What matters most in those early years

| October 21, 2016

We know how vital a good start is in life and how pivotal these early learning experiences are in shaping a child’s future. As a parent and teacher, Rechelle Rozwadowski knows that learning takes place outside of the classroom just as much as in it.

When I think back to my early childhood experiences at school, it certainly isn’t WHAT I learned that springs to mind. It is more the memories of playground games, forming friendships and building relationships with specific teachers that flows forth.

That energetic teacher who loved all things art and craft; gluing, pasting, cutting and coloured crape-paper made our classroom into a haven of creativity.

That sometimes cranky but book-loving teacher Mrs G. How we lapped up listening to her read to us ‘The Lion, The Witch and The Wardrobe’. It sparked a new found fascination with my old cupboard at home and no end of afternoons were spent in it with my growing imagination.

And that teacher whose love of history got us all doing THAT individual project we each had an intrinsic interest in. For me that project sparked an allure for all things ancient but more importantly the idea that I could discover things for myself. Suddenly the teacher wasn’t the all-knowing figure I’d assumed them to be.

According to UNICEF in a report titled ‘The Multigrade Teacher’s Handbook’,

“Children learn by doing, using their senses, exploring their environment of people, things, places and events. They learn from first-hand and concrete experiences as well as vicarious forms of experiences, (e.g., storytelling, listening to another person, reading a book and looking at pictures…)”.

It was the very hands-on nature of learning in those early years and the connection with a teacher and my peers that provided the wonderfully rich and engaging experiences I had as a kid.

Lucky for us also, our home was a supportive place of learning. Not intentionally, or in an academic kind of way, but my brothers and I were lucky to have two parents who valued education and who actively took an interest in what we did and were there to guide us through those early learning experiences.

As a parent now, and a teacher, I can see the true worth in the learning that takes place outside of the classroom just as much as in it. It seems only natural to take an active role and interest in helping our kids to learn, especially in those formative years. But we know in a busy age and with societal shifts in roles and expectations on parenting, it’s not always easy to make that conscious effort to be a part of our kids learning.

However, the recently released report from the GAP Taskforce on Early Childhood Education calls for exactly that. Rather than pumping the system with more resources, this report notes the invaluable need for stronger parental engagement and connections that need to be pursued within the broader community. This is especially important for those children from vulnerable families.

We know how vital a good start is in life and how pivotal these early learning experiences are in shaping a child’s future, so our goal as a nation and as parents and teachers, is surely to provide the best conditions possible for children and their learning to flourish.

So rather than persistently push for a content packed curriculum, relying on data to drive school’s agendas and increase accountability measures for teachers, shouldn’t we get back to the basics of building relationships and encouraging communication first?

Ironically, the very precious relationships and experiences children take from their early years of learning are ones that can hardly be measured.

At the end of that day, I’m keener to know that my kids are developing good relationships with the adults and peers in their life, that they are happy and settled little people and that somewhere along this path, they are building on some basic skills. At this early stage especially, this is what matters most to me.

And I think this is what makes for happy learners too. An unhurried approach, with active hands-on engagement in the classroom and support at home, has the potential to spark a natural curiosity in young learners.

Despite all the changes in education over the years, we know this to be true. It’s not WHAT we learn but more HOW we learn it and with WHOM that seems to count for more.

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0 Comments

  1. Max Thomas

    Max Thomas

    October 25, 2016 at 7:21 am

    Live and Learn

    A clear and very readable balancing of more 'formal' early learning with the less easily defined but crucial socialization of young children. Commenting on Wendy McCarthy's blog, I suggested that balanced early childhood development must be underpinned by measures to ensure good health in parallel with learning. I used an example which I'm certain would be obvious to both you and Wendy, that 'brain architecture' will not develop optimally with poor nutrition. You have authentically and eloquently explained a much wider context which I'm sure will resonate with others as it did with me. It seems to me that in your description there is tacit reference to the essential and special bond that develops between parent and child which includes touch and non-verbal communication. I'm reassured that there is a place for instinct and intuition after all. Thanks Rechelle.

    • Rechelle Rozwadowski

      Rechelle Rozwadowski

      October 26, 2016 at 2:44 am

      Live and Learn

      Thanks Max for your comments. Yes, I agree that diet is so important in this stage of development. As too is sleep. Clearly many factors more that teachers are unable to influence. Home life and parenting more and more make up this bigger picture and yet Governments rarely focus on this aspect of a child's learning. Something to consider.

      • Max Thomas

        Max Thomas

        October 27, 2016 at 3:53 am

        Live and learn: in that order.

        After hearing Sir Humphrey Appleby explain in glowing terms the role of the Ministry of Education, PM Jim Hacker astutely asked Humphrey if the apparent shambles in British education was what the Ministry had planned. Australian society has drifted into a position where government is too often regarded as central to social and economic activity, in the widest sense of those terms. It appears at times that one dedicated and skilled teacher can be more effective than the entire bureaucracy. And governments cannot and must not try to usurp the role of parents. Governments should do what they do best: consult with professional educators and the community, set policy, allocate resources and get out of the way.