10 Best School Practices Abroad we can Learn from

Every educational system is guided, whether intentionally or not, by the existing country’s cultures and traditions, and brings along with it a set of practices. In the Philippines, the early childhood education, better known as the “preschool years” is still at its toddler stages:  its importance in our educational system has just been discovered and is still being developed. Unfortunately, a cohesive, practical and theoretically sound system has yet to be subscribed to.

If we look into the plans and frameworks of other countries, we will find that we can learn from their philosophies and practices.


Spain
The early years (“Education Infantil”) are divided into two cycles, called “ciclos”: the first cycle (or stage) covers children from birth until three years of age and the second cycle from three years to six.

1. Importance is placed on children’s physical, emotional and social development. The academics do not take the forefront of the curriculum until the child is emotionally confident and “ready.”  


2. Activities are play-based and are relevant to the child’s personal experiences. This means that there is a good amount of outdoor time, playing with puzzles and concrete materials for a whole-day. Children are normally enrolled in a preschool-day care environment and they stay there for most of the day, from as early as 7 in the morning until 4 in the afternoon.  


3. The curriculum focuses on the development of self-help skills and the building of self-esteem. The learning of a second language, usually English, is becoming more of an imperative because of the importance of the language worldwide. Studies have shown that the acquisition of another language is more effective when learned early in life. The child is able to speak “like a native”, almost without an accent when a foreign language is learned within the preschool-age window until the age of 9.

 

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4. Nap time is also part of the daily routine so that the children are able to rest their tiny bodies. This is a stark contrast to the typical schedule preschools and day care centers keep in the Philippines.


5. A monthly menu is distributed to the families. As with most European countries, children stay in school for most of the day. They are typically served lunch, sometimes breakfast and for those who stay longer, a light snack is served (upon previous arrangement with the school) before the child goes home. For the early-birds, breakfast is an option. Meals are charged separately, giving parents a choice of whether to provide their children home-made food or prepared by the school kitchen staff.


6. A whole-day program allows more interactive time. Early education centers in our country hold classes for very short periods, generally between two and three-hour-sessions per day. However, children normally do not have the concept of time that we adults have. They have their own rhythm. When children are hurriedly pushed into learning concepts under time pressure, they do not respond favorably.  When there is little time to do projects and allow hands on experiences, children are not able to “retain” information or knowledge as easily.  Everything passes in a blur.  Young children thrive on extended or prolonged in-depth exploration of activities.

The Second Cycle in public preschools is free. Unlike the Philippines and most third-world countries, government-run schools are of high standing. Teachers go through regimented tests before being hired and are sufficiently paid. Turn-over is infrequent and teachers are also given appropriate benefits.


Finland, Norway, Sweden, Denmark,
Preschool education in these Nordic countries follow a more egalitarian route, where children are provided free education and meals.
 

7. The system incorporates the environment as part of the curriculum. A great deal of time is spent outdoors, usually at the beginning of the school day. Unless weather is harsh, children play outside, rain, shine or snow.

 

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8. Finnish early educators guide children in the development of social and interactive skills, encouraging them to pay attention to other people’s needs and interests, to care about others, and to have a positive attitude toward other people, other cultures, and different environments.


9. They provide opportunities for increased independence. This gradual introduction enables children to take care of themselves as “becoming adults,” to be capable of making responsible decisions, to participate productively in society as active citizens, and to take care of other people who will need their help.”


10. The development of social skills, self-esteem and empathy is fostered through a healthy and abundant doze of physical play, since young children aged seven and below learn best through play, and giving them this time to explore will make them keen to start learning when they finally get to school. The “formal learning of reading and mathematics” is introduced only at the age of seven, because they believe that when these skills concepts are introduced earlier, their “childhood is interrupted.”

In contrast, we, as a nation, are quite fond of endorsing programs that promise “immediate intelligence” or “advancement of skills” at the earliest possible age. Many parents believe that introducing academic concepts at a very early age will make their child more eligible than the next for Harvard or Cambridge University. Nothing could be farther from the truth!

Developmental psychologists and past and current research are supporting the theory that children need to be engaged in unadulterated free play as much as possible, every day of the week. The more they play, the more they learn about the world they live in and the people they move around with. They get a chance to deal with problems, however petty to us adults, and learn to negotiate with children their age. Negotiation is a tool that children will use as they grow older and will need to survive in the real world.

The emphasis on play, activities that are fun, relevant and motivating for the child is the content of the Early Years Foundation Stage (EYFS) in the United Kingdom. Children are given time and space to play indoors and outdoors. Activities are well-planned by the adult/teacher and “instruction” is based on child development stages and practices.

 

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In Europe, as in the United States, Canada, and Australia, young children learn in the context of play. They are not “taught” because they learn on their own by being given time to play indoors AND out, without the pressure of time. Although practices do vary depending on the philosophies of the individual schools, the western idea of preschool education is different - almost worlds apart - from how we do it here in the country.

Access to quality education is the right of every child. If we can adapt concepts like extended-day programs for young children, or even full-day class sessions which establish consistent routines like meals and naptime, the country’s young children may graduate with a better foundation.


Photo from flickr.com