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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.

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