Balanced

Balanced is an attribute of the learner profile. In writing this blog, I have been as reflective about its importance for adults as I have for children. I am thankful for the time to sleep, celebrate with family and socialise with friends. It has also been a chance to escape in the magic of film and visit different parts of Ireland. The photo below was taken today in Killarney. 

The IB define balanced by: We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live. 

Intellectually, Kindergarten learners engage as critical and creative thinkers, pursue their interests, take the lead in their play and reflect thoughtfully on their learning. We strive for a community of curious and motivated learners that learn with and from one another. 

Physically, Kindergarten go outside for 30 minutes in the morning and 45 minutes after lunch. They have scheduled two scheduled PE lessons, but we seek opportunities to explore concepts physically at other times of the day and in spaces beyond the school such as the nearby nature trail. 

Emotionally, we have established a strong sense of community where children and adults feel safe and trusted. There are routines established to check in with each child each day, and the children are always encouraged to share their true feelings in a respectful manner. Relationships are key as children make choices in their play.


It is important to realise that balanced does not mean equal for each variable. Each day may well look different and the balance of variables is dynamic and flexible. 

Key for well-being is to reflect on what we provide time, opportunities and space for. These prompts might help us to acknowledge what is in place already, and invite us to reflect on new possibilities. 

Reflection - What time is given for children to notice, name and reflect on the importance of being balanced?

Interactions - What opportunities do children have to play with and learn from those beyond their closest friends?

Learning - What opportunities do children have to play, be playful and also engage in more structured, adult-initiated learning engagements? What time is available for children to learn, learn about and learn through different disciplines? See this site which unpacks Halliday's thinking about learning. 

Learning spaces - What spaces do children have the chance to learn in beyond the classroom, including different parts of the school, outdoor spaces, nature and the local community?

Play - What opportunities do children have to engage in different types of play? Eg. physical, imaginative, symbolic, transformational, exploratory... See this blog for more details of play types. 

Role of the adult - What opportunities do children have to see adults taking on different roles? Eg. facilitator, participant, provocateur, observer, documenter... See this blog for more about different roles. 

Units of inquiry - What opportunities are there for children to inquire into different big ideas across different transdisciplinary themes?

Texts - What stories, poems, rhymes and songs are used to explore and unpack concepts and significant themes? Do these texts act as both mirrors and windows for all students in the class when one considers identity, diversity and inclusion?


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