Texto 5 MITCHELL, Grace & CHMELA, Harriet — eld Trips” in fam - ean ! A Preschool Curriculum. Telshare Publ, Co. Inc., 1987. p. 104-108, Field Trips 1 is important to review goals and objectives based on the developmental square in planning field trips. Are all four sides of the square involved? Children need time and “space” to express thoughts, ask questions, digest details. There should be plenty of time for conversation and observation. Avoid taking small children into crowds and rush hour situations. Consider the anxiety and fear of a child lost, even for a brief time, in a crowded strange place. Badly planned trips can unleash unhappy emotions and cause severe emo. tional set-backs. ‘What social experiences will be derived? Will the “buddy” system enhance new rela tionships and build upon friendships? Will parents participate? Climbing a hill, taking a hike, following a native trail, walking on a beach are good scientific expeditions as well as excellent physical activity. Children are “doers” not “watchers,” s0 trips should take them where they can touch, taste, smell, listen or get in oF ‘on or climb over, ‘A field trip is not just an excuse to “go somewhere” and calling it one will not magical ly turn it into an “educational experience.” Simplicity of content, time to enjoy and plenty of help are good rules to follow. A well-planned trip stimulates the joy and excitement found in the discoveries of a new adventure and itis a good memory forall. For the Babes Special thought should be given to the length and value of a trip for the littlest ones. ‘Where the fours and fives may go to the post office, these children will find a trip to the nearest mailbox exciting enough. In most cases, imaginations should be used to make trips exciting which do not go farther than the corner of the school yard, to a neighbor's yard, or within a shore walking distance. Just leaving home to go to school is an adjustment, and taking them to other places may only arouse fears and anxieties. Permission Slips ‘At the beginning of the year, parents are asked to sign a slip which gives the school permission to take children away from the school property. These are filed in the office and must be checked before EVERY trip. One person should be delegated to make this check before the trip starts. Some parents may not want their children to go. Identification List the names of the children in each car, registration and driver of the car and leave in the office. Do NOT change children on return trip. Inone case, a car was involved in a minor accident and the police took the children to the hospital to be checked. When the director of the center received a call, she was grateful to have complete information at hand on the occupants of the car. If the driver had been incapacitated, this would have been even more essential! Supervision ‘There should be a minimum of one adult for each five children, and one to four is preferable, Since there can seldom be that many teachers spared, it is a good idca to invite Parents to help. ‘The following procedures are suggested: 1. Invite parents to come beforchand for coffte and a discussion of plans. 2, Have a teacher and/or parent make trip in advance to: a. decide on best route . observe points of interest on route ¢. observe possible hazards 4. talk with manager or host about: 1. the ages of children 2. requirements for safety 8. find out what sensory experiences may be possible, things to touch, manipulate, taste or special sounds to listen for 4. try to tactfully suggest that a ‘lecture’ is inappropriate. A few pertinent bits of information, simply and briefly stated, and a willingness toHow Do You Operate A Chil Care Center?/ 105, answer questions will be sufficient (Many a field trip has been ruined when a well-intentioned guide deli ‘canned’ lecture intended for adults.) 8. Talk about HOW you help children get most from the trip a. do not tell too much—try to think of questions which let children discover b. donot expect too much response at once 4. Ask for suggestions for ways to enhance trip 5. Make name tags for adults and children. Each adult should have @ different color--matching that of children for whom he/she will be responsible (clothing, scarf of that color, will also help child to recognize his guide). Teachers Preparation for Trip: 1. Use books, pictures in advance to build interest. 2, Talk about necessary rules for entire trip, door to door. Keep simple but explicit. 3, Have one person delegated to take slide pictures. These will be invaluable in recall- ing trip with children. 4. Make a list of ‘things to look for’, such as: ‘2. "On the way we will passa big, red, brick building. Who will see it firs? Who will tell us what itis?” b, “We will cross some railroad tracks. There willbe a yellow sign. See if you can tell us what it says.” ¢. "Keep a list of the names ofall the animals you see.” 4. “We will go over a bridge. Why does there need to be a bridge there?” fe. “Look for a place that has alot of pretty flags. What are they?” £. “Watch for a place that sells something we will need when it snows. They are ‘orange. What are they?” “This will greatly reduce the need for nagging supervision of behavior en route (See suggested letter to business manager or owner at end of this section.) After the Trip 1. DO NOT EXPECT immediate reaction or response. Give children time to assimilate—let their impressions jell. 2, DO NOT, as soon as you get back, insist that everyone make a picture of something they saw on the trip. All children do not necessarily react the same way. eda ‘On a walk, one boy muttered to another, through gritted teeth, “Don't look*Don't lok! You'l have to make apicturect it” 3, Remember that children are tired, just from the excitement of leaving school. Let them rest before expecting feedback. 4. Later, maybe the next day, divide into small groups and write a group story. Talk about stories having a beginning, a middle, and an end, Read stories to the whole group. See how they are the same— different. Did they remember different things? Some children may want omake pcutes orate ovis, Pat into a book which can be read and re- rea 55. When slides come back and are shown, children will want to go back to stories and compare. ‘6. Place some object or picture in the block area which relates to the trip, i.e. a pair of cars, a garden trowel, a pair of fireman's boots, a mailbag, or the book on construction equipment which may stimulate block building. "7. Can you think of a way of introducing a science experience related to the trip? 8. Gan you think of ways to recall sounds—movements, (i.e. machines can lead to dances), dramatic play? Walking Trips Tf there are more than two children (one holding cach hand) there MUST be at least two adults, even if it is only across the street. There should be at least one to four when there are larger groups. There should be name tags, made in advance, for every child with the schoo! name106/1 AMIT CANE The Unusual Field Trip and telephone number on it. If these are made on thin wood or cardboard, with a coded color scheme, they can be used over and over. In one schoo! I visited, these were on a board near the receptionist’s office, and the tag was turned over when the child arrived in the morning and again when he went home. In another school, there was one in each team area and children turned their tags when they went to an activity in another part of the building. The value in this case isnot just to keep track of children, it is helping them to: a. recognize their names b. realize that itis important for someone to know where they are . take responsibility. ‘Special Walks It is just as easy to plan a SPECIAL WALK asitisto just ‘take a walk.” A COLOR WALK: Today we are going to look for things that are red and orange. An adult is always equipped with paper and pencil to write these down as children see them or, ‘when possible, take back samples. A SOUND WALK: “Let's see how many different sounds we can hear.” Record on paper. or better still, take a tape recorder (write them down also as you may not recognize all sounds when you listen later). Build up interest with such statements as, “I know where there is a big rock where we can be very quiet and listen for special sounds. ASMELL WALK: Plan to walk by a bakery, or restaurant. Know what weeds or natural products have distinctive smells. Smell the water in a puddle! A TASTE WALK: Not as easy to arrange but can be done with some forethought. ‘A FEELING WALK: Bark of trees, stones, milk weed, pine needles~"What can you find?" Carry paper bags and let each child collect items to feel. Compare when you get back. Set up a table for the rest of the children to look at and touch. Make a “fecly bos’ us- ing items children have found, AMOVING WALK: “Look for something that moves. When we stop to rest, see if you can show us how it moved so we can guess what it was.” COLLECTING FOR COLLAGES: Carry a paper bag and collect bits of wood, feathers, etc. Put together when you return, mounting as pictures Suggestions for Field Trips “The following trips were all taken by preschoolers Libeary. Gasstation Park Petshop Post Office Museums Ferm Apple orchards Bakery Airport Beach Horse farm ‘Suipermarket 20 amberyard Pumpkin farm Firestation ‘Aquarion Produce sand “Turkey fae Arborecum Exctory Boreling plant ‘Wildlife eancraary Produce Market Photographer Florist greenhouse Poxao chip factory Fish hatchery Policestation Construction Buildings. roads, sewers, bridges 1. Computer—mother who worked at insurance office demonstrated keypunch pro- gramming. 2. Motel—father who was manager invited the group for refreshments in the coffee shop after a tour of the facility. 8. Sugaring-off place (Maple sugar house) 4. Chinese restaurant— father (owner) opened early before regular patrons, talked to children in Chinese, gave them tiny parasols (from cocktails) and fortune cookies, let chem sample fried rice and chop suey, wrote Chinese characters from 1-10. Each child was given hhis name written in Chinese. At the school the children made Chinese costumes and one ‘was taken in costume to deliver a “thank you" letter. 5. Train Ride—children were driven to railroad station, rode on a train to city and back on same train, At another school children were put on train at one station and taken off at next. 6. Apple orchard —children were allowed to gather bags of apples which they made into applesauce, apple jelly, apple pic and apple pan dowdy.Reverse Field Trips Special Activ During School ‘Vacations How Do You Operate A Child Gare Cemter?/107 ‘7. Highway department —where the men let children sit on the big trucks and showed them how each works (snowplow, street cleaner, sander, sewer dredger). 8. Parachute Drop—at air base, where chutes are dropped from tower for testing. 9. Hospital—father (doctor) demonstrated many kinds of medical instruments and machinery. 10. Dress Rehearsal—of a high school drama, watching demonstrations of make-up and costuming. 11, Meat Packer—father (butcher) showed processing of animal into various meats. 12, Weather Station—father (meteorologist) showed radars, weather instruments, 18. Airport Fire Station—entire group of 16 fit inside cab of huge foam truck. Tried on helmet of asbestos fire fighting suit. 14. Artist Studio—parents were artists, served a picnic in back yard following. 15. Police Cruiser—Came to school yard and officers demonstrated equipment. Instead of going to fire station, police department, or construction site, invite their workers and equipment to come to you. Exciting and interesting visits which had many side effects have been: 4. A fire truck: Children were allowed to sit on seat, wear a hat, and firemen ex: plained use of all equipment and gave a talk on fire safety. In another school a child Eiscovered the alarm and set it off (unknowing). The equipment arrived unannounced, t0 the surprise of the director! '2., An ambulance: Some of the children who associated this vehicle with sirens, ac ‘Gdents, and trouble were afraid. When they were allowed to walk inside, holding tightly to teacher's hand, they saw that it was not as fearsome as they had imagined, If one of these children should ever have to make a necessary trip in an ambulance, they will be-prepared. 3. Police brought an attack dog. He could be patted while policeman held his leash. “Then a demonstration of his training was given and it inspired discussion of the need for such trained animals. 4. A father who owned a construction company had his men stop by the school on the way to a job. Children were allowed to sit in drivers seat of a shovel and learned about the use of such equipment, Suggested Letter to Manager of* Dear Si "The childsen in our kindergarten would lke very much to visit your “They are learaing about ‘what people do at work’ and ‘ehy it iimporcan tous. We recognize shat if you allow us to come, it may team fome incoavenience to you, andl in order to minimize that and make it ost beneficial tothe children, ‘we have drawn up the fllowing pan. 1 We woul ike to send eteacher in advance who would talk with you or a representative about what would be of interest to children, and how much explanation is necesary. Sometines adults who have long, Since forgosten what It sta be fve years old tend to deliver lengshy lectures, and others talk down to the Eicon’ Our eldren are itelligeot and undevstand a great deal, butcher level of experience needs to be taken into consideration. 2. ‘Children learn through actual sensory experiences. so if there is anything they can touch, sme, tase, or heat in addition tothe things they sce, this ell makes the trip more interesting, For example, they ‘Nereallowed to amp a leter at a pos office, smell and taste bread at a bakery (and then went back and Tate their own bread, ring up a charge in a cath register, ete. We ae also mos anxious to fin ut about the "No-Na'e" a0 the teachers who accompany them can keep 3 watchful cy. 5. We prefer to send them ia small groups, but if you std one trip woukd be all you could extend ‘would send g whole clas and enough adults ta maintain supervision. Par ofthe caining our ehilren receive iSrespect for property and appreciation of the time and courtesy extended, ‘Thope you will give out Feques favorable consideration. If s more convenient to answer by phone, 1 ‘can be reached at Sincerely, (A thank you from the children after the trip is a must. This may be accompanied by pic: tures drawn by the children or dictated stories which indicate the impressions received.) In child care centers where mothers depend on year round service, the doors never can lose. Usually attendance drops during public school vacations. Some mothers have older children at home from school who can take care of the little ones and some mothers ar-1208/1 AMI. CANI range to have this time off from work. On the other hand, there may be an influx of older school age children for that week. How will the children who must, of necessity, stay in school feel? Will they envy their peers who have ‘time off? Or will they enjoy special privileges and programs that are not possible when all arc in attendance? ‘What about the staff? Are they tired, disgruntled because they are expected to work? Will they ‘put in the time’ giving adequate care but with little enthusiasm? With proper planning, this can be—like rainy days in camp, the Best! (See Sequence 11) Time will go faster for staff if they have special activities planned, and have taken the trouble to assemble the materials they will need, (See Staff Meetings) Children will feet as if they have ‘visited another school’ and arouse the envy of their classmates who ‘had to stay home’. (See Sequence 11 —Special Days— Act. 85-100)