“A new, broader conception of education should lead each person to discover, awaken, and increase his or her creative possibilities.”

– Jacques Delors –

In 1996, Jacques Delors wrote and published “Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century”. He believed that within each child lay a treasure, and that children must be helped to thrive; this is the encouraging dimension of the battle against inequality of opportunity in the 21st century. It is our goal to live up to the expectations set forth by Jacques Delores and UNESCO, as the standard of best practices in fostering children to their fullest potentials. We too, believe that each child is a treasure and should be fostered as such. Jacques outlined ‘4 pillars to nurturing children’ in his report, it is those 4 pillars that will guide us.

“Learning to know, by combining a sufficiently broad general knowledge with the opportunity to work in depth on a small number of subjects. This also means learning to learn, so as to benefit from the opportunity's education provides throughout life”. 

We incorporate this pillar by providing the children an open concept space where they get to choose what to learn and when by creating designated ‘centers’ where the subject matter is explicit in content (geography center, creative arts center, etc.). While they are weaving their learning journey, it is up the educator team to facilitate that learning by providing materials that are visual, kinesthetic, auditory, and logical – which allows each child to decide which way they learn best. By doing this, the educator team can observe and learn the needs of each child, thus fostering optimal growth in each child as an individual. As each child becomes confident in their primary learning style, it is then we can begin to challenge them to expand their skillset and strengthen their ability to learn in the other styles, as not every opportunity or challenge they face will be able to accommodate their primary learning style. A confident child oftentimes will be among the first to initiate enquiry, encourage peers to learn with them, and seek out opportunities for further learning.

“Learning to do, in order to acquire not only an occupational skill but also, more broadly, the competence to deal with many situations and work in teams. It also means learning to do in the context of young peoples’ various social and work experiences which may be informal, as a result of the local or national context, or formal, involving courses, alternating study and work.”

We incorporate this pillar by utilizing what we know about B.F. Skinner’s social-learning theory, this is often observed as peer-to-peer learning. We have structured small group experiences, rotating the children through groups to ensure they have every opportunity to encounter like-minded peers as well as different-minded peers. Using small groups for this teachable skill allows the educator to guide children through challenges and successes on a more intimate scale, this also creates space for a small group discussion around compromise, negotiation, conflict resolution, and provides opportunities to enhance their interpersonal skills. By using proximity and observation during unstructured time, we allow children the opportunities to face social challenges and successes unassisted, hopefully using the tools we’ve instilled in them – while also remaining near enough to assist if the children need support and guidance.

“Learning to live together, by developing an understanding of other people and an appreciation of interdependence - carrying out joint projects and learning to manage conflicts - in a spirit of respect for the values of pluralism, mutual understanding and peace.”

We incorporate this pillar by creating a steady rhythm and routine to our day in which the children become integral to the flow. We do this by affirming to them that they are responsible for their space, the materials within it, and are capable of taking charge of day-to-day tasks such as helping to turn lights on and off, helping to set the table, or even helping to prepare the meals. Children quickly desire to be relied upon, which can create space for conflict to arise as each child wants to be the one you choose. Through teaching patience, offering reassurance, and having impeccable follow-through children will come to trust the process and interdependence can truly begin to thrive – for example: We turn the dining room lights on and off 3 times each a day, that is 6 opportunities for children to help. In the beginning, the educator will be the one negotiating who gets a turn when, with the children eventually taking over negotiations and deciding among themselves who will have a turn when.

“Learning to be, so as better to develop one’s personality and be able to act with ever greater autonomy, judgment and personal responsibility. In that connection, education must not disregard any aspect of a person’s potential: memory, reasoning, aesthetic sense, physical capacities and communication skills.” 

We incorporate this pillar by treating each child as competent and capable. Children are people too and should always  be treated with respect and integrity. By doing so, it teaches children how to behave in relationship with each other, with their educators, and with those outside of the preschool setting. Each child’s strengths are celebrated, and opportunities for them to use those strengths are continuously provided where possible; for example, a child who confidently zips up their coat may be called upon to help a peer with their zipper – and learn to gracefully accept when help is declined. Or perhaps a child who loves to sing is offered an opportunity to lead the morning circle song. Individuality is celebrated, embraced, and the children will be provided every opportunity to shine the best way they know how. Each child is also made responsible for themselves with the expectation that they keep their cubby tidy, they clean-up after themselves, and they communicate their needs.

Delors J. et al. (1996., p.35). Learning: The Treasure Within, Report to UNESCO of the International Commission on Education for the Twenty-First Century. Paris: UNESCO Publishing.  Retrieved from: https://www.edu-links.org/sites/default/files/media/file/109590engo.pdf