In the ELC, we have a strong belief that children are competent, capable, resourceful and full of potential, to paraphrase Loris Malaguzzi, founder of Reggio Emilia. In all of our work with the children, this is where we come from; we have high expectations of them, both individually and within the group context. Developing their independence is important, from the babies and toddlers through to the children in the kindergarten rooms. At each stage of development, we see their capabilities, and we see children striving to solve problems, act independently and develop their sense of competency.
Becoming competent and developing new skills takes time. It doesn’t happen overnight, and it often means making some mistakes, but with encouragement, determination and practice, the new skill will emerge. Allowing children time and the opportunity to struggle is important when acquiring a new skill. The struggle and the repetition teach the children important life lessons. From the disappointments and frustrations, they learn about perseverance, persistence and the value of trying different strategies. These struggles do not only occur just in their academic learning, but in all their learning, like learning to crawl, walk, talk and toilet independently. It also impacts the strategies and values they develop that help them learn to be part of a group, begin to negotiate social interactions, manage their emotions and self-regulate.
Developing self-regulating skills starts from babies putting themselves to sleep and managing their range of emotions. This, along with their executive functioning (their capacity to plan, organise and regulate thoughts and emotions, enabling them to adapt to changing situations) are two of the biggest predictors of children’s readiness for school, lifelong learning and belonging to a society. We are presented with important opportunities on a daily basis for children to develop their executive functioning: carrying their own bags, organising their belongings – where the drink bottle goes, where their backpack goes – and putting their sunscreen on at the start of the day. Then, during the day: following the group plan, packing up, being responsible for their belongings, putting on and taking off their jumpers or coats, packing up their bed bags, and putting on their shoes and socks. When we expect children to undertake these tasks, we are supporting their executive functioning. This has a flow-on on effect to their academic learning and development – they are not separate.
When children feel a sense of competence and develop independence, they are more likely to be able to self-regulate and feel they have some control over their environment. Sometimes it is hard to watch your child struggle when you know you can do the task more quickly or show them an easier way – but the struggle is part of the learning and part of the message to them that you believe in them and they are capable and resourceful individuals.
Wendy Seidler
ELC Director – Kew Campus
