My Quest Has Commenced!

<<Insert poetic introduction here>>

     Good. Now 'tis time to get into the meat of my research project and explain what shall be occupying my time and energy for the next month or so. I would have attached my project proposal to delineate the original goal and purpose of said project, but as ideas tend to do, it evolved. Thus, the goal, or as I prefer, my quest, is to investigate the methods of hands-on, self-directed learning and education, and observe to what extent such methods incite positive behavior and social interactions in children from 3-6 years of age. This "quest" has called me to venture to the Children's Museum of Tucson, as well as a Montessori School (I'm afraid I have to omit the name for confidentiality reasons). Ask me not why for I have taken up this adventurous tone, for I can give no other answer than it suits my mood, and over these past weeks, I have been inspired by the imagination of small children (and Disneyland). 

     I chose the museum, because it is less-structured than the school, offering an informal approach to hands-on, independent learning, while the Montessori school is a setting specifically and intentionally designed to facilitate and foster self-directed, individualized learning. At both locations, I will observe parent and/or teacher roles in guiding and reinforcing such learning. Throughout the course of this project, I intend to gain a comprehension of Arizona Early Learning Standards as well as the theories behind both play-based and individualized, Montessori-inspired instruction. I also plan to assess the extent to which such methods create an effective learning environment, while inciting positive behavior. In addition, I hope to glean as much as I can from the knowledge and experience of teachers, parents and/or other directors/coordinators, while paying close attention to the children's behavior, interactions, and willingness and capacity to direct their own learning experience. 

     So far I can honestly say that I am fascinated by the Montessori method, most likely because it is so different from the structure of my elementary and high school classes. For those not familiar with Montessori, it is an education method in which children initiate their own learning; manipulating and investigating materials in a "supported and thoughtfully prepared learning environment." The teacher functions as a "role model, guide, demonstrator, and meticulous recorder of each student's behavior and growth." Children learn at their own pace and are given time throughout the day to decide for themselves which activities to engage in. During this time children are allowed to work in groups, but distractions that could interrupt the children's work are kept to a minimum.

     You might expect chaos from this sort of classroom structure, but I myself was surprised to see how calm, focused, and orderly the school environment was. Expecting the higher level of volume typically produced by children so young, I was instead surrounded by some twenty children keenly focused on their widely-varied work. I wanted to join them myself--the materials looking so interesting! Though I resisted the impulse, instead taking as many notes as I could jot down within a three hour period. One of my new friends noticed me writing and came to inquire as to what I was doing. I couldn't help but notice the genuine interest behind his voice, and the way he actually listened to me as I explained (thus far, children at the museum have proven themselves somewhat less attentive). 

     I have much more to tell, but all in time. For now, I will end by sharing a few observations that stood out to me this week during my time spent between the school and the children's museum:

1) At the school, children are never spoken to in a baby-voice; but are so almost exclusively at the children's museum. 

2) At the museum, it seems that parents cannot help but to aid their child with just about every activity, not giving them much opportunity to sort out their own mistakes or confusion. In some cases, the parents end up taking over an entire activity, while the child is left watching and unengaged (i.e. putting together a puzzle). 

3) Some children have or at least have had a fear of pancakes, such as the little boy I met at the museum, who confided in me as we made ankle bracelets out of pipe-cleaners and bells.