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The centre now occupies space in two separate areas of the school. The main area,
which includes the Director’s office, the preschool and junior kindergarten classrooms, is
adjacent to the school’s kindergarten classroom. Down the hall, Layla and Erica use two
small rooms for the senior kindergarten children, a space licensed for the centre’s schoolage
program (ages six and above). Layla considers the space as “really pathetic” with one
room only large enough to hold two small tables and a computer station.
Most of the day’s events take place in the larger room. At the time of my visit, the
visual impact of the vivid project displays defied its dimensions. Incidents of
misbehaviour appeared nonexistent as all of the children were involved in weatherrelated
activities. The close quarters did not seem to negatively impact the activities of
the room. With the children seemingly content, occupied, and challenged, Layla and
Erica confidently moved through the rhythm of the morning, reacting to emerging
questions and ideas.
Background.
Layla describes herself as an unmotivated high school student who did not
consider university as a future path. Layla opted for a two-year college program for early
childhood education. A cousin who preceded her by a year in the program was the
motivation for Layla to follow this career path. Since graduating twenty years ago, Layla
has learned through experience. Her accounts of her practice reflect additional learning
beyond the two-year diploma.
When Layla describes the banter between two children, she explains, “You don’t
want to discourage that level of discourse.” Recalling the experience of working with the
former Director, whom she describes as “more evolved,” she uses the term “absolute