Are They Learning Anything?

Are they learning anything?

This is a question that comes up frequently at Unplugged Adventures. Grandparents lovingly probing parents. Traditional educators asking non-traditional educators. Parents seeking reassurance. The answer is always, YES! Just not in the way it’s been presented in the past (and let’s face it, even in the present).

It’s a harmless question. When we tell people that we don’t have a set curriculum, that we don’t follow any standards, we are often met with some discomfort and sometimes resistance. We live in an age of information. We need tangible proof of what our children are learning because otherwise… . well, I’m sure you can finish this sentence with a reasonable possibility or outcome. But here’s the deal, children are always learning. And they learn best when they are PLAYING!

Everything we present (at Unplugged, at home, and in the world) to our children is a learning opportunity . Often, more than not, more than one “academic” area can be covered within just one experience. Let me lead you through a couple of scenarios that just recently occurred during one of our program days. 

During the beginning of November, we had a cold-front come through Georgia. We’re 100% outdoors at Unplugged, so the children (ages 3-4) bundled up and greeted us at our normal time. We (the facilitators) decided to start our morning in a sunny spot in our field. The rugs were laid out. Blankets and pillows emerged. A basket of books was offered for perusing. There was also the option to move about the open space. As the children came down the hill, they dropped off their backpacks and made a choice. Some opted to run around, while others cozied up under the blankets. This seemingly mundane routine offered so many learning opportunities. For instance, the children gained resiliency by being present out of doors during seemingly harsh weather;they learned to adapt by dressing warmly. By greeting one another and following a routine, they entered and were welcomed into a community space. By being allowed to make a choice of what to do with their time, they gained autonomy through decision making. By recognizing a need to move or rest, they self-regulated. Just by looking through books, the children strengthened pre-literacy skills (ie; how to hold a book correctly, stamina, scanning illustrations, and recognizing that that book has meaning…). 

When we finally gathered for the day,  the children shared information about their morning, we sang songs, and listened to a story. All of these moments provided opportunities for turn-taking, connection, and self-identity. Listening to a story provided language building, a model for how to track left to right, how to tell a story, cadence and rhythm of speech, and auditory comprehension. Songs provided a link to self-expression, culture, tone and pitch, rhythm, and working memory. All of great importance to later academic success!

After the morning gathering, we offered a special snack to the children: popcorn and warm tea! We fired up the camping stove, and rounded up the children. First things first! We communicated safety precautions. What happens to a pot when it is placed on the fire? It is hot! We set the stage before we even begin. An adult puts a little bit of oil in the bottom of the pot, describing in words what she is doing and expressing wonder in the process. Each child takes turns putting a few kernels in the pot, and then they wait for the grand finale. An adult is building on the excitement! What is going to happen? To our surprise, the kernels begin to pop fast and furious! The children witnessed this in real time. Are they learning anything? I’m glad you asked. YES! They are experimenting with cause and effect by placing kernels in hot oil. They are learning sequential order as they try a recipe.They are hearing and using transitional words. They are making observations through inquiry. They are learning how to assess risk. These are all precursors to writing,mathematical and scientific thinking, and more importantly, these are life-skills!

The day continued with similar outcomes. No specific lessons were created and executed to check off any box. So much “learning”  occurred in such a short span of time, and depending upon the children, the experience was open wide to any curiosity because it was flexible and guided by the children. 

All learning is based on schema, or background knowledge. When you experience something, you connect with it, and that is when deep learning happens. And then the same experience is applied to new experiences, and so forth. So yes, it may seem like the children are just playing all day, but so much learning is taking place. So, the next time someone asks, “Are they learning anything?” I want to implore you to take a moment to reflect. Maybe we shift a few mindsets or clear up some misconceptions. But ultimately, I want you to feel confident in saying, YES!