i actually found myself maybe signing dan up for kindergarten!
i ordinarily would be full tilt against it, and love the whole natural learning / radical unschooling thing. but i think this place may be pretty special..
it starts next year, two 2.5 hour sessions a week, which i'll join in with until dan's happy for me to leave. i'm ready for that..
as to the why, well, no matter how cool my home/unschooling plan, i'm starting to accept that i just want/need a certain amount of time away from parenting, provided he's not being compromised at the time.
(of course arguably he might be subject to a certain amount of compromise when with his grandmothers.. but that's also another story which centres around wanting him to have a strong connection with them)
and yes maybe i also just needed somewhere for dan to attend twice a week to get my mum off my back about kinder waiting lists.
so i toured it yesterday and spoke to a kinder teacher and a support staff person, and they just gave all the right answers. plus the kids looked happy and calm and absorbed in their various activities..
here're some of the right "answers" -
- the only schedule through the day is an overall one of: inside vs outside time, lunch time, nap time.
other than that, the teachers determine the activities for the day based on what the children are showing interest in at that moment.. so the day's activities are moment-to-moment guided by the children's interests.
- nothing is compulsory - if a child doesn't want to participate in the group's activities, but want to be off on their own or do their own thing, that is supported (even in her own words: "if they're absorbed in a project of their own, we would definitely value that over joining the group").
the child is only invited and encouraged from time to time to rejoin the group, but otherwise nothing coercive or negative is expressed, and they're perfectly happy for him to spend all day doing his own thing in any of the various spaces (even if he wanted to be indoors while everyone was outdoors).
- there is no "NO", in regards to undesirable behaviour, only a positive instructioning on how one should act, instead of what one shouldn't do (eg chairs are for sitting; we touch each other gently; we use our indoor voices here; etc).
and even gentle "stop"s are used sparingly, and never used in a chain, because of the negative impact that has on the child; instead the child is redirected towards another activity or space in a situation where a chain of stops is starting to become necessary.
- i asked what their approach is on praise and affirmation, and in her 5 minutes of talking there was no "good boy/girl"; she spoke of inviting the child to think about the specialness of what they had done/made (eg "how do you feel about xyz"); and her examples of praise were very "I" based ("I like the colours you've used").
- there is no formal teaching of alphabets and numbers (charts, chanting, exercise sheets? ugh); instead, only games and songs of which letters and numbers are a part.
- parents/grandparents etc are welcome to be there, in fact one parent is rostered to participate in every session, more are welcome at any time.
- they try to have as much outdoor time as possible, cos kids just love it / need it.
some other things i saw that i liked:
- the continuity between indoor/outdoor spaces: heaps of window walls, big sliding entryway to outside, so you can always see trees/sky etc, and the outside is always right there.
- there was a child without a hat, outside, despite it being a hot day - clearly this is not in itself a good thing, but it shows that they're not absolute dictators about the rules. i would, conversely, hate to see a child sitting on a bench under the shade because he'd forgotten his hat that day, while everyone else played, even if it's good sun policy.
- no shouting teachers, no string of called out instructions and cautions, no pushy over-involvement.
(none of: "michael! stop that! kayla, be careful! jack, stay where i can see you!")
in fact i heard very little; teachers all spoke in normal calm voices, all hanging around the children companionably and non-intrusively.
- that the children seemed to have the right proportion of invested energy; often children i've observed in other places or playgrounds seem to have an excess of undirected energy; or conversely too much might be being asked of them or too much stimulation imposed; i like to see quiet absorption / purposeful noise, and a calm purposeful vibe in general.
- no gold star charts (!!) or the like.
- this is maybe a reggio thing, but there's little "reports" written up and hung outside for parents, where they talk about what they explored that day, the observations of the children about their latest object of interest (eg a lizard)
- and of course, tons of cool stations that dan couldn't wait to get into (and in fact did, right away); the cool outdoor play stuff, and inside lots of colouring/art, books, dollhouses.. i had to drag him away!
and of course, being around all the other children, which he just lives for.