I have always loved learning and believe that education is a community effort. As an elementary teacher, I continually sought out projects that enabled my students to become involved in the community while simultaneously complementing our classroom lessons and skills. As a parent, I want my children to grow up with volunteering as an integral part of their lives.
My children and I began volunteering together in the spring of 2006 when my daughter was 3 ½ years old and my son was 15 months. We volunteered as Living History Interpreters. We dressed as homesteaders near Prineville, Oregon in 1880 and interacted with the public as they visited our homestead. In this role, we utilized our knowledge of the region’s history to educate the public about the past. With the exception of the winter months, we typically volunteered one day a week for approximately 5 hours.
We also worked with the Adopt-An-Animal program, whereby donors provided financial support for the care of the animals at the museum. In turn, we sent the donor a thank you letter and a packet of information specific to the animal they selected which included an animal fact sheet, a certificate with a color photograph of the animal, a decal, and an activity sheet. The children helped me by finding the necessary photographs and thereby learned to identify the names of our native wildlife. They also learned about why the animals are in our care — all were unable to survive in the wild, typically because they were injured or became dependent on humans for food. Specific needs of the animals such as diet, habitat, and medical care provided great learning opportunities as well. We typically worked 1-3 hours a week throughout the year.
While we no longer volunteer at the museum, I continue to involve the children in a variety of activities around our community. We collect trash and pull non-native, invasive weeds along the river when we go for walks. We donate canned food for the local food banks. During the holiday season, we donate gifts for children in need. Last spring, we began a garden to grow a few organic vegetables for our table. Each endeavor helps the children to think about what it means to take care of our community, animals and the environment.
Service-learning is a teaching method that enriches learning by engaging students in meaningful service to their communities. Young people apply academic skills to solving real-world issues, linking established learning objectives with genuine needs. They lead the process, with adults as partners, applying critical thinking and problem-solving skills to concerns such as hunger, pollution, and diversity. In the beginning, I wasn’t sure what sort of volunteering made sense for young children.
In selecting activities, I take into consideration the interests and concerns that each of my children have developed.
One of the least expected outcomes was recognizing how the children have discovered themselves. When we started, my daughter was a little timid and slow to talk with adults. In a short time, she learned to interact with the staff and other volunteers as individuals, carrying on conversations and discussing her thoughts openly. On the homestead, she was always eager to show visitors how to pump water for the garden and can easily identify the vegetables we grow.
It is already clear that their life experiences have helped to ensure that they will be self-assured and outgoing.