Learning Centers: Living Things

Educational Value:

1. Children have the opportunity to develop an understanding of and appreciation for life.
   
   
2. The study of the use of the scientific method comes into play as children ask questions and observe their findings carefully.
   
   
3. For some children, this is the only place where live animals can be a part of their experience. The emotional satisfactions are very high.
   
   
4. The care of living things is taught and observed; and attitudes about dependency are fostered. Children have a chance to feel needed.
   
   
5. Books are seen as one resource.
   
   
6. Grown-ups are not afraid, are able to receive found creatures for spare jars and cages, and are there to encourage questions.

Children and animals find each other; and adults are so charmed by these encounters that numerous calendars are printed each year with photographs of these precious moments. What adults see as endearing, children view as a serious study of living things. These living things enter the classroom in pockets, cupped hands, and sometimes socks. It is a good idea to have a collection of jars. Punch small holes in the tops in readiness for these occasions. It is more difficult to punch holes with the animal already placed in the jar.

Some creatures do poorly in captivity; therefore, it is a good idea to prepare the children for that reality; yet, allow them to try to keep them alive as part of their study of life and death.

You do not have to have large-scale events to help children process life. The drama of life can be played out in a fish tank or a gerbil cage. With all of the equipment for assisting in this stored in the center itself, you can be prepared for the unexpected. By having a library area devoted to living things located in the center, children can research further information about the animal and plant life present in the center. An aquarium tank serves many purposes, because it has glass sides through which children can see easily. It also holds messy wood chips and saw dust inside, which is helpful from a maintenance perspective. By storing the food supplies right there, children can compare the diets of various creatures, which is valuable information for them to have. Children should have the job of feeding the classroom animals, as well as a major role in cleaning and caring for the housing and the center in general.

Animals need care; therefore, you should discuss your decision to have classroom animals with the children. All should agree to help. We are concerned about our environment and animals are a part of that. Helping children understand about our responsibility to care for our world should be a part of the curriculum in all programmes for young children. It starts with noticing wildlife, it moves to asking questions, touching gently (when appropriate), learning how to give long-term care, and then becoming aware of man's responsibility in the world of living things.

Sometimes in their enthusiasm and keen interest, children are too rough as they handle things. The animals and plants may experience trauma and even death. It is important that we remember that children are learning about life and its care. They are also trying to understand death. We must also realize that sometimes living things die as a result of a deliberate experiment in killing something; for children are curious about having this much power. We also know that sometimes living things die as a result of an accident in the handling process.

Children are naturally very close to animals. They need a place where they may be friends with them within a setting where questions are encouraged, records on care and behaviour are kept, and where attitudes are modeled by adults whose own level of enthusiasm for living things acts as a stiumlus for the children. Of course, the teacher's genuine interest, respect, and enthusiasm invites children to explore and learn about the world of living things.

In the same way we communicate enthusiasm, we may also communicate fear and hesitation. Our sense of security and comfort will influence the children's participation. Our attitude either way is more important than the information we share with our children.

In all instances, it is important to talk about proper care and to demonstrate our concern for our environment and the living things that share our world with us. Our purpose is to be a role model for nurturing and not to condemn the childhood experiments that are a natural part of the growing process. Children will become sensitive to the needs of the living things with which they are interacting, and show your ethical responsibility within your programme.