An organic, unplanned daily life where children have an active voice and responsibility. In Marta’s classroom, positive education is prioritised, with dialogue at its heart, and a democratic life is lived through cooperation and solidarity. There is love — not only for what one feels born to do, but also for the future adults one helps to shape. A daily life where sharing experiences, contact with nature, and connection with the surrounding community are seen as essential to learning.



Trust, calmness, and transparency — these are the three pillars that Marta Parreira, an early childhood educator, considers essential in the relationship between parents and teachers. She acknowledges how difficult it can be to remain confident and composed when facing something new and unknown, but she highlights the importance of doing so, to ensure a positive start for everyone involved.



Entering school and beginning a new academic year is a moment of happiness that should be shared and celebrated — after all, it’s the beginning of a new chapter in a child’s life!



For Marta, in both nursery and preschool, contact with the local community and access to outdoor spaces that allow play beyond the classroom walls are essential.





“In my group, for example, we often go for walks and get to know everything around our school — from the lady at the café to the one at the grocery store. We value play in nature and with what it gives us. Mud, puddles… we play a lot in puddles!”





“Children have an active voice in the classroom.”



In Marta’s classroom, learning is shaped around the children’s interests and needs — there is no strict plan to follow. Activities are authentic and co-created with the children, following the principles of the Modern School Movement: sharing, cooperation, and solidarity. “The group lives a democratic life” where each child is encouraged to participate actively, for instance by sharing new experiences or asking questions about things they don’t yet understand.



“Recently, one boy shared that he had taken part in a race, and the others didn’t know what that was like or what happened in a race. Soon, the group wanted to organise one — and so we did! We made everything from bibs to medals; nothing was missing. We explained the purpose of a race and, on that same day, it happened! It might seem small, but it wasn’t — those children worked on many different skills throughout the process, all inspired by one child’s experience.”



Pretend play is also highly encouraged, not only because it stimulates imagination but because it involves “real things”, showing children the diversity of adult life — from home to work.



“Sometimes they have questions and feel insecure because we don’t always explain things to them.”



Marta has also trained in Positive Education, which she says has helped her greatly, especially with more energetic children, giving her tools and techniques to foster positive interactions and teach values such as kindness and responsibility — helping them grow into confident, exemplary adults through positive dialogue.



“In this group, for example, waiting times were difficult — for going to the toilet or crossing the street. I started using positive education to praise them and remind them of their role and responsibility, often saying: ‘We’ll have to wait, but I know you can do it. I trust you. I’m here with you. I know you can wait, okay? Let’s go, one by one.’”



Positive Education, as defined by Martin Seligman (former president of the American Psychological Association), “is an approach to education that builds on children’s strengths, enabling them to reach their full potential.”



Giving children context, security, and trust — these are the foundations Marta applies daily and recommends to parents and colleagues alike.



Working in education has always been her calling — something she feels she was born to do. She believes her own happy school experience and close relationship with her teachers deeply influenced this passion and her wish to make a positive mark in the lives of children.



“It’s the magic of creating the citizens of the future.”



It’s a deeply rewarding profession, though not without its hard days — especially when the team is short-handed — but always brightened by the warmth and affection children give, often without even realising it.



Early childhood is the stage that fascinates her most, as she can witness the first steps and questions of those who will shape the future, giving them happy memories and strong values.



In such an important field as education, self-evaluation, reflection, and the constant search for improvement are key. That’s how Sala da Marta (@sala_damarta) was born — an Instagram page created for sharing inspiration, ideas, and practices among fellow educators.





References

¹ Ramôa, M. (2016). Positive Psychology Applied to the School Context [Internship Report, Paula Frassinetti School of Education]. RepositorioEsepf.