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Caring as the Core of Curriculum Excellence
August 4, 2017
With love and patience, nothing is impossible.
-Daisaku Ikeda, Japanese philosopher
-Daisaku Ikeda, Japanese philosopher
"When I got my degree, I did not foresee the amount of time I would spend in caring rituals," writes Carol Garboden Murray in the latest edition of Exchange magazine (July/August 2017).
"It took me many years to see caring as the core of curriculum excellence. The deep assumption about caring is that it is something anyone can do, but we do not take care of human beings the same way we take care of a house or a lawn. In childhood, the sensations of the body are the pathways to the child’s intellect and emotions. Caring routines involve engagement around bodily functions (elimination, cleaning, eating, sleeping) and therefore they hold the most intimate importance. The way we touch children increases or diminishes their self-worth. Our care of children’s bodies is directly connected to the care of their minds."
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Comments (2)
Displaying All 2 CommentsPennsylvania, United States
Care is so critical. Care is what creates a positive relationship between parent and child, and teacher and child. Learning takes place in the midst of the care, through simple conversations, working things out together and role modeling. The learning happens naturally. Children deserve to feel safe, secure, and cared for whether at their home, daycare center or school.
Spirit Child Yoga and ECE
Aurora, ON, Canada
This is so beautifully put.
As adults we pay for "caring" services, such as having our nails and hair done, massage, having delicious food served to us in an attentive and respectful way. But when it comes to children and our elders, we often overlook the importance of this, and ignore what we know about the power of human touch.
Couple that with the low pay, challenging working conditions, and status of those doing this caring, and it is easy to forget that caregiving is curriculum, "connection is key" (Clinton 2014) as well as at the core of our humanity.
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