Caring

Caring is one of the ten attributes of the learner profile. It is defined by the IB as: "We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us."

Relationships are at the heart of learning and teaching, welcoming and engaging learning environments and the well-being of the learner. Caring is a key component of how we connect to and treat others, so this attribute is embedded in all of our interactions in Kindergarten (and other grades!)

Literature is key to promoting a caring community of learners. This is one of the bookshelves in Kindergarten. So many of the texts that connect to our increased awareness of diversity, inclusion, equity and justice have caring as an important theme for us to explore as a class. Text features such as plot, characters and illustrations provide opportunities for us to unpack related concepts such as kindness and respect. 

This text was read aloud to Kindergarten last week. The children had so many connections and responses to the text that it took three sessions to complete the book. It was a wonderful opportunity to explore the need to be caring beyond someone being 'sad'. We discussed different emotions such as feeling alone, afraid and jealous. Going deeper unearthed more and more personal experiences the children recounted. 

Modelling being caring is so important, as is modelling all of the attributes of the learner profile. Modelling this way of being through what we do, what we say and how we say it impacts the culture of the classroom and sets norms of behaviour in a shared space. 

Identifying, naming and appreciating caring behaviour helps children to see and hear what the abstract nature of caring might look like in concrete terms. This term already, the children have been so caring when a new child has started the school, a friend is hurt, a child is crying, a friend is left out of a game and when it is someone's birthday. We sometimes use Tidy, one of the cuddly toys in Kindergarten, as an example of someone who might have these feelings to avoid too much attention placed on one child. 

Morning messages to highlight when a new child is starting Kindergarten or when it is a special day for someone in the class helps us consider how we might be caring and brainstorm actions. 

Observing Kindergarten closely is key to being proactive and responsive to situations where some children need reminders about being caring in small group situations, or noticing when a child needs some extra care, time or attention. For us, transition times and arriving at school are crucial times for us to observe. As adults, the classroom assistant and I are actively checking in with children that might need support, as well as showing a caring attitude to the parents, checking in with them, asking clarifying questions and passing on feedback based on the children's play and learning. Play is an important part of the day for Kindergarten. As children make choices about what to play, they naturally play alongside different children and engage in all sorts of decision making, negotiation and compromise. Of course, disagreements can occur and these can provide authentic learning opportunities about the importance of being caring and the impact of our words and actions. 

Reflection is an important time and opportunity for Kindergarten to think back on their learning and play. These reflections can give children the time to evaluate if choices made were responsible or not, and consider what might be better ways to respond to a situation. 

Alongside developing a caring community, we are also encouraging children to be independent and for them to self-regulate their emotions and behaviours. As adults, if we open up a snack or a lunch or zip up a coat to be caring, we can, despite good intentions, foster dependency. I often ask the children to show me how they are trying to do something and then provide the help that's needed to involve them in at least part of the process. We always encourage children to be honest and open in how they feel, so we can respond with what the children truly need. This way they do not depend on others for things they are able to resolve themselves and be responsible for their own decisions. 

Questions to consider:

How do you develop a caring culture?

What is evidence of a caring culture?