We view our educators not as babysitters, but as researchers and co-learners. Director Michelle Davis explores the metaphor of educators as "guardrails" for child autonomy.
Recruitment and retention in Early Childhood Education is often in crisis, but we take a different approach. We invest heavily in our teams, transforming the role from "caretaker" to "professional researcher."
Educators as Co-Learners
At Bella Vita, we define the "Image of the Educator" as a co-learner. Our staff are not here simply to supervise; they are here to document, provoke questions, and curate the environment. We have a robust professional development program, including internal conferences and visits from pedagogical experts.
Essay: The Educator as a "Guardrail"
By Michelle Davis, Director at Glenmore
Recently, we explored the metaphor of educators acting as "guardrails" for children. In its simplest form, a guardrail prevents injury and protects those on the road from veering off course. Similarly, educators are tasked with protecting and guiding children, while ensuring they have the space to explore, take risks, and grow.
But how can we act as a guardrail without limiting a child’s ability to be independent?
The Bowling Alley Analogy
Think of a bowling alley. For a beginner, the bumpers are up to keep the ball on track. As the player gains skill, the bumpers are lowered, allowing for more freedom. Similarly, our role is flexible. For some children, we provide more structure and safety measures. For others, we gradually lessen our guidance as they develop their own risk-assessment skills.
If we constantly protect children from every potential risk—sheltering them completely—we prevent them from learning how to navigate challenges. It is in the moments of challenge (the "gutter balls") that children develop resilience.
Internalizing Safety
Our ultimate goal is for children to internalize these guardrails. We want them to learn to recognize boundaries—both physical and emotional—on their own. We do this not by controlling their every move, but by engaging in conversations, offering strategies, and modelling problem-solving.
To be a guardrail means to help children stay on course, not by controlling the steering wheel, but by ensuring the road is safe enough for them to drive on their own.