Cultivating Early Childhood Education: A Holistic Approach in Papua New Guinea
The Early Years project was created with a holistic approach, aiming to prepare teachers, students and communities for the transition to a 3-6-6 schooling structure, specifically, for the first three years which include Kindergarten 1, Kindergarten 2 and Prep for ages 4-6. To achieve this, KTF has provided teachers and schools with three comprehensive early years learning manuals to teach techniques for play-based early years learning and act as a guide for creating indoor and outdoor spaces. They are based on the principles of design, benchmarking, and a play-based approach, and provide simplified pedagogical theories and model activities to help early years teachers and communities create a supportive, creative and educational environment for young learners.
As part of this initiative, KTF facilitated the building of four playgrounds located in Kokoda, Gorari, Buna and the autonomous region of Bougainville. These playgrounds were designed in line with the guidance outlined in the outdoor learning manual. Additionally, KTF conducted Early Years professional development training for 38 teachers in Oro Province to support the delivery of high-quality early childhood education.
Recently, KTF’s Head of Education, Martha Bentley, had a chance to catch up with Gwen Harika, an Early Childhood Education Teacher at Kou Kou Little Seedlings, to discuss the importance of early childhood education and their progress in adapting their education model so they can offer it. When asked about the importance of early childhood education Gwen was passionate about the topic and said, “starting school at an early age is very essential for the children. At this age their mind is like a sponge so when they start school at a very early age, they can grasp knowledge and skills easily. So it’s important to bring children at a very early age to start school.”
Gwen was also asked about how the children have been utilising the playground and if they have witnessed play-based learning happening outside the classroom, “We see them playing a lot with rocks and stones and sticks. They build numbers and letters and all of these things with sticks and stones. They do a lot with playing with clays. They make models of family members. They make models of foods, vegetables, and what they see around them. On the stepping stones and the seesaws, they play well. On the swing, the children try to swing as far as they can. And on the balance beams, they balance themselves and use a lot of concentration. If they don’t concentrate, they fall off. When their concentration is up and well, they balance themselves on the balance beams. On the seesaw, they try to find who is heavy and who is light. They do a story play on what they want to become in the future. They dress in nurses’ and doctors' clothes and teachers’ clothes and pilots’ clothes, assuming that one day they will become that.”
These playgrounds with a focus on play-based learning were installed as part of KTF's Early Years project. They serve as a vital tool that fosters the development of children through active engagement with their surroundings. These playgrounds play a crucial role in encouraging physical exploration, movement, balance, and overall development.
While a lot of communities still feel unprepared for delivering early childhood education and curriculum that is going to be mandated by the government any day now. However, when Gwen was asked if she felt prepared to deliver early childhood education she said, “I’m ready. The school is ready. The kids are ready. We are ready.”
The Early Years project is generously supported by the Australian Government through the Australian NGO Cooperation Program (ANCP).