“Let all that you do be done in love.” 1 Corinthians 6:14
“This is my commandment, that you love one another as I have loved you.” John 15:12
“Be kindly affectionate to one another with brotherly love, in honour giving preference to one another.” Romans 12:10
As Christians we know and understand that what makes our religion different to all other religions is that we can have a relationship with the Living God. Jesus Christ modelled relationship based on respect and value for the other person. It should be something that we strive to do every day with every person with whom we come into contact.
The Pikler approach strongly emphasises the importance of a respectful relationship between teacher and child. When teachers intimately know the child and his needs, they are able to respond to those needs in a sensitive and respectful manner. Teachers do all in their power to build, nurture and protect the relationship between a child and his/her key teacher. Caregiving moments are not seen as routines or chores to be gotten through quickly but as opportunities to build trust and relationship.
Infants and toddlers are respected as individuals who are able to communicate and understand. Teachers do things with the baby or toddler not to them. Teachers tell children what they are about to do, rather than rushing in and doing to the child. Teachers look for and respond to children’s cues, and invite children to be active participants in their care. Teachers use an open hand invitation and wait for a response. An example of this might be “Do you want to be picked up?” “Do you want a cuddle?” Teachers never pick up a child without first asking and receiving a response.
[And when you consider that most adults don’t like it when someone comes up and grabs them unexpectedly from behind, why would we ever consider doing this to children?]
Teachers tune into children’s cues and respect the messages that children convey. If adults only paid more attention they might be surprised at how much even a very young baby communicates. Full attention or engagement shows children that they are valued and that they have importance as individuals. For teachers, it requires being fully present, slowing down and engaging in sensitive observation. Care routines are times of full attention, but there will also be other times when teachers sit back and observe and wait for the child to invite them to participate in their learning. It is preferable to give full attention for a small period of time, than divided attention for a longer period. Divided attention brings confusion and gives the child the message that they are not important enough to have your full attention.
Respectful curriculum is not just for children. In fact, respect is for every individual. Thus teachers show respect to other members of the teaching team. Teachers show respect to parents and families and whānau. Teachers show respect to every person – young or old – who comes through the door.
Respect. It’s for everyone.
No comments:
Post a Comment