In past decades, specific concepts such as colours, numbers, letters and seasons, were often taught through themes chosen by the preschool or classroom teacher: ‘Leaves’ in October, ‘Bears’ or ‘Penguins’ in January, ‘Farm Animals’ in the Spring. The teacher might develop a box of materials with props, stories, and worksheets to be used year after year (and to be honest, we all have favourite some favourite activities and materials that we know ‘just work’) However, a shift in education is taking place. Now, the curriculum is co-constructed with the learner. We recognize that engaging children in their particular interests, and in the world around them, fosters broader and more relevant opportunities for learning. It is also a lot more fun as a teacher!

So, you may ask, if you don’t teach the ABC’s and 123’s through themes or worksheets, ‘what do you teach and how do you teach it?’ Basic numeracy and literacy skills are woven through numerous interactions fostered by the educators, and are relatively easy to list, teach, and check off as ‘mastered’.  For example, ‘recognizes letters of their name’ is a specific skill that can be observed.  But education is about so much more! In Early Childhood Education generally, and certainly at TNNS, we focus on the development of social skills; physical and emotional self-regulation; emotional intelligence; resiliency; independence; kindness; and compassion. And while we often notice themes across children’s play, by age or through the seasons, rather than pre-planning a theme, we look to the children and the outdoor environment as a means of fostering these values. We refer to this curriculum as ’emergent’ and ‘place-based’.  Teaching in this manner is impossible without taking time to be a keen observer.

Reviewing recent photos, I am struck by just how much of our time, both for the children and the adults, is spent in observation. As you scroll through these photos, we ask you to observe the scenario, and to place yourself in the position of the children, or the educators. What is being noticed? What questions and problems arise from the child’s observations? What might the teachers offer to support or challenge the child’s observations? What opportunities for compassion, resilience, independence, or problem solving are present in each photo?  This is such a rich and dynamic way to engage with one another and the world!

Respectfully,

Kate