Kindergarten teacher shares her class' bird investigation
By Peggy Ashbrook
Posted on 2014-01-23
Talking with other early childhood educators enriches my understanding of how children learn and I often learn good ideas for teaching about particular science concepts. I had an online conversation with Mary Myron who I met at the 2013 annual conference of the National Association for the Education of Young Children. Mary has held several positions in early childhood, has a Master of Education in Early Childhood and is a National Board Teacher in Early Childhood. She is now the Mentor Kindergarten Instructor at the East Tennessee State University’s “University School” and an adjunct faculty member, with a wealth of experience as a lead teacher in early childhood programs.
Welcome Mary!
Peggy: At what age should children begin learning science and engineering concepts?
Mary: Children start on their own at birth! They are curious scientists and use all their senses to figure out how it all works.
Peggy: Can you describe an “ah-ha!” moment for you as a classroom teacher when you noticed a particularly effective technique for helping children understand science concepts?
Mary: I don’t remember the exact moment but I do remember when I was working with fellow educators to explore and absorb Reggio experiences. The projects that the Reggio children were involved in went in so many different learning directions—I wondered how will I manage this? It was shortly thereafter when I realized that I was a co-learner and co-researcher with the children and could joyfully participate with them. For me the ah-ha discovery was really listening to them and respecting their questions…then facilitating their search for answers and understanding using the scientific process (on their level of course)
Peggy: What is a memorable, or current, science investigation that your preK or K students took part in?
Mary: I would be happy to begin with a memorable one, the Bird Project. It has been to date the longest and most in-depth project I have been involved in. This does not in any way diminish others that are not as long but it was such an amazing experience that I love to share it. If I may, I will just describe what happened.
For curriculum planning purposes, I use an over-all umbrella theme for a period of weeks or even months. It is always a science related theme and usually has to do with the changes that are occurring out of doors in our northeastern Tennessee environment. I select these themes because they are meaningful and relevant to young children as curious scientists.
For this project the question was, “What changes happen outside during autumn?” We took our cameras outside and our clipboards with paper and pencils to record our findings. We were sitting outside on the lawn in our fall jackets being quiet observers. The children took no time at all in noticing the squirrels running around. “Why were the squirrels running?” some asked. Others with lots of prior knowledge (these were big kindergartners after all!) said they were gathering nuts so that they could hibernate (I noted the misconception but did not jump in with the correction…let the children have time to discover this!). Photos were taken, sketches made.
One child looked in the sky and asked, “Why are those birds flying like that?” (This was the V-formation). Photos did not happen…we were not fast enough, but sketches were made.


The group then turned their attention to the feet of the birds they had been researching. They were very curious about the differences they noticed. Joyfully back to the resources (these included encyclopedias, trade books, and even books used by adults. We invited a grandfather in who was a “birder” and he helped the children learn about the different types of birds and why their beaks and their feet were so different. They were truly fascinated with the talons and learned about all the different birds that had these. This, of course, led to the children learning about the diet and feeding practices of the different kinds of birds. The children speculated on the diet of a bird just by looking at their beaks and feet!


The “gourd” family brought in one gourd for each child with the hole already drilled. What excitement…the children each decorated their own with paints. The children then hung these from trees, fences, wherever they thought would be best.

This study of birds lasted from late October through April. It culminated with a trip to an aviary. The Rangers at the aviary gave a lecture on birds of the area. The K-Kids were amazing with the depth of questions they asked and answered. The Rangers were impressed!
I may not have not have communicated the wonderful joy of the science discoveries here or the (way above grade level) amount of math, reading, research, writing, social studies and community involvement that were part of this investigation. The inquiry process was the seed of this wonderful learning adventure. Children asked questions; they collected evidence (using sketches and photos); conducted research using reference books and trade books and people from the community; came to conclusions and communicated and shared their findings.
Peggy: Are there any particular science or classroom organizational tools that supported the investigation?
Mary: To support this type of learning, an attitude of openness to inquiry must be present. Listen to the children and respect their questions. Respect their ability to conduct inquiry and pursue answers to their questions. There also needs to be a willingness on the part of the teacher to find ways to weave this into the teaching schedule. I have found that having children work on their inquiries in small groups can free me up to work in small groups of children in reading or math. Certainly, there is a lot of reading and math that integrates with their projects, well as engineering! I have to emphasize that science makes the classroom pop with excitement for learning and the students are eager to read and write about their discoveries!
Peggy: I understand that the University School kindergarten classroom is inspired by the Reggio Emilia Principles. Do these principles support learning science and engineering concepts?
Mary: My classroom and approach is inspired by the Reggio Emilia approach. It is not a curriculum but rather a philosophical approach. This approach is very sensitive to where you are teaching in the world….so that what happens in Northeastern Tennessee would not happen in Florida.
It is child centered and collaborative, and as you can see from my previous answer, it supports learning science and engineering concepts. I could go on forever but I am not an expert, just a believer! By the way, I have an engineering center in my classroom.
Peggy: Thank you, Mary, for sharing your ideas and experiences!
The Cornell Lab of Ornithology has many resources for beginning and experienced birders. The Project Feeder Watch page has information about food and feeder preferences for the birds in your region.
Disclaimer: The views expressed in this blog post are those of the author(s) and do not necessarily reflect the official position of the National Science Teaching Association (NSTA).