Janusz Korczak: a child is a guest in our home. We should welcome them with respect

Just after I gave birth to my son more than 20 years ago, I started to read a lot of books by child psychologists, theorists and humanists. One of the most influential books was by a Polish educator and an amazing person – Janusz Korczak. Let me tell you about his life, work and some key ideas about childhood, which resonate with my philosophy as an early childhood teacher.

Janusz Korczak whose real name was Henryk Goldszmit, was a Polish-Jewish educator, pediatrician, author, and orphanage director. Here is a brief biography overview: Janusz Korczak was born in Warsaw, Poland on July 22, 1878. He studied medicine at the University of Warsaw and pedagogy at the University of Geneva in Switzerland. Korczak worked as a pediatrician and gained recognition for his contributions to children’s health and wellbeing. He was a prolific writer and journalist, contributing to various Polish publications. His works often focused on child psychology, education, and social issues.

Janusz Korczak is perhaps best known for his role as the director of an orphanage in Warsaw. He implemented innovative educational methods and emphasised the rights and dignity of children. In the orphanage, Korczak initiated a unique project called “The Children’s Republic.”

It was a self-governing community run by the children, with its own parliament, court, and newspaper. This project aimed to teach children about democracy and responsibility. How amazing!

Korczak was a strong advocate for children’s rights, years before the United Nations Convention on the Rights of the Child was established. He believed that children should be treated with respect and dignity.

Key ideas of Korczak

INDIVIDUALISED / PERSONALISED LEARNING

“I have never seen two plants growing in the same way. Their individuality is sacred.” – said Korczak. Korczak recognised that each child is a unique individual with their own thoughts, feelings, and experiences. He believed in treating children with respect and acknowledging their individuality rather than adopting a one-size-fits-all approach to education.

EMOTIONAL INTELLIGENCE

Understanding the emotional world of children was a central theme in Korczak’s work. He acknowledged that children experience a wide range of emotions and that these emotions play a crucial role in their development. His approach focused on creating an environment that validated and addressed the emotional needs of each child.

UNDERSTANDING THE CHALLENGES OF BEING A CHILD

Korczak acknowledged the challenges associated with the process of growing up. He emphasised the importance of guiding children through these challenges with sensitivity and understanding, recognising that the experiences of childhood lay the foundation for the adult they will become. This aligns with the modern views of Reggio Emilia approach and the EYLF – Australian Curriculum Framework.

MORAL DEVELOPMENT

Janusz Korczak’s educational philosophy extended beyond academic achievements to prioritise the moral and ethical development of students. He passionately advocated for the incorporation of moral and ethical education into the curriculum, urging schools to actively foster qualities such as responsibility, empathy, and ethical behaviour among their students. In his words, “Children are not the people of tomorrow but are people of today. They have a right to be taken seriously, and to be treated with tenderness and respect.” Korczak emphasised the integral role of character development in education, transcending the confines of academic success. He believed that cultivating a strong spiritual and moral foundation would not only contribute to academic excellence but also nurture responsible and compassionate individuals. In his view, “You must love your work and not be always looking over the edge of it wanting your play to begin.”

TEACH BY EXAMPLE

Educators are role models for children, according to Janusz Korczak. He believed that educators should not only impart knowledge but also serve as moral examples for their students. Through their actions and behaviour, teachers could positively influence the spiritual and moral development of children. His emphasis on the personal example of educators aligns with his belief that “If you want to change the world, start with the next person who comes to you in need.”

VALUES BASED EDUCATION

Promoting the integration of values and virtues within the educational environment was another cornerstone of Korczak’s philosophy. He saw education as a powerful tool to instil qualities such as honesty, integrity, kindness, and justice in the hearts and minds of young learners, stating, “There are things I can’t force. I must adjust. There are times when the greatest change needed is a change of my viewpoint.”

CULTURAL DIVERSITY

While emphasising the importance of a spiritual environment, Korczak advocated for respect for the diverse beliefs and backgrounds of individuals within the educational community. He recognised the need to create an inclusive environment that respects different religious and cultural perspectives, stating, “Do not humiliate a child by comparing him with others, for there are seventy times seventy ways to be a human being.”

HOLISTIC EDUCATION

The “Children’s Republic,” Korczak’s orphanage, stood as a testament to his commitment to a holistic approach to education. It was not merely a physical space but a community with its own rules and values, providing children with a sense of belonging, purpose, and moral guidance. Korczak’s holistic view extended to nurturing the complete well-being of the child, encompassing intellectual, emotional, social, and moral dimensions.

HUMANISM

He believed that pedagogy, or the art and science of education, is not only about imparting knowledge and skills but fundamentally about understanding and connecting with people. This perspective extends beyond the traditional teacher-student dynamic to encompass a broader understanding of human relationships and interactions within the educational context.

Korczak emphasised the importance of recognising the humanity of both educators and learners. He believed that educators should not view their role merely as instructors but as individuals who engage in a shared journey of learning and growth with their students. This approach implies a deep understanding of the emotional, social, and psychological aspects of all individuals involved in the educational process. As a teacher, I agree with the humanist aspect of Korczak’s philosophy.

By focusing on people, Korczak encouraged educators to be empathetic, compassionate, and responsive to the needs of their students. He advocated for creating a supportive and respectful environment where individuals can express themselves, learn from one another, and collaboratively contribute to the learning experience.

In essence, Janusz Korczak’s philosophy underscores the humanistic dimension of pedagogy, emphasizing the importance of relationships, empathy, and a holistic understanding of individuals within the educational setting. This perspective has had a lasting impact on educational theories that emphasize the social and emotional aspects of learning and teaching.

“Children are not the people of tomorrow, but are people of today. They have a right to be taken seriously, and to be treated with tenderness and respect. They should be allowed to grow into whoever they were meant to be. The unknown person inside of them is our hope for the future.”

Korczak was a pioneer in advocating for the rights of children. He believed that children have the right to be heard, to express their opinions, and to participate in decisions that affect them. His commitment to children’s rights extended beyond the educational realm and influenced his actions as a director of an orphanage.

To summarise, many of Korczak ideas are valuable and contemporary , applicable to our time and our pedagogical practices. What did you like about his philosophy? What would you take on board?