Hi, I’m Mitch Resnick, a professor of learning research at the MIT Media Lab. Let’s start by imagining a typical kindergarten classroom. Here, children are joyfully engaged in creating things together. They might be building castles with wooden blocks or painting vibrant pictures with their fingers. Through these activities, they are not just having fun; they are learning about the creative process and developing their skills as innovative thinkers.
Unfortunately, as children progress through the education system, this playful and creative environment often disappears. In many elementary, middle, and high schools, the scene changes dramatically. Students are frequently found sitting at desks, listening to lectures, and completing worksheets. The primary focus shifts to delivering information and instructions. This structured approach is even creeping into kindergartens, where children are increasingly exposed to phonics flashcards and math worksheets. Essentially, kindergarten is becoming more like the rest of the school system.
At the Media Lab, my research group is working to reverse this trend. We aim to transform not just schools but the entire learning experience throughout life to resemble the playful and creative atmosphere of kindergarten. That’s why we call our group the Lifelong Kindergarten Group.
Creativity is a crucial skill in today’s rapidly changing world. It enables individuals to think outside the box, solve complex problems, and adapt to new situations. By fostering a learning environment that encourages creativity, we can better prepare students for future challenges. This approach also makes learning more engaging and enjoyable, which can lead to a deeper understanding and retention of knowledge.
To bring the principles of lifelong kindergarten into education, we focus on four key elements: projects, passion, peers, and play. These elements encourage students to work on meaningful projects, follow their interests, collaborate with others, and learn through playful experimentation. By integrating these elements into the curriculum, we can create a more dynamic and effective learning experience.
In conclusion, by embracing the principles of lifelong kindergarten, we can transform education into a more creative, engaging, and effective process. This approach not only benefits students but also prepares them to thrive in an ever-evolving world.
Work with a group of classmates to design and build a creative project that reflects the principles of lifelong kindergarten. Choose a topic you are passionate about, and use various materials and tools to bring your idea to life. Document the process and present your project to the class, highlighting how it incorporates projects, passion, peers, and play.
Keep a journal for a week where you reflect on your daily learning experiences. Focus on identifying moments where creativity and play were present, and consider how these moments impacted your engagement and understanding. Share your reflections with a peer and discuss how these insights could be applied to enhance your learning environment.
Pair up with a classmate and take turns teaching each other a skill or concept you are passionate about. Use creative methods such as storytelling, role-playing, or hands-on activities to make the learning process engaging and playful. Reflect on how teaching and learning from peers can enhance understanding and retention.
Design an educational activity or game that incorporates the principles of lifelong kindergarten. Focus on making it playful and engaging while ensuring it facilitates learning. Test your activity with classmates and gather feedback to refine your design. Discuss how such activities can be integrated into traditional educational settings.
Identify a personal interest or passion and develop a project around it. Use this opportunity to explore new ideas, experiment with different approaches, and learn through doing. Share your project journey with the class, emphasizing how following your passion can lead to deeper learning and creativity.
Hi, I’m Mitch Resnick, professor of learning research here at the MIT Media Lab. Think of a traditional kindergarten: kids are playfully creating things in collaboration with one another, making castles out of wooden blocks or pictures with finger paint. They’re learning about the creative process and developing as creative thinkers.
Unfortunately, if you walk into most elementary, middle, or high schools, you see something very different. Often, kids are sitting at desks, listening to lectures, and filling out worksheets. The focus is on delivering information or instruction. This approach is even seeping down into kindergarten, where kids are looking at phonics flashcards or filling out math worksheets. In short, kindergarten is becoming more like the rest of school.
In my research group here at the Media Lab, we’re trying to do exactly the opposite. We want to make the rest of school—and indeed, the rest of life—more like kindergarten. So we call our group the Lifelong Kindergarten Group.
Learning – The process of acquiring knowledge or skills through study, experience, or teaching. – University students often engage in active learning to better understand complex psychological theories.
Creativity – The use of imagination or original ideas to create something; inventiveness. – In educational psychology, fostering creativity in students can lead to more effective problem-solving skills.
Education – The process of receiving or giving systematic instruction, especially at a school or university. – Higher education plays a crucial role in shaping an individual’s career and personal development.
Engagement – The act of being involved or participating in something. – Student engagement in classroom activities is essential for effective learning outcomes.
Projects – Planned sets of tasks or activities designed to achieve a particular educational goal. – Group projects in psychology courses often help students apply theoretical concepts to real-world scenarios.
Peers – Individuals of similar age, status, or ability, often within an educational setting. – Collaborating with peers can enhance a student’s understanding and retention of psychological concepts.
Play – Engaging in activities for enjoyment and recreation rather than a serious or practical purpose, often used as a learning tool. – Play is an important aspect of child development and is studied extensively in educational psychology.
Skills – The ability to do something well, often gained through training or experience. – Developing critical thinking skills is a primary objective of university education.
Psychology – The scientific study of the human mind and its functions, especially those affecting behavior in a given context. – Psychology courses at the university level often explore the cognitive processes underlying learning and memory.
Innovation – The introduction of new ideas, methods, or products to improve learning and teaching processes. – Educational innovation can lead to more effective teaching strategies and improved student outcomes.
