After a long and strenuous exam season, I kicked off my summer vacation in a place many of my peers might consider a nightmare: a kindergarten classroom.
As part of the Queen’s Concurrent Education program, I spent the last three weeks completing a practicum within the Toronto District School Board, working in a class of 27 energetic four and five-year-olds. When I first learned about my placement, I was thrilled, albeit slightly terrified.
While I’ve always enjoyed working with younger students, I understand why this age group is polarizing for prospective teachers.
Many see teaching kindergarten as a glorified babysitting experience, dreading a classroom full of little ones—many of whom were born just before or during the pandemic, which has created unique challenges as these children often lack significant peer socialization before starting school.
However, I set aside my fears, approached the opportunity with an open heart, and had an incredible three weeks.
Over the course of the practicum, I was flooded with reminders of my own kindergarten experience, which occurred at a school just 15 minutes from my placement. The night before I began, I planned my outfit, complete with a “Miss. Viebrock” name tag, and packed my lunch, overrun with first-day jitters.
My nostalgia was compounded from the very beginning of my first day. As I sat in the principal’s office waiting for directions, I fiddled with my name tag, reminding myself I was a teacher candidate, not sent to the principal’s office for being in trouble.
Walking through the cubby room and seeing the Ziploc bags filled with backup clothes brought back vivid memories of my very first day of Junior Kindergarten, where a classmate had an accident within the first hour. That formative memory, coupled with second-hand embarrassment, cemented my determination to avoid repeating my classmate’s mistake.
As I walked into the classroom, the walls displayed a vibrant collage of student artwork: paintings of families, handprint turkeys, flowers, bonfires, and earnest attempts at writing their names. Although a quarter of the letters were backward or upside down, the effort was palpable. The crafts and posters created a colourful and warm environment, reminiscent of my former kindergarten classrooms and my beloved teachers who guided me.
I quickly reacquainted myself with the unique governance system of kindergarten, spending the first few days compiling a mental list of “kindergarten rules.” Typically, teachers inform these guidelines and moral codes, but they’re also notably and firmly upheld by the students among themselves.
We all carry these “kindergarten rules” with us in our own ways, but if you’re like me, you might’ve forgotten their humble beginnings on the playground.
Within my first hour, a student approached me, crying about a game being “not fair.” If I had a dollar for every time I heard those two words in the last three weeks, it would compensate the working hours I missed. Fairness is an incredibly key kindergarten rule: it’s the fine line between inclusivity and exclusivity, and without it, a meltdown is inevitable.
Other fundamental “kindergarten rules” include sharing, being kind, listening to others, taking turns, and maintaining a clean space—all principles we carry over into elementary school, high school, and beyond. Observing and engaging with students who are freshly learning how to effectively interact with others was a revelation that reminded me that the core principles learned in early childhood are not just for children but are valuable at all ages.
Kindergarten is often the first-time children are exposed to a structured social environment, and watching them navigate friendships, conflicts, and collaborations was fascinating. I witnessed moments of genuine kindness and empathy, as well as the inevitable disagreements, misunderstandings, and sometimes, physical brawls. These interactions were crucial learning experiences for the children, teaching them about compromise, empathy, and resilience.
While they learned about the life cycle of a butterfly and how to write the word “May,” I spent my three weeks learning from the children. Their resilience, creativity, and unfiltered joy were inspiring, even if they came in the form of scaring me with the worms they found outside. Reminding me of the importance of embracing the present moment, of finding joy in the little things, and of approaching life with an open heart and mind—lessons which are often forgotten in the hustle and bustle of adult life.
At age 20, 15 years past my kindergarten days, it seems clear to me we could all benefit from revisiting a few “kindergarten rules.” These simple principles hold surprising depth and relevance, even as I navigate the complexities of adulthood.
In the chaos of university group projects or tense team meetings at work, where differing opinions can lead to friction, ing the importance of listening to others proves effective. When interacting with friends and loved ones, the value of being kind is paramount. Even living with others, whether roommates or family, presents its own set of challenges. Here, the “kindergarten rules” of sharing, taking turns, and keeping a clean space are invaluable.
I’m not sure where amongst the throes of growing up we forget these rules, but I believe by returning to the basics—sharing, kindness, effective communication, play, and routine—adults can navigate the complexities of modern life with greater ease and contentment. The timeless lessons, instructed via “kindergarten rules,” provide a foundation for a more connected, empathetic, and joyful existence.
Perhaps, in the end, the wisdom we need most was imparted to us at the very beginning of our educational journey.
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