor/ square wheels." or "You pushed your car writer/director in the Portland area.

THE DOCENT EDUCATOR Learning to Learn

Early Childhood Experiences with Process Skills

e wa> quite interested in his complementary part their institutions can • Living things. In science, young chiki's welfare. As a matter perform in this early learning process. children learn about the care, handling, H of fact, the young father of • Holidays and special events. feeding, and preservation of living one of our kindergarten Among the goals for pre-school and organisms using classroom aquaria and

children had taken a day off from his job kindergarten children is learning about gerbil habitats. They learn to care for

in order to come to school to discuss a the existence and variety of holidays and their own pets, and, when they visit a zoo trip he was planning. As he explained special events of the society in which or nature center, they experience the

his desire to take his daughter out of they live. In the United States, in thrill of seeing non-domesticated school for six weeks, he smiled October, for example, many kindergarten animals. A docent shows them how the apologetically and said, "She won't zoo cares for these animals, and

miss too much, will she? After all, they see that all animals have similar

it's only kindergarten." needs. Later, when they learn that

This parent's attitude about some clothing is made of wool, they

kindergarten, while misguided, is will remember the oily softness of the

not uncommon. Many parents are sheep in the petting zoo. not fully cognizant of the important • Colors and shapes. Pre- role that pre-schools and schools and kindergartens devote

kindergartens play in a child's time to teaching youngsters the development, which may explain names of colors and of simple

why fewer than half a dozen states geometric shapes. When they visit

support mandatory kindergarten. an art museum or gallery, they see

Yet, it is during the first six years of how artists use these elements to

life that children learn and acquire create images, tell stories, and

new behaviors at the fastest rate of transmit feelings. They can make

their lives. While the brain of a their own art in response to their newborn weighs only about one experience with colors or shapes, or

pound, a six year old's brain has any of the other basic elements of art.

acquired its full three-pound adult • Important people. Young

weight. Most of this increase in children are also taught about some

weight comes from the growth of of the important people in their

brain cells, particularly neurons — community that help others.

the cells that receive, store, and Perhaps they enjoy a classroom visit transmit thoughts and memory. from a police officer and a nurse.

Current brain research indicates that They might also learn about another

a child who lives in a stimulating special group of community helpers

environment during these crucial six called "volunteers." They see What may appear to be play at the petting area of the years will actually develop more parents serving as volunteers and Nashville Zoo actually teaches children process skills - neurons than children who are how to learn and respond. helping in their schools, and they deprived of sensory stimulation. meet with volunteer docents at a

Because the first six years are so children learn fire safety rules during local museum or historic site.

important in a child's development, pre- National Fire Prevention Month. They

schools and kindergartens are much more visit the local fire station, and perhaps, As essential as it is for children to

than frills. They play a pivotal part not they also visit a nearby history museum have experiences that transfer aspects of

only in a child's future school success, to see "old" fire engines and to compare our shared culture, early childhood

but in creating the brain's ability to learn the old to the new. An activity at the education has an even more important throughout a lifetime. Examining the museum might give them the experience responsibility. Most quality kindergarten goals of a typical kindergarten and excitement of participating in a and pre-school programs provide curriculum should provide museum bucket brigade using plastic buckets and opportunities for children to develop educators with clues as to the cardboard water drops. 18^ THE DOCENT EDUCATOR process skills — those skills that enable are also applicable to any museum. compare objects. They make and discern a child to learn. The learning of process Observing, comparing, predicting, and patterns, and they learn to estimate. All

skills is heavily dependent upon a drawing reasonable conclusions are skills of these process skills can be developed multiplicity and variety of experiences, as easily developed in a history museum in a museum, whether the child is

and is an important reason why museums, as in a zoo, science museum, or nature comparing the number of baby and adult historic houses, zoos, botanical gardens, center. Kindergarten children who eat animals at the zoo or finding circles in an and nature centers should supplement the apples they dried in a re-created art gallery or museum. even the best of school environments. It pioneer farm won't understand the time Process skills teach youngsters how is also why serving this audience should concepts necessary to know when such to learn, and how to respond be considered educationally productive by food preservation techniques were appropriately and effectively to a variety the hosting institutions. necessary. They will, however, of situations. Simply focusing on subject

• Social studies process skills. remember the experience whenever they matter content, without teaching process

Among the major goals of a eat a fresh apple. They have also learned skills, does not equip children to deal kindergarten curriculum is teaching some important concepts about moisture, with new situations, or to become children how to get along with each and they will be able to make predictions independent learners. Museums (which other and function in a group. This goal about other foods based on this experience. are important conduits of culture and, as is part of the social studies curriculum, • Language arts process skills. such, are vital components of a good pre- but it need not be confined only to visits Language arts skills are naturals for all school or kindergarten program for that to history museums or historic houses. museums. Learning to listen is a major reason) are rich environments for

This goal, and the related goal of focus of the kindergarten language arts teaching process skills. This is why, teaching children to work together to curriculum. Do note, however, that when kindergarten and pre-school solve problems, are vital parts of any teaching children to listen is not the teachers go to the considerable effort of class trip. An art museum that allows its same as talking to children! Museum taking their class on a museum visit, they youngest visitors to create a mural, docents can help young visitors learn to are not looking for a way to "kill time." collage, or other group project based on listen by asking them to recall details or They are hoping to offer students yet the theme of the visit (animals, people, story sequences, by helping them another experience that will enable and colors, shapes, textures, etc.) is helping construct visual images, by role playing, enhance their future ability to learn. those visitors to reach this goal. The and by making hstening an active visit itself, separate from any content, pastime. involves staying in line, raising your • Mathematical process skills. hand, taking turns, sharing — all rules The math curriculum, too, can be that make it possible for the enhanced by a visit to the museum or group to learn. other such facility. As kindergarten

* Science process skills. The children develop their understanding of Jackie Littleton process skills of the science curriculum numbers, they learn to sort, classify, and Associate Editor

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^ ThYdo c~eWt~dIjcWTo r Sensory Involvement is the Primary Connector

by Mary Ruth G. White

YiHtr class or tour is finished and younger visitor. Can you help him feel can help us observe, identify, and you look back wondering, the cool breeze under the trees? Does imagine. It can enliven any lesson about

"What did they take away from recalling the unending sound of a stream nature, history, or art.

our time together? Will they remember help him relate to the water depicted? It is possible that your lesson can be

any of it tomorrow? Will they recall this Do the flowers bring to mind a particular more forceful if you introduce sensory

lesson in connection with a future fragrance, or garden where he touched, appeals that are seemingly unrelated to experience?" smelled, and listened? Now, imagine a your topic. Music can describe an

As a docent or interpreter, you still life. Do the foods invite you to think animal (think of Peter and the Wolf); studied your collection and practiced of their taste — the pleasure or rejection smells can define a time period; sounds touring. You embellished your lesson, they might bring? can discuss a place.

and related it to other subject areas. A guide in a nature setting can Remember, every experience, even

What more can you do? certainly use sound to his or her sensory ones, is interpreted through One technique that can accentuate advantage. Often, sounds indicate the one's particular, individual perspective.

the impact of your lesson, especially presence of things unseen — birds, I once set a copper bowl of red apples on

with younger audiences, is to involve animals, insects. Perhaps helping others the kitchen table for my children coming

several or all of the senses — sight, to identify and differentiate sounds in the home from school. The first one who

hearing, taste, smell, and touch. environment can teach them of nature's passed them said, "That's beautiful!"

Let's suppose your expertise is in many layers. The second, "I'm hungry!" The third

art. A knowledge of art-making is We tend to discourage touch in said "seven," meaning one for each

helpful. Surely it starts with touching some presentations. Yet, think of how child coming home (he's been our

and feeling: carving in rocks; molding forceful a learning tool it is during the mathematician ever since).

clay in one's hands; swirling and earliest years of life. How meaningful To engage someone's senses is to

blending pigments; caressing the textures physical contact is. Feeling often leads engage their interest. If you can

of leather, wool, or canvas. to an emotional reaction that is effective contribute to that when teaching

While this technique may seem for learning and for remembering later. youngsters, your presentation will

immaterial to looking at something like a We are cautious in encouraging the certainly have been a success!

painting, it need not be. Imagine a tasting or smelling of objects. But, with

landscape. While the colors, mood, and some forethought, a docent can construct Mary Ruth G. White is a retired teacher

technique may be apparent to the highly an entire lesson using those sensations andformer docent, who recently celebrated her 80th birthday. lives in Buchanan, MI. trained viewer, they may not be to a alone. Honing our sense of taste or smell She

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