FAQ - KPM Approach to Children

How is the KPM Approach to Children relevant today?

The KPM Approach to Children puts the child at the very heart of the educational process. When the adult is able to unconditionally value the child, it opens the possibility for understanding that child as a person in his own right, and for the child, a vast potential for learning as he gains a sense of self-worth that becomes the background of his entire life. The special care given to developing the teacher-child relationship and valuing the child's interests and feelings allows the child to develop self-esteem, confidence, an ability to relate well to others, self-motivation, decision-making skills and a love of learning.

How can I learn more about the KPM Approach to Children?

You can read some publications on the KPM Approach to Children to get more of an idea about the approach. Publications are available on-line from the 'PUBLICATIONS' section of this website.

How does the KPM Approach to Children differ from other educational methods, such as Montessori, Waldorf (Steiner) and others?

Generally speaking, in conventional education it is the child who must adjust to the teacher, and the child's feelings and interests are not central to the educational process. In the KPM Approach to Children, it is the reverse. The teacher has to adjust to the child, and the child's feelings and interests are central to the child's education. The teacher-child relationship in which the child feels unconditionally valued by the teacher is unique to the the Approach. Since the Approach puts this relationship at the very heart of the educational process, it can serve as a unifying agent among different educational approaches. For further information, you are referred to Vital Impressions: The KPM Approach to Children (2004 ISBN 0-9728415-0-4) by Professor Gary Borich of the University of Texas at Austin. The author of this book discusses in depth the KPM Approach to Children and its differences from other educational approaches such as Montessori and Waldorf. You are referred to the 'PUBLICATIONS' section of this website.

What happens if a child is not interested in studying?

The KPM teacher is trained to follow and broaden the interests of the child, and to introduce the curriculum naturally through these interests. If a child is interested in physical games, such as outdoor sports, there are ways for the teacher to introduce through such games many different topics of the curriculum, including reading, writing, maths, languages, science, history and geography. The experience of the KPM model school is that learning is inevitable for children. The teachers introduce the curriculum in a natural and interesting way. You are referred to 'FOLLOWING THE CHILD'S INTERESTS' in KPM Approach to Children section of this website for further information.

Why do KPM teachers not directly correct negative behaviour or incorrect answers?

A direct correction will hurt a child's feelings. When a young child is confronted with something negative that she is incapable of understanding, she relates it to herself. In other words, she cannot separate from herself the negative feelings that come up in her. This is how she gets a negative self-image, and, if these feelings occur on a regular basis, the negative self-image can become permanent. If a child is beaten or spoken to rudely, she may not develop a sense of self-worth, which is the basis for valuing others. The child may also copy such behaviour with other people. Teachers can serve as models for children by valuing their feelings and interests. Small children can also be distracted from negative behaviour and provided with a positive environment. This can help guide the child from negative behaviour and at the same time ensure that the child develops a positive self-image. If the child is disciplined or spoken to rudely, the negative behaviour may stop in the short term but may not be solved in the longer term. You are referred to the section of this website on 'GIVING POSITIVE GUIDANCE'.