1. Could you briefly talk about your experience in Early Childhood Education?

I started teaching a long time ago…way back in 1978 and my very teaching assignment was a kindergarten/first grade split class. I loved teaching younger children! They are so curious and eager to learn.

I taught many other grades at primary school level, but my favorite were the younger students. Many years later, I got a master’s degree in Education and International Development from Institute of Education in London and my thesis was on early childhood in Nepal and the importance of ensuring cultural relevance in young children’s learning.

I spent 3 months in Nepal working with a very prominent woman who essentially started the early childhood movement there. I was also a principal in 5 international schools that had Early Childhood Education (ECE) programs.

2. What is the purpose of ECE and KKS Curriculum training? 

Often, people believe that early learning is not as important as later learning, upper primary or secondary, for example. But this is just not true! A good foundation in early learning is essential for future learning.

Most essential in our training at KKS is developing the concept that early learning is not only essential but that it is different from learning for older students.

We are spending time in our sessions on developing our beliefs about how young children develop and learn. This is an important component to the ECE program. Local teachers are the experts in their classrooms. We are working together to develop quality local pedagogy coupled with sound universal early learning practices to offer a comprehensive ECE program at GU.

3. Through this training, what are your expectations for teacher?

Our training is to support teachers in becoming experts in early learning. We’d like them to be able to share their expertise and knowledge in the community and with other teachers if possible. And to be excited about teaching children at this age!

I have seen the primary school classes at GU and there is so much joy that the students bring to learning. We want school to be joyful for both teachers and students! KKS teachers are really invested not only in academics, but in student well-being.

4. What are you passionate about in supporting the transition project?

First, I am passionate about what GU has been doing in the community. As an educator, I have seen the brilliant work that has been done at KKS. It is a flourishing learning community.

When Venerable Sokrath first talked about this idea of transitioning to ECE, I was dubious because we all loved this primary school so much. How could we change something that was working so well?

But the aims of the ECE program are set to broaden and build education in the community. The goal is for the ECE program to reach up to 160 K1 and K2 students in the future. That allows for a much greater impact than the 75 students who normally attend the primary school.

The second important reason I support the transition is that research shows us that a quality ECE program can really give a head start to children’s literacy development. And this is key in Cambodia where many students arrive at grade 3 without the ability to read and write.

We are giving a much-needed foundation in early literacy skills, but in physical and social/emotional development as well.

5. As a board member of the Green Umbrella, why should donors and partners continue to support/engage with early childhood education projects?

As a Board, we really cannot deny the greater impact that the ECE would have. The research is all there. Study after study shows how ECE programs affect the cognitive development of the child.

As a Board, we are taking the risk to make this transition, but in essence, it feels like the right one. We are quided by the wisdom of the Director who knows the needs of the country and the community. We understand that it will have a positive impact not only on more children, but on the community as well.

GU has had excellent leadership and dedication to continued learning, it changes with the times, and it values looking at the needs of the greater community.

Our donors have been a phenomenal asset to GU, KKS and the Put Sar community. We hope to continue our faithful relationships with them as we move into this new educational endeavor.