At Hills Grammar, student agency is a fundamental tenet, especially for the youngest children enrolled in the Early Childhood Education Centre (ECEC). Educators actively involve children in everyday decisions, encouraging a sense of ownership and participation in their learning environment. This inclusiveness has recently extended into a crucial area: the employment of their educators.
To an outsider looking at the Hills Grammar Early Education Centre, they will see a number of big ticket items. Each room looks onto a picturesque space, complete with the tranquil sounds of birds echoing in the air.
There are a number of natural and manmade play spaces, where children are often guided through various stages of play.
Meals are freshly prepared on campus, with access to specialist teachers in sport, the School’s facilities including libraries, special visits to the Principal, and long day care hours to support families.
However, during a recent process where educators involved children in the employment process, there was a distinguishing point that was most important in their day to day experiences.
The common theme that was most prevalent was time.
Each child made a point of sharing that what was most important to their daily routine was the time their educators used to play with them.
The ECEC team sought the input of children when an educator went on maternity leave. Nominator Supervisor and experienced Early Childhood Teacher, Ms. Rodriguez, emphasised the importance of hearing children’s voices in shaping their educational experiences, sharing that “giving them an opportunity to share what they want in a new teacher.”
Ms McBrien, ECEC Manager, agreed that this built that bridge between the previous educator leaving and the new one starting, and explained that it helped them understand the change.
To facilitate this process, educators conducted discussions in small groups to draw out children’s opinions about what qualities they wished to see in their new educator.
“There was a recurring theme that emerged during discussions with the children, and that was the importance of time,” Ms Rodriguez noted. They expressed how much they valued one on one play and learning time, highlighting their desire for meaningful interactions with their educators.
Dividing a class of 16 into two smaller groups allowed for more intimate conversations where children felt comfortable expressing themselves through drawing and discussion. Engaging children in this manner resulted in insightful requests, such as a kind educator who smiles, plays games, and fosters a sense of safety and connection.
This approach not only eased the transition for children but also highlighted the vital role they play in shaping their educational environment. By directly involving children in the recruitment process, the ECEC team gained a deeper understanding of what makes an ideal educator for their classroom dynamics. The feedback revealed a consistent theme: children value educators who prioritise play, connection, and a warm, approachable demeanour.
The impact of this initiative extends beyond hiring practices. By encouraging student agency, educators have seen a marked increase in children’s confidence and decision-making skills. When given the opportunity to voice their preferences, children become more engaged participants in their learning journey. This empowerment fosters resilience and collaborative skills, enhancing their overall educational experience.
As the ECEC continues to prioritise children’s voices, it not only enriches the classroom environment but also builds a foundation for lifelong learning. The ECEC team remains committed to nurturing these values, ensuring that young Hills Grammarians not only find their voices but are also heard, respected, and empowered within their school community.