Lifelong Lessons in Learner Centered Education

I meet many outstanding educators in the school-age care field and enjoy sharing ideas with them. When I talk about our program, other educators are surprised that we follow classroom practices inspired by learner-centered education. Many educators believe only a traditional education model works with school-age children and child-directed practices create an unstable classroom environment. 

Other educators believe the concepts in learner-centered education are for preschool children only. In school-age care, children are 5-11 years old. Through practice and continuing education, we discovered the concepts in constructivist education work well with older children. Learner-centered educational approaches make the experience after school better for children, families, and educators.

Here are the five key concepts that I practice daily with school-age children that are the foundation of our work. These practices help us support the children, parents, and learning community.

Choosing Work – Children in our program follow their interests and are involved in various projects each day. As educators, we offer support when necessary. Based on observations of children's work, educators generate new provocations to support and move investigations forward.

Children Lead – Children have rights, and educators support their right to choose. We partner with children in community building governed by the children's ideas and agreements. As educators, we guide the children to ensure that decisions welcome and respect all community members. We want all community members to have a voice in making agreements.

Environment – The classroom environment is a significant contributor to the success and enjoyment of the children. The quality of materials and design of the classroom space is essential. The organization and availability of materials make all the difference in the learning experience. How the classroom looks and feels sends a message to the children and the community members who experience it.

Documentation – Listening, recording, and interpreting the children's ideas is valuable. Documentation helps us, as educators, connect to the learning community. Documentation helps us learn more about the children, invites children to revisit their work, and leads to new learning expressions. Documentation creates connections with parents and the community and shares the classroom story.

Professional Development – Our professional development is our daily collaborations with children and the teaching journey. Many people learn best by doing. Educators grow as practitioners by applying their current teaching knowledge and connecting it to observations in the classroom. We grow as professionals in our work with the children. Reflecting on our classroom experiences and challenges while examining our practice helps us become better practitioners.

These are the key concepts I have employed in my work with school-age children. The theories and practices of constructivist education are constantly evolving. The ideas mentioned above are a foundation.

I look forward to learning more as I collaborate with children and other educators in the future. I look forward to exploring new ideas that support growth in the learning community.