Exploring Beyond Our Doors: The Minibus Adventures and Hands-On Learning at Wimbledon Willows Preschool
At Wimbledon Nursery, Willows Preschool, we recognise that “children grow into the intellectual life of those around them”, as the great Lev Vygotsky emphasised. Learning isn’t limited to the classroom, and our trusty minibus plays a pivotal role in expanding the children’s world, providing opportunities for hands-on, experiential learning that engages their senses, curiosity, and imagination.
Recent trips with the Lions and Dolphins groups showcased how venturing beyond the nursery opens up new cognitive, social, and emotional development possibilities.
The Lions’ Adventure at the Children’s V&A Museum
The Lions group recently journeyed to the Children’s V&A Museum in Bethnal Green, where they experienced the joy of play through time.
The museum’s interactive exhibits featured toys from both the past and present, allowing the children to directly engage with history.
“Play is the answer to how anything new comes about,” said Jerome Bruner, and this trip exemplified that idea.
As the children touched and played with toys from different eras—spinning tops, clockwork animals, and rag dolls—they didn’t just see history; they actively participated in it.
This experience highlighted the importance of Vygotsky’s concept of “scaffolding,” where children learn by building on prior knowledge through social interaction and exploration.
Seeing toys that their parents or grandparents might have played with created connections between their personal experiences and the broader narrative of history. This journey through time allowed the children to discuss how play has changed, sparking curiosity about materials, craftsmanship, and how toys are designed to encourage imagination.
Exploring the museum together also fostered collaboration and social interaction, reinforcing Vygotsky’s belief that learning is inherently a social process.
The children shared their thoughts and discoveries, learning from each other as much as from the exhibits.
The Dolphins’ Autumnal Exploration of Crystal Palace Park
The Dolphin group’s trip to Crystal Palace Park provided another immersive learning experience, this time in the great outdoors.
Exploring the famous Victorian dinosaur sculptures and the vast parklands of Sydenham gave the children a chance to experience nature in all its autumnal glory, reinforcing Bruner’s idea that “learning should involve the active construction of meaning.”
The weather added its own layer of learning, with rain, wind, and bursts of sunshine all making an appearance throughout the day.
These varied conditions engaged the children’s senses and gave them a firsthand understanding of the unpredictable nature of autumn.
They felt the cool breeze on their skin, heard the raindrops hitting the leaves, and watched as the sun illuminated the park’s vibrant fall colours.
This sensory experience allowed them to observe the changing season up close, something that cannot be replicated in the classroom.
Walking through the park, the children observed the fallen leaves—orange, red, and golden—collected them, and discussed why leaves fall and change colour.
As Vygotsky noted, “What children can do with assistance today, they will be able to do on their own tomorrow.” The teachers guided their exploration, but the children took the lead in making discoveries, showing growing independence in their learning.
The Victorian dinosaur sculptures captured the children’s imaginations, transporting them back in time to a prehistoric world. By walking among these towering figures, the children didn’t just learn about dinosaurs—they lived the experience.
Bruner believed in the importance of “enactive learning,” where children learn by doing and experiencing, and this trip was a perfect example of that.
The children were not passive observers but active participants in their learning journey, exploring and asking questions about the natural world.
The Minibus: Gateway to Experiential Learning
Both of these trips illustrate the power of learning through experience, a core principle advocated by pedagogical legends like Vygotsky and Bruner. Our minibus serves as the bridge that connects the classroom with the outside world, allowing us to take children on adventures that expand their intellectual, social, and physical development. These trips promote active learning, where children construct meaning from what they see, hear, and do, reinforcing both Bruner’s and Vygotsky’s ideas that learning is most effective when it is hands-on, collaborative, and rooted in real-world experiences.
At Wimbledon Willows, we are committed to providing these enriching experiences, ensuring that our children are given opportunities to explore, discover, and learn in ways that inspire and nurture their natural curiosity.
With every journey beyond our doors, we help foster the development of the whole child, cultivating the skills and knowledge that will serve them for a lifetime.
By Christopher Byers
