GEKA Murrumbeena 

‘Following the lead’ in a positive way, during COVID-19

Carol Vassiliou, Early Childhood Teacher

As we have encountered times of uncertainty and dealing with unprecedented issues in recent times, as an educator, I relied on my natural instinct to nurture, especially with the children, as well as finding security in working with familiar colleagues and ‘following each others lead'.  Staying connected has been so important, so we are able to work together to guide our way through uncertain days.  Being led by the GEKA Office Team and Management, was also something that didn't go unnoticed where it was paramount to be guided and led by their advice and supported to implement strategies to keep everyone safe.  

With the need to guide and lead in mind, I asked myself questions and evaluated my approach.  

How do I explain the pandemic to the children? How far do I go with my discussion? 

What experiences do I offer? 

With these questions in mind, I realised it came back to the notion of ‘following the lead’ and in this case, following the lead of the children.

On one occasion, a child voiced to me, quite frustrated, “Not again, do we have to talk about the virus again?!”  This child, obviously in her own way, was expressing that she wanted to simply enjoy her time at kindergarten without the constant reminder of COVID (as perhaps there was substantial talk about it at home). I ‘followed her lead’ and listened to what was indirectly being said to me, and provided the child with the space to focus on something else aside from the impacts of the virus.  

Paula, an educator at GEKA Murrumbeena Kindergarten, also shared her encounter with a parent, whereby the parent expressed her own example of ‘following the lead’ of her child and being led by what the child needed. This child spent most of term 2 learning at home and was not attending any other education and care setting.  Mum spoke of how he missed the connection with friends and the opportunities to play with other children.  "He loves coming to kindergarten so much and can't wait to be back!"  

Paula recalled, “When the child returned, he bounced through our door on his first day back with such enthusiasm. He beamed happiness with the opportunities to play again and he has made the most of every day since. He has listened, sang, danced, constructed, played and laughed - always with a smile on his face and a thank you to the educators who helped to make him feel safe, connected and happy. This child was able to follow his own lead in being with his peers and in turn, following their lead by engaging and playing cohesively with them (which he longed for).  During this time, listening to and following to the lead of parents has been important as well. 

We have also been so appreciative of the support families have show us as educators.  One parent wrote a message of gratitude and left the note with some chocolates... "What a crazy term! Thank you for all your hard work, love, care and support you have given! Have a restful holiday."  

Another parent made masks for the educators as a sign of her appreciation and shared the wonderful story of how her child role modelled wearing a mask at home and pretended to be the educators at kindergarten.  This parent followed the lead of the example set by the educators.

Finally, throughout term 2 and 3, we have also followed the lead of the environment, in making decisions about the way we would implement the program.  When the weather was sunny, or not raining, our opportunity to remain outdoors with our experiences was a non-negotiable. Indulging in the fresh air and sunny days that were frequent (although it was cold) allowed the children to explore and feel energised with the outdoor freedom, which reduced tension and stress that educators and the children may have been feeling.