It all starts in Kindergarten

# It All Starts in Kindergarten *Before a child can learn to read, write or solve a problem, someone must help them feel that school is a place where they belong.* I am a little boy, standing beside a hedge outside the principal’s office at St Joseph’s School and College in Allahabad, crying because I have lost my schoolbag. Father Cyril George, the principal, comes out and asks what is wrong. Between sobs, I explain my predicament. More than half a century later, I still remember that moment. Perhaps that is why I have always felt strongly about the early years of schooling. My elder granddaughter is in Kindergarten now, and watching her brings back memories of how special those years can be. When she shows me a drawing, her eyes light up and she holds it high for me to see. She wants me to admire it and share her excitement. It takes only a moment to make a child feel proud, but that moment can mean a great deal. All of us carry some memory of Kindergarten, even if the details have faded. Children today are exposed to so much more than we were at their age. They often seem more knowledgeable and confident, and are wonderfully frank in expressing their views. Their curiosity and questions can leave adults lost for words. These truly are the wonder years. I was once reminded of this by a KG child whom I stopped in a corridor. “Do you know who I am?” “Yes. Your name is Michael Guzder.” “And what do you think I do?” With a mischievous grin, he replied, “You’re the principal.” “And what is my work?” “You don’t have any work.” He passed my office on his way to class each morning and often saw me reading newspapers. He also saw me shaking hands with children and receiving sweets on their birthdays. When I asked what he wanted to be when he grew up, he said, “A principal.” “Why?” “Because there’s no work and there’s lots of money.” I had no comeback. Children notice far more than we sometimes realise. KG teachers work with children at a stage when almost everything about school is new. Before children can read confidently, write independently or tackle a mathematics problem, they must learn to share, take turns, express their feelings and get along with others. A child may be frightened when a parent leaves, upset because someone has taken a favourite toy or reluctant to join an activity. The teacher must respond with patience, often while several other children need attention at the same time. And how much pleasure a little encouragement can bring! A star in a book, a stamp on the hand, a pat on the shoulder or a cheerful “Well done!” can brighten a child’s day. Sometimes, children are so proud of their stamp that they refuse to let Mum wash it off when they get home. To an adult, it may seem a small thing. To a child, it is an achievement worth holding on to. Then there are the concerts and sports days that parents love to watch. Behind those few minutes on stage lie weeks of preparation. Getting a hundred, sometimes three hundred, four- and five-year-olds to line up, dance and wave their pom-poms in unison takes rehearsals, patience, coordination and considerable energy. Parents see the performance; teachers know what it took to get everyone there. The ordinary school day can be just as demanding. I sometimes hear parents of an only child say, quite sincerely, “I am exhausted. I don’t know how to control him.” I understand their frustration. But imagine a KG teacher, often with one assistant, looking after 25 or 30 children. One is crying, another needs the toilet, someone has spilt water and two are arguing over a toy. Meanwhile, another child has an urgent story to tell about home. Through it all, the teacher must keep the class safe and make sure every child feels noticed. One wants to answer every question, another prefers to watch quietly and a third simply wants to show everyone a picture. Balancing these different needs while keeping the day on track takes real skill. A child crying at the classroom door is not necessarily being difficult. Perhaps this is the first time they have been away from Mum or Dad for any length of time. A teacher who pauses to listen, crouches down to the child’s level or finds a way to make them smile can turn a difficult morning around. Sometimes, that small act of kindness is the beginning of a child feeling at home in school. After more than four decades in education, I have attended countless meetings about results, inspections and school improvement. All have their place. I have also seen the contribution teachers make at every stage: the teacher who introduces a child to reading, the subject specialist who sparks a lasting interest, the teacher who prepares students for examinations and the mentor who helps a teenager find direction. No stage is more important than another. Education is built over many years through the combined efforts of teachers who may never know the full impact they have had. But today, I want to offer a special salute to our Kindergarten teachers. Never think less of yourselves because you teach the youngest children. You are helping them take their first steps into a world beyond home, learn to trust others and discover the pleasure of learning. A child may forget a worksheet or a lesson, but may remember the person who comforted them when they cried, praised their first attempt at writing or made them feel that they belonged. **Every teacher deserves our respect. But to our KG teachers, who help make those first steps possible, we salute you.**