Shanghai Community International School

What happens when young learners take the lead in their own learning? The Pre-Kindergarten children at SCIS Pudong embarked on a student-initiated project that brought their unit of inquiry, Saving the Planet – It’s Alive, to life. Sparked by Lucas’s idea to build a zoo, the project evolved organically, demonstrating the power of child-led exploration, guided support from teachers, and the invaluable role of play in early childhood education.

 

Phase 1: Planning and Designing the Zoo

The project began with Lucas’s enthusiasm, inspiring his classmates to join in with thought-provoking questions, such as, "What are the birds eating?" and "How did you put the monkey on top of the pole?" Lucas would often emphasize, "It's not just any zoo; it's a herbivore zoo!" His excitement resonated with the class, leading them to join him in the planning. 

The process reflected details and considerations for the animals. They organized the animals into different sections based on their habitats. Freshwater and saltwater animals were separated, and there was an additional platform for creatures that could thrive both on land and in water. They had discussions like, "Let's use blue pebbles for the ocean, but brown and green ones in the freshwater since they have mud and algae!" These thoughts directly stem from the central idea: We have a responsibility to care for other living things. 

 

Phase 2: Expanding with New Ideas

As the project progressed, other children suggested adding a parking lot for the visitors at the zoo. The little creators soon faced a challenge, as their faces lit up with excitement and frustration, exclaiming, “Miss Denise, we can’t get the cars to move in the parking lot!” Through trial and error, they were guided to allocate space for movement, introducing red tiles to indicate no-parking zones. This simple yet effective rule ensured smooth traffic flow.  By creating an open space for children to share their challenges, teachers could effectively nurture problem-solving skills in a natural setting.

Beyond logistics, their discussions expanded to accessibility and safety. They proposed areas for emergency vehicles, a taxi stand, and even a helipad with the consideration of, “The helipad must be big enough for the elephant too!” — demonstrating a growing awareness of visitor experience as well as a genuine concern for animals. The children also incorporated an entrance with pathways and stepping stones to guide visitors through their carefully planned space.

 

Phase 3: Reviewing and Improving

When the zoo was nearly complete, the children invited their peers to explore their creation. They demonstrated open-mindedness by welcoming feedback and adjusting their layout accordingly as suggestions sparked further creativity, "You're right, the horses need a bigger space." and “Some people don’t have cars; we can build a train station.” They collaborated to try different approaches, which highlighted their growth in teamwork and problem-solving.

The engagement was evident—each morning upon arrival, backpacks still on, the children would rush to check on their zoo, eager to refine and expand their ideas before even starting their day!

 

Phase 4: Presenting the Zoo to the Community

Proud of their accomplishments, the little creators took ownership of their learning by presenting the zoo to teachers and classmates of other levels. Lucas led the presentation, explaining the different sections of the zoo and answering questions. Pre-Kindergarten invited the audience to have a hands-on experience and would eagerly remind them, "Don't park on the red spots, or you'll cause a traffic jam!" You could see their growth in confidence and familiarity with each stage of the project during every round of sharing.

 

A Reflection on Play and Learning

The project was more than just building a zoo—it was an opportunity for the young learners to build a sense of autonomy. The children demonstrated remarkable leadership in their own play, reflecting on their learning and embracing new ideas. Their brainstorming was filled with enthusiasm: "Oh, that’s a good idea!" and "Shall we add this in?" as they tapped into one another’s thought processes. The motivation and involvement throughout this project highlighted the incredible power of collaborative, playful learning.

Denise Lee, Pre-Kindergarten Teacher at the SCIS Pudong Campus, shared her perspective: "My observations allowed me to step in at just the right moments, providing a balance of freedom and support as they explored their ideas. I took on the role of their dedicated runner, collecting supplies on the go from our classroom and the campus based on their requests, which helped them bring their creative visions to life!"

This event exemplified how student-initiated exploration fosters independence, creativity, and problem-solving skills. What began as a simple idea evolved into a transformative learning experience—one that empowered students to take charge of their discoveries and see the impact of their ideas come to life.