Working in a public childcare centre as an unschooling parent is something I never could have imagined I’d be doing. More than a decade ago, I pulled my children from school, rebelled against the system, broke all the educational rules, and became an advocate for children’s freedom and expression. Being a part of that system again as an “educator” after all these years while maintaining my own integrity has at times been challenging. I’ve had many moments of asking myself “Why am I here?” and “How can I educate children who don’t really want to be here?” And while I am forming close connections with the children and feeling a sense of purpose for the first time in my life, I know that this is just a means to an end. In order to be with children and support them in my own unique way, I must adhere to the rules and routines once again, and find harmony and balance within the system.
While I have been studying and learning about early childhood development, I sometimes find myself caught off guard when I am asked certain questions at work related to homeschooling. It might seem odd to people that someone being trained to educate and care for children might not follow these same guidelines at home with their own children. It is generally assumed that I have implemented a strict curriculum that my children must follow, when this has not been the case. I sometimes find myself having to remember why we do what we do as a family when I spend my days at work teaching children how to follow the routine and guiding them into their learning, and while I don’t follow these same routines and guidelines in the home with my own children, I am finding it fulfilling and enjoyable to be a guide for other children and supporting them to move in ways that are expected of them. I do this with an underlying understanding and seeing of their innate needs and uniqueness, and without the common assumptions I have seen carried by others in this profession.
One question I was asked recently that has brought me back to the unschooling reality is: How will my children get into university and get a job without proper grading and certification? This is a perfectly normal question to be asked by anyone working in a childcare centre who believes children need to be taught how to learn from the earliest age possible, and practises this every day as part of their career. It can be quite alarming for those in this field to hear responses that suggest children can grow up to be anything they want, and don’t need to prepare for their future at such a young age. Most adults I meet and know aren’t actually doing what they always dreamed of doing, and those who went through school, university, became qualified and got fancy jobs aren’t really happy, and wish they were doing something else with their lives. Many of them crave the freedom that they did not have has children.
Of course I am not going to say any of these things to a professional educator that suggests that early childhood teaching and grading is essential for becoming who we want in life, and I have no desire to change anyone’s mind. I can keep my answer simple and say that becoming qualified and educated is something more accessible to us today than ever before, through online learning, courses and training. As I mentioned, I did not know until this year that I wanted a career caring for children, and I am 43! I have no doubt that when the time comes, all of my children ~ young or old ~ will know what they want to do or be and find a way to make it happen!
As part of my studies, I am learning the EYLF (Early Years Learning Framework) and how to implement it into early childhood education and care. While I accept and even enjoy participating in educating the children at the centre, I also know that they could quite easily learn it all in their own way and time without the structured program. This isn’t to say I disagree with the framework and find it useless; I am actually finding that I align with much of the framework, which is very different to the framework used for school-aged children that I helped to implement when my eldest was in school. The EYLF focuses on individual uniqueness and development and sees play as the foundation for learning. This to me is what unschooling is all about. Rather than making the children transition from this framework that is based on freedom and individuality into school with subjects and grading, the flow of play continues through to adulthood. Through this freedom, children remain connected to their uniqueness and discover who they are through their passions, rather than having to put their passions and play aside for hardcore, serious learning.
The framework for learning in early childhood suggests that developmental milestones and growth happen at different stages for children and that not all children learn in the same way or at the same time. It emphasises the importance of observing children and their unique personalities, strengths, interests and abilities, and creating a learning structure around that. Yet all of that is expected to change as they become older and are no longer seen as children who want to play, but as young adults who need to prepare for work. They no longer get to choose what they want to learn about, and instead are made to sit through hours of boring lessons. Not all children enjoy math, and not all children enjoy writing or story-telling. Being unique individuals means we each have preferences and interests that differ from one another and things we are better at or more passionate about. When I was in school, I hated math, science, sports and business principles, but I loved drama, music, and dance. And there were other children who loved and excelled at math, science, and sports, who hated drama, music, and dance. Is it really fair to be made to learn about the things we have no interest in?
The unquestioned assumption that children need to be assessed and graded in all areas to ensure their future career is unproductive and causes many problems. It creates a dislike for learning in children, suppresses creativity and free expression, and teaches children that getting a “good job” and earning money is the number one priority in life. How can these children come to know who they are and what they truly want if they are being told who they should be all their lives? It is also assumed that most children will grow up wanting to be vets, doctors or lawyers, when this is not the case. Those who are naturally drawn to these career paths will want to learn, and will get high grades. Yet all children are expected to get high grades just in case they want the same career path. While early childhood teaching supports freedom and play, schooling takes it away.
My own experiences have taught me that it is never too late to be or do something we truly want. I did poorly at most subjects at school and finished early without any qualifications, yet I have accomplished everything I’ve wanted to so far in life. I became a mother, have been a cook, a waitress, a bar tender, managed a restaurant, got my license, traveled the country, learned to play guitar, became a musician and self-recorded two albums, wrote a book, became a photographer, and am now working towards a qualification in childcare while working as an employee in a large daycare centre. I could even get my teaching degree if I wanted to go on to a career as a teacher. I could be a nurse if I wanted, or a midwife, or a therapist. It would take years of study, but it is possible. Everything that is being taught in school every day, every year, for 13 years or more can be learned in a few months or just a few years, sometimes in the comfort of our own home. I can’t believe for a minute that my children do not have the same possibilities awaiting them when the time comes. I don’t care if they don’t get a “good job,” work at McDonalds, or become content creators from home. What matters is that they continue to put play first and work second. Work should be an extension of play and should reflect our inner most desires and uniqueness.
If we want an idea of what our children might want to be when they grow up, all we have to do is pay attention to what they are passionate about and what they like to play. This isn’t just some developmental milestone in early childhood; their uniqueness and passions are a part of who they are. The forms of play may change, but who they are fundamentally at a soul level does not. These are their gifts and their gifts should be celebrated and nurtured throughout their whole lives. We do not need to know now what they will be in 20 years time; all we need to do is trust that they will find their way and know what they want. Grading and assessing their levels of knowledge is not as important as growing supportive, close relationships with them, and this is far more of an influence on how they will develop than anything taught educationally.
As an educator, my goal is to form trusting, loving relationships with the children, while respecting the sometimes difficult yet necessary structures and rules that I gave up many years ago. This brings a warmth to my heart and I look forward to creating my own environment for childcare in the future that reflects my uniqueness and truth for all children who come into my life.
Love,
Leisa ❤
Leisa Coleman 