My early years Belgian experience

It most certainly was not all chocolates and beers.

I am currently a third year student studying Early Childhood Care and Education. As part of third year, students must carry out a placement. I personally felt choosing to go abroad for my placement was going to be one which would be challenging and also would provide me with an opportunity to develop a range of professional skills and knowledge.

So I set off to an International school in Belgium for six weeks, within this school there were children attending between the ages of two years up to nineteen. The school structure is the same as the American schooling system, which is preschool, Kindergarten, Elementary, Middle school and High school. The school itself is a private service. I worked with children from two to five years.

First and lasting impressions

That Monday morning as I approached the school I was fearful yet fascinated, the fear soon left as from the moment I entered the school I was greeted warmly by all the staff members. In the introductory tour I could feel and see that the school was recognised as the children’s space, their work was displayed throughout the building, the rooms themselves all had large windows and the walls were brightly painted. I was presently surprised that despite this being a private school the focus was not on the aesthetic of expensive materials. I soon learned that what was of most value to the school was something which could not be bought. As the weeks continued I experienced the innate commitment by the staff on personal development and work ethic. Within this environment I could not help but feel enthusiastic about going to work.  My supervisor became my mentor, with her nine years experience and continued drive for professional and personal development; her positive attitude was something that was inspiring.

During my time in the school I was never expected to know more than what was explained to me. I was seen as a student with a willingness to learn but also I was never treated any different to any other members of staff.  I felt supported when I was working with the children. The staff promoted me to express my ideas, values and beliefs.

What can we learn from my early years Belgian experience?

A few key points which I feel each and every setting should have as policy for new staff members is to: call a staff meeting where during this meeting the practitioners work collaboratively and discuss their work ethic, what they look for in the setting environment and what they are working on with the children. This way it promotes a positive collaborative working environment which promotes a respectful workplace. If the staff are happy this benefits the children immensely.  The practitioners themselves were outstanding when working with the children. As a student I am reading articles and research very often around best practice, around thinking routine, personal development and it was inspiring to see these practices being put into place. The staff were so motivated by what was best for the child, the child was at the centre of every activity and there was an understanding to each child’s individual needs and abilities. Through this the learning environment for the children was positive and continually stimulating for them. A key focus was around promoting numeracy and literacy in a way which was both stimulating and creative. The weekly plans for the following week were done every Wednesday, this structure and organisation was a key factor of the smooth running of the class room and the ability to implement activities which was stimulating for the children’s learning and development.

As the day came upon, which I was leaving for home, I was nostalgic as I walked out the school gates. However, I feel both professionally and personally I gained a huge amount of knowledge within the six weeks.

Guest blogger: Kelly Flanagan (3rd Year Student BA Early Childhood Care and Education, Sligo IT)