Students as Researchers

Tool: Non-fiction and Animal Observation Research

Knowledge

As educators, it is our job to guide children through their curiosity and give them the tools in which to accurately find out new information. This process of validating knowledge in today’s society can be so easy with the voice activated “Ok Google”, “Alexa” or “Hey Siri”. What is even harder to explain is that what you are told or what you know, may not be a valid enough answer until you can provide evidence and research. This mindset in young children can be particularly challenging and it is the job of the educator to understand research as the process of students answering their own questions. Beginning with some curiosity and knowledge, an eagerness to learn more, observation and experimentation are ways that successful research can be done in an early childhood classroom.

During different science units in our classroom, students have access to fiction and non-fiction books to provide further support to whole group instruction. As students ask questions, The other teachers and I would constantly model and encourage observation and using the non-fiction books as a tool to compare and contrast. Without giving answers, we would support students in their research. While students continued to say, “just give me the answer!” they are challenged to go looking in the right places for the answers.

Application

As students become aware of non-fiction vs. fiction books and their characteristic, they are then able to seek out non-fiction books as research tools. To demonstrate an example, many students became interested in our butterfly life cycle last year. They observed and documented the different stages but many wanted to be told what type of butterfly they were going to be. Instead of just giving them the information, we worked closely to give them the research tools in order to prove and answer their own questions. Students studied the stages in real life while also going to the library to find non-fiction books which had different examples of butterfly species. As students guesses and confirmed each stage of life, they were able to provide themselves and others proof if which species of butterfly we grew in our class.

Reflection 

Giving students the tools to question and provide answers through their own independent research builds the beginning stepping stones into questioning the world around them and staying curious. They become confident in their results and are excited to share with others. It can be challenging as the teacher to fit this time for growth through research into the curriculum, but it is building a more well-rounded student full of questions with the tools to answer them! One thing I really noticed with incorporating this extensive time for self-research, is that they wanted to share their knowledge and retained so much more on the subject. Once they continue into elementary school, the use of technology in this area will expand the research process from the mindset of needing to find accurate research.