A relationship-based approach to learning

Teacher Bridget Howe says the kaiako know that everyone has something to share, and everyone can learn from one another.

Tucked away on a quiet street, surrounded by leafy trees, Ōtautahi Christchurch’s Kidsfirst Kindergartens Sunbeam says providing quality, inclusive early childhood education all comes down to ngā hononga – relationships.

“Relationships are at the heart of everything,” says teacher Rachael Tini Waugh. “We want all the interactions we have to be mana enhancing. Not only for the children but for each other and our families.”

The centre is holistic by nature, which informs both its teaching practice and the interpersonal relationships among the team.

“We have respect for each other as individuals and as professionals, and we understand that everyone has something to share and everyone can learn from one another,” adds teacher Bridget Howe.

With respect being so integral to kaiako relationships at Sunbeam, it is no surprise to see the flow-on effects on tamariki.

Whānau connections

As one of the key pillars in Sunbeam’s practice, having mana enhancing relationships means creating a culture where tamariki can see themselves reflected in their environment.

Kaiako Rachael Tini Waugh and Patrick Browne (top) and Deana Wood, Emma Haig and Bridget Howe (bottom).

“We want to create an environment where our tamariki feel valued. We’re creating connections between beliefs and traditions of their whānau and what they learn here,” says teacher Patrick Browne.

The team enthusiastically describes how they embrace diversity, integrating cultural celebrations such as Hindu and Muslim festivals into their teaching and learning.

“We recently celebrated Eid-al-Fitr, which is the official holiday that marks the end of Ramadan,” recalls head teacher Deana Wood. “It’s a special time for our Muslim families, so we invited our whole community to join us for the morning. The smiles and laughter from our time together spoke a thousand words.”

The centre’s practice of upholding whānau beliefs and traditions is evident throughout the centre.

“Parents and whānau are our children’s first teachers, and we really value that,” shares Bridget.

The kaiako nod in agreement. “We genuinely care. We work hard to make sure that we have good relationships with our families on a caring manaakitanga level,” adds Rachael.

Whānau also describes how Sunbeam chooses to function as a team. All kaiako are certificated teachers, and they work intuitively and harmoniously, embracing flexibility by doing away with traditional rosters, allowing them to support the children and each other in a truly authentic way.

If a teacher needs to settle a child or step in or out, they simply check in with their team. It’s an approach that reflects a genuine care for one another and creates a nurturing and cohesive environment for everyone.

Empowering spaces

Sunbeam’s kaiako believe that whakamana empowerment is another key element in mana enhancing relationships. Each day, tamariki are empowered to choose what their day will look like, including the resources they want to create with and the length of time they play for.

They’re able to access both inside and outside spaces throughout the day that are designed to spark creativity and learning. Inside, there is a large mat area, and items such as furniture, rugs and plants are used to separate different areas.

Tamariki have access to different spaces  throughout the day that spark creativity and learning.

“Tamariki must be able to explore in their own way and in their own time. We call this ‘ā tōna wā’,” explains Deana. “Some tamariki can engage for long periods of time, so we don’t want our routines to hinder their creativity.

“That means the way we structure our day is flexible, open-ended, unrushed, unhurried. It’s really important for our children to have agency in their environment.”

Bridget agrees, adding that children are actively encouraged to make decisions and take ownership of their learning.

“Children quickly learn that this place is for them to explore their interests and ideas – they very much lead what happens here.

“Every child teaches us something different. They have something to share, and we learn from them, and they learn from each other which is pretty amazing,” she says.

Lifelong learners

As committed lifelong learners, Sunbeam kaiako actively seek to learn more about ways of being for their tamariki. They look out for tamariki who are demonstrating a play schema and find ways to support their learning.

“For instance, one schema is ‘transporting’, where children move or transport objects around. To nurture this schema, we provide baskets so they can carry resources,” explains teacher Emma Haig. “Having knowledge and understanding of different schemas allows our kaiako to plan for our tamariki accordingly.”

“It’s important to us to keep researching, learning and growing – to learn this is where this child is at, this is why they’re doing it,” adds Deana.

Sunbeam also prioritises professional learning and development (PLD). In keeping with their relationship-based practice, PLD is based on a collaborative approach, meaning that as kaiako develop their own specialised knowledge, they share their new knowledge with the wider team.

At Sunbeam, tamariki have the freedom to explore and learn in their own way and in their own time.

“We want each kaiako to have their own specialised knowledge base so there is a wide range of skills,” says Deana. “We believe that having a well-rounded approach is what creates a very special space for children and whānau.

“Having a shared vision is important,” she notes. “We’re always working to make sure that our new people are on that waka with us.”

Part of Sunbeam’s shared vision can be found in its rich history. Having been in operation for over 100 years, the centre’s history adds another element to its relationship-based approach to learning.

“We are lucky here because we have an amazing history, and we understand what has gone before us,” says Bridget. “For us it’s really important to know where we sit in our community and it’s important to understand the connections and links we have. We don’t take that for granted.”

Part of understanding what has gone before them means kaiako are always working to challenge their individual biases and values, adds Deana in summary.

“It’s about getting the best outcomes for children. It’s why we do what we do.”