It’s a question often asked by parents of the Scola and TCG community – what’s the difference? The world of education is becoming needlessly complicated and the constant bombardment of information telling parents their child “should be doing this”, or “should be enrolled in that” by a certain age makes it all the more difficult. With all this information being thrown around, the important thing to focus on is not what the title of your enrolment is, but the quality of your enrolment. We know that when it comes to education, more time thinking in a safe, comfortable and homely environment means that outcomes will be greater in the social, emotional and intellectual realms. It’s not only about how qualified the teacher and teaching assistant are, but how many teachers and teaching assistants there are. At the Kindergarten age, there is nothing as important for a child as being heard ad supported, and being surrounded by qualified and capable people makes all the difference.

Kindergarten in Australia: A Look at the Standard Approach

What does it look like? Well, not a lot has changed in the last 20 years. It’s still the age old recipe of 20 students per teacher and teaching assistant that attend half-time on short days of roughly 5 to 6 hours. The major things that have changed during that period is an increase in the intensity and expectations put on these children in a very short time. The reality of the school-based kindergarten system is that the short time periods, and limited teaching support (owing mostly to lack of teaching staff), result in children that rarely have the opportunity to confidently share ideas, collaborate, express independence and freedom of learning in ways that suit them. Structured routine and classroom control become the rhythm of the day as children walk through the foundations of literacy, and numeracy in a fairly fast paced manner. Most people will remember their own Kindergarten as meeting a few mates, finger painting and learning the routines of school, but the reality is that this is not the case anymore. Kindergarten has changed from exciting opportunities to learn about the world in your first experience away from home to a more rigorous and structured rote learning environment that focusses on meeting school-required expectations instead of fostering curiosity and creativity.

So, what’s the difference at Scola?

Time and people. The two major components that contribute to a robust education in the kindergarten age group are how much time you can afford a child on a topic, and how much support they are able to receive from the people around them. We understand that meaningful learning requires time. The more opportunities children have to revisit concepts, practice skills, and see topics from different perspectives, the better they will understand and retain what they learn. By allowing children to explore a topic for multiple shorter periods throughout the day, we foster curiosity and deepen comprehension. Instead of touching on a subject once, we revisit ideas multiple times, helping them see connections and gain confidence.

Approaching a topic for interims of 20 minutes, 6 times across the day, affords a lot more opportunity to apply the skills and see them in different perspectives compared to approaching it once a day for the same 20 minutes.

The importance of going above and beyond with teaching staff is woven into our philosophy at Scola. More teachers and teaching assistants mean that children can:

• Be engaged in active learning experiences for longer periods of time (as opposed to inactively observing a teacher or teaching assistant at the front of a class).
• Be offered more time and energy to learn about regulating their emotions.
• Work with teachers that are not burnt out and stressed as a result of high class load.
• Be able to receive individualised attention to learn about specific topics.
• Be able to receive individualised attention to develop their confidence and encourage a strong sense of self identity. Not only will they always be heard, but they’ll be also encouraged to take part.
• Take part in a more hands on and flexible class environment, which results in improved educational outcomes.
• Exceed expectations for intellectual, social and emotional learning.

Not only this, but the slower pace of education means that children are more refreshed, and we all know that we perform our best when we’re refreshed. The truth of the matter is that the adult world is talking about burn out and children are no exception! Hours of sitting on mats, taking part in experiences they have little interest in and spending less and less time is creating more stress and agitation in young children in typical school environments. In the supportive environments of Scola, we place a strong emphasis on socio-emotional development, creating environments that are ideal for each child to comfortably explore their emotions and interactions. This adaptive approach not only minimises stress but also boosts social skills and emotional resilience, equipping children to handle life’s challenges with assurance and tranquillity. At Scola, we integrate safety and wellness into our everyday activities, focusing on providing the most suitable settings for learning. This strategy effectively minimises the spread of common illnesses, reinforcing the importance of a tailored environment that supports both the mental alertness and physical health of every child.

Recognising each child’s unique potential, Scola delivers personalised learning experiences that cater to individual needs and interests. By crafting environments that match the natural inclinations and curiosities of each child, whether indoors or outdoors, we facilitate a deep connection with the learning material. This approach is essential for reducing stress and enhancing both focus and productivity. By allowing children the freedom to engage with topics in settings that best suit their learning styles, we not only support their personal growth but also foster a more engaging and effective educational experience.

Lots of people for “Little People”

It’s the most important element of kindergarten education and should be considered throughout a child’s schooling career. To understand just how impactful more teaching support can be, we can look at the well-known Tennessee STAR Project (Student-Teacher Achievement Ratio). This landmark study tracked over 7,000 students across multiple years to understand the effects of smaller class sizes in early education. The findings were clear: students in smaller classes, with more educators per student, performed significantly better in both reading and mathematics. The benefits were not just academic; they extended to social skills, behavioural improvements, and even higher graduation rates in the long term.

The Tennessee STAR Project demonstrated that smaller classes and increased teaching resources are directly linked to improved educational outcomes. The project showed that students who received more attention and support in kindergarten were better prepared for their educational journey ahead, achieving greater long-term success than those in larger, less individualised classrooms. The results align with what we see at Scola: for better outcomes, you need lots of people for “little people”.

Project Ed.

Last but not least, our project based approach to education. Interest-based project learning at Scola is a dynamic and engaging approach that keeps children eager to return to the classroom day after day, creating continuous and immersive learning experiences. By centring education around the specific interests and curiosities of each child, we foster an environment where learning feels more like exploration and less like routine schooling.

In this approach, projects are not pre-determined but evolve from the children’s own questions and ideas. For example, a simple interest in the way cars move can transform into a comprehensive project exploring physics, engineering, environmental science, and even geography, as children investigate how different cultures around the world design and use vehicles. This method allows learning to unfold in a natural progression, driven by the children’s own enthusiasm and inquiry.

As students delve into these projects, they encounter a range of concepts and skills, often collaborating with peers who share their interests. This collaboration is not only motivating but also enhances social skills as children learn to negotiate, cooperate, and share their discoveries. The project approach promotes a sense of accomplishment and pride, as children see their initial curiosity manifest into tangible outcomes, such as models, presentations, or even community projects.

Moreover, because the projects are based on real interests, children are more likely to engage deeply, remembering what they learn and applying it in new contexts. This sustained engagement ensures that each learning experience seamlessly connects to the next, with children often revisiting and building upon previous projects. This continuity reinforces learning and makes it more meaningful, ensuring that education at Scola is not just a series of isolated events but a cohesive and continuous journey of discovery.

By integrating interest-based project learning, Scola not only keeps students excited about coming to school but also cultivates a culture of continuous learning where education is a lifelong adventure sparked by curiosity and personal passion.

“Education is not the filling of a pail, but the lighting of a fire. When we tap into a child’s interests, we ignite a passion for learning that drives them to explore, question, and grow beyond the classroom.” — William Butler Yeats

There’s a lot more to be said on the topic, but the bread and butter of what we do is personal, small-group, hands on learning that keeps children excited about learning and their preschool life. It’s worth seeing first-hand how kindergarten education should really be.