searching / referencing
The children have begun to use the specific names of fungi. By researching, finding, observing, drawing and modelling a variety of species, their curiosity has turned to expertise.
observing / recording
Observational skills have become more complex as they notice and think more about the fungi we find. The children’s drawings show intricate details, discernable and beautiful differences. Some mushrooms are found in the same place each week and children feel confident in this knowledge. ‘We know that mushroom, we’ve SEEN that one already!’ Others like to check in on the mushrooms like old friends: ‘I think you’re big now!’ When the discovery of a new mushroom is made, it can be heard like a wolf call across the forest: ‘Mmusshhhrooommm, come!’
identifying / comparing
Our study has brought us together as a community and taught life-long skills: we know how to record and add onto scientific discovery; how to notice details; how to take interest in other’s work; how to question the unknown. We feel located in the landscape around us and determined to keep exploring.
creating / inventing
expanding the collection / building range of knowledge archiving / exhibiting / sharing discoveries
3 and 4 year olds
Fores t e xplorers, learning skills for life
Rainboots on, jackets zipped, recording journals packed - the three and four year old mycologists meet together before heading out to the forest. They share what they hope to find today: ‘A Fly Agaric...Puffballs, I hope...spider on a mushroom...more Bedla mushrooms.’
Learners know where they are as learners and how to go further