Creating Authentic Learning Experiences in Early Childhood Classrooms

When engaging young children in project-based learning (PBL), fieldwork and expert visitors can make a huge positive impact. These experiences bring authenticity and relevance to projects, allowing children to connect their learning to the world outside of the classroom. In preschool and kindergarten, it’s especially important to provide thoughtful scaffolds—before, during, and after—to support young children’s engagement and sustain their inquiry during these learning experiences.

The WHY behind Fieldwork and Expert Visits

PBL gives learning a clear purpose, guiding children to develop knowledge and skills as they work to answer a driving question or tackle a challenging problem. For this to be done well, students need to meet real people doing real work. Connecting with experts brings relevance and possibility—it helps children see that their ideas matter and that they can contribute in real and valuable ways.

Planning Ahead: What Teachers Can Do Before a Visit

As the teacher: Start by considering the content or skills you’re teaching and ask, “Who uses this in the adult world—and how?” This helps to plan relevant experiences. Some visits can be planned early but stay open to ideas that emerge from children as the project unfolds.

When it comes to connecting with experts, aim high—many people are eager to support young learners. During a Lego Art project inspired by The Art of the Brick, I reached out to artist Nathan Sawaya, who agreed to a short virtual visit with my transitional kindergarten class (transitional kindergarten is a public school program in California). Through Zoom, we got a glimpse into his studio and artistic process, providing an invaluable and inspiring experience for my students. Afterward, as children worked on their own Lego sculptures, they would often say, “That’s how Nathan did it!”

Here’s the email I sent to Nathan Sawaya:

My name is Sara Lev and I teach Transitional Kindergarten in Los Angeles. After visiting your exhibit in L.A. with my family this summer, I was inspired to develop a project-based learning (PBL) unit with my class where they created their own Lego Art exhibit. Last week, I took them to the exhibit and we launched our project. While I imagine you get inquiries like this often, I wanted to write to see if you could spare 10 minutes for a quick Zoom visit with my 4- and 5-year-olds (or in person if you are willing and in L.A.!) to meet them, answer a few questions as they design and plan their own Lego Art exhibit. I was so moved by your statements and beliefs about education, children, play, and learning. Please consider connecting with our class—it would mean a lot to us. Warmly, Sara Lev

You can adapt this template when you’re ready to send your own.

With students: Before a visit, engage children in brainstorming what they’re curious about. What do they wonder? What do they want to learn? Generate a list of questions with children’s names beside each, and bring this list to help children recall their questions during the visit. You also want to clarify expectations—what children might see or do, and how to be thoughtful guests or hosts during the experience.

With experts or on-sites: Contact your guest or site in advance to ensure relevance and developmental appropriateness. If possible, do a “pre-trip”—visit and imagine the experience from a child’s view. Communicate your group’s needs clearly—attention spans, movement, language levels, and what you hope children will learn from the experience—to ensure a successful visit. Consider ways to engage children during the visit, like a simple note-catcher, scavenger hunt, or checklist to help focus attention.

During Fieldwork and Expert Visits

Young children benefit most when actively engaged—not just watching or listening, but doing. Whenever possible, include opportunities for hands-on opportunities to interact with real tools, materials, or environments professionals use.

Prompt children to observe, ask questions, and participate during experiences. This fuels inquiry and often leads to deeper conversation back in the classroom.

Fieldwork also naturally supports collaboration. When appropriate, create small groups to help children process what they see through conversation and shared discovery. If caregivers are joining as chaperones, take time to coach them on what children might need to stay engaged and supported during the experience.

During our visit to The Art of the Brick, for example, chaperones helped children notice that each sculpture had a museum card listing its title, materials, and total “Piece Count”—the number of Lego bricks used. Back in the classroom, this ended up inspiring a feature of our own exhibit.

Finally, make use of documentation. Offer children clipboards, journals, or blank paper to draw or jot down observations. These artifacts become valuable tools for reflection and discussion back in the classroom.

After Fieldwork and Expert Visits: Reflection

After a visit, facilitate discussion about what children noticed, learned, and still wonder about. Thinking routines like “See, Think, Wonder” help capture their ideas and questions right away. You might document children’s observations by charting ideas, creating a class book using photos, or by writing thank-you notes to visitors (children can draw pictures and dictate their words if they are not yet writing).

Reflection is essential—it solidifies understanding and often leads to new questions and inquiry. Upon returning from our visit to the Art of the Brick exhibit, children shared observations and questions about how many of the sculptures in the exhibit were life-sized animals, which ended up inspiring us to focus our exhibit on Lego animals and habitats.

Fieldwork connects children’s classroom learning to authentic, relevant contexts, making learning meaningful and engaging. Thoughtful planning maximizes these experiences’ value, aligning them with project goals while at the same time honoring children’s curiosity. This intentionality brings greater authenticity to the project and shows young children that their work has real purpose.