As an early childhood educator, my intention is to make education a joyful experience that nourishes a child’s natural inspiration to learn. As any good teacher knows, teaching and learning go hand in hand, with the teacher learning at least as much from the children as the children do from the teacher. Figuring out the process of learning and social interaction is a collective endeavour, with learning amongst peers often making up a greater portion of the day than direct teaching from an adult teacher. 

Pedagogy is the method by which teachers teach, in theory and in practice. It is vitally important that the teacher knows and understands their pedagogy, or teaching method. The teacher’s primary job is to observe deeply, to be curious and attentive to what is happening in the learning environment.
How is learning happening for the children in her care? What needs to happen to support the learning? Who do I need to be as a teacher for the children in my care to be seen and heard?

The teacher’s job is to “hold” the space of learning, and to guide the process of learning. This is a difficult and demanding job, requiring a high level of attention, presence and attunement all of the time. The school day does not require rigid time tables; it demands a natural breathing “in and out” rhythm. The teacher needs to pick up when it is time to engage in deep learning and when to engage in active movement / monkeying about. 

Then, “What will the children do on Monday?”

The daily activities and experiences of the children are hugely important. The design and development of a pedagogic curriculum is paramount to the learning experience. This requires constant work, engagement and involvement from all educational experts and partners in the project. The attention this process requires is linked to the teacher training and ongoing professional development of the adults. Teacher training, professional development, observation, documentation, crafting and building a community are interrelated and critical to the success of the concept and vision of the centre, and work with the children on a daily basis.

The Love to be Me Learning Experience

The LOVE TO BE ME concept was introduced in 2004 and tried and tested in a school in Philippi over many years.

In my view it is very important that any curriculum embodies and always considers the needs and context of the particular community that is served by the school. If any aspects or requirements of the school environment are ignored, or not at least considered, then a good outcome will not be achieved. 

LOVE TO BE ME is an educational concept that exists inside a dialogue. This is a dialogue between the child, the interests that the child has, the child’s own learning abilities, their style of learning, the teachers, the parents and the community. The concept focuses on the child within a space of love, joy and learning. The intention is to have an active child who engages and participates in the school environment because they love to learn. All foundations for learning to read, write and count will be laid during this time. Most importantly, all our efforts must be grounded in nurturing the child’s love for him or herself and their ability to learn and discover for themselves. When a child feels seen, heard and valued their safety systems are engaged and the learning process takes on a whole different experience for them.