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According to my previous topic (“Save the children. Children as Active citizens part 1”) in which I mentioned the importance of giving an identity to every child in the world as well as providing them education, a sense of belonging, and basic services when they are born; I am still into the idea that as educators we can guide children to participate actively in their own community.

Based on my experience, I can say that being a good listener requires time to pay attention to what the children are interested in. It is not only to talk about what their favorite color is, or favourite ice-cream flavor is, but also to have complex conversations with them about situations that happen outside the classrooms. For example, one child from the daycare was waiting in front of the window to see the garbage truck and when it arrived near the school, the child told me “When I grew older, I would like to drive a truck like this.”

Based on that conversation, I realized that it was the perfect time to bring activities about community helpers and show them how these people help our city in Dawson Creek.

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As educator I wonder if I can be more open-ended in my thinking about how I work with children in a way that I can value and honour their voice. One of my challenges is to create opportunities for each child based on his or her own needs, allowing them to engage, learn and make meaningful contributions to our community, such as taking care of the nature, and recognizing the diversity of indigenous communities as well.

It is well known that children grow emotionally, intellectually, and physically through both: their relationships and through their community. They might find their community in the daycare, at home, on the playground, or anywhere else. For children, community involvement and engagement produce benefits in their lives because it gives them a sense of belonging and it is crucial to the building of their own identity.

But when how and where can I create a space in which they can be allowed to participate, to think and to discover in their unique ways outside the classroom and be connected to the community? I am still in the process of doing my best to support and advocate for the children´s rights.

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According to the Early Learning Framework (2019, p. 12,13), all children are celebrated as strong, competent in their uniqueness, and having a secure sense of belonging. Children can experiment, investigate, and inquire in ways that are relevant and meaningful to them. They are provided with opportunities to enrich and deepen their relationships with place, land, and community.

Communities and governments will work in partnership to affirm children as citizens who are valued members of their communities and contributors to their societies. Adults will work to create a space where pride of languages and cultures are cultivated, and in which children can take up social and traditional responsibilities.

As part of their efforts to understand, value, and accept responsibility for promoting early learning, all levels of government and all communities will work together to nurture and support children and families, and to support parents, grandparents, and other family members in their efforts to promote children’s learning and overall well-being.

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I have observed that children learn much better when they are connected to the real world. As they develop innovative ideas, and skills in each daycare, they begin to understand that society can work only if people are committed to thriving together as good citizens.

Every action that we make in front of the children or every word that we say can influence over the children´s decisions. We cannot forget that we have a vital role in their lives.

So, what if we start acknowledging children as active citizens that can change the world positively?

I will be looking forward to working with all of you to give children a better future.

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Government of British Columbia. (2019). British Columbia Early Learning Framework. Retrieved from https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/earlylearning/early_learning_framework.pdf