I’m not a music person—in fact, I’d call myself tone-deaf. But when I had my children, I wanted them to experience the joy of music. At just 2.5 years old, my daughter picked up her first violin, a tiny one perfect for her little hands. I enrolled her in a Suzuki violin class with a sweet, gentle teacher who taught her to hold the violin and bow and play the notes. She usually played the violin together with my daughter who mostly followed along. However, after three years, her progress stagnated, and I knew it was time for a change.
I found a new teacher who was more than just a teacher—she was a true mentor and a guide. She taught my daughter the fundamentals of music, from rhythm to notes and scales. She never played the violin herself. She listened attentively as my daughter played. She also encouraged my daughter to listen to her own rendering of music to discover her mistakes and self-correct. The result—in just one year, my daughter’s musical understanding and skills leaped forward. This musical foundation she gained as a little child serves her well today. Today, she enjoys music and loves singing for pleasure.
The Japanese violinist and educator, Dr. Shinichi Suzuki, once said, “Education is not the filling of a pail, but the lighting of a fire.” As early childhood educators, our mission is to spark that fire that awakens each child’s curiosity and natural abilities.
Education is not merely an outcome; it is a process, a journey of discovery that ignites a love of learning and cultivates knowledge in every child. How can we best support young children just beginning this journey? By focusing on essential skills — physical, social, emotional, and cognitive — and making learning exciting and engaging.
Here are key strategies for planning an early years program that makes learning exciting and engaging.
CREATING A SAFE SPACE FOR LEARNING
Imagine two students:
- Nina is fearful and quiet, unsure if her ideas are welcome.
- Sheela feels comfortable, knowing her teacher will listen and support her, even if she makes mistakes.
Which child is more eager to learn? To create a safe environment, equip both teachers and children with social and emotional skills. Teachers should be calm, attentive listeners, building trust and a sense of belonging so every child feels free to explore and express themselves.
In our experience, supporting teachers’ social-emotional well-being has had a profound impact on children’s engagement and learning.
TEACHERS AS FACILITATORS
Consider two classrooms:
- Teacher Manisha holds up an apple and asks the children to repeat, “This is an apple. It is red.”
- Teacher Sowmini hands a child an apple, asking, “What do you see? How does it feel? Smell? What do you notice?”
Which class is inspired to learn? Rather than focusing on rote learning, encourage children to explore and think, guiding them with questions that spark curiosity and conversation.
PURPOSEFUL PLAY
Think of two play sessions:
- Class 1: Children play with blocks, and then quickly move on to the next activity.
- Class 2: After play, the teacher invites a discussion: “Which shape rolls best? What made your tower strong? How did it feel to build together?”
Which play led to discovery and learning? Young children learn best through play, but each activity should have a purpose and a learning outcome. In our program, every playful activity has been designed to build deep learning and understanding in a stress-free way.
THE APT LEARNING ZONE
Compare two scenarios:
- Roshan has just learned to write letters, but his teacher now expects him to write full sentences.
- Vinay also just learned to write letters, but his teacher gives him a task to find and copy three-letter words around the room.
Which child will be motivated? Activities should challenge children just enough, allowing them to succeed with a bit of guidance. Our program builds concepts step-by-step, keeping in mind the developmental learning trajectories of children.
PARTNERING WITH PARENTS
Consider two approaches to parent-teacher meetings:
- In Scenario 1, the teacher complains to a parent about their “naughty” child. She says, “Your child is very naughty and disruptive. You need to get your child under control.”
- In Scenario 2, the teacher frames the child’s energy positively and suggests ways to support their focus. She says, “Your child is very active and has wonderful abilities. He’s still learning to control his body and sit for longer periods. Together, we can work on activities that will help him gradually build this skill, and soon he’ll be able to sit and listen comfortably in class.”
Which parent feels supported and is ready to partner with the teacher? When teachers and parents communicate with respect and understanding, trust grows, and the child benefits. Orienting parents on the school’s program and setting clear expectations is key.
CONCLUSION
Developing an early years curriculum is only the beginning. The real challenge is creating a nurturing and curiosity-driven learning environment that truly ignites young minds. As educators in the early learning space, let’s strive to build an early learning ecosystem that establishes a strong foundation for future success and nurtures a love for learning.
