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What we offer

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In-House Training

In-House Trainings are held at the comfort of your service for your educators…

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Multi-Service Professional Development

These Multi-Service Professional Development is a great opportunity for a few services…

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Hands-On Training

This training allows me to engage with educators while they interact with children and help…

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Leadership Training

Leaders in our services go through several unforeseen circumstances. These could…

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One On One Consultancy

These sessions are crucial for educators or leaders who want to spend time with me…

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Online Workshops / Subscription

All of my workshops are made available in an Online Platform. It can be difficult…

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Being aware of oneself is an integral part of human development and it starts at childhood. You would have noticed that a few children excel in this and some struggle with the concept of being aware of oneself. We believe that social awareness is at the core of everything we do. To be present to our needs and of the people around us is a crucial competency among children.

Our programs cater for self-awareness among individuals and creating a sense of awareness of others around them, thus being socially aware of their environment. Individuals who are equipped with social awareness make responsible decisions and are inclusive of the needs of others. This core competency is crucial for children to grow up and create a world around them which benefits all.

We often notice that some children are reserved about their views whereas some are quite open of their opinions. Self-expression is very important for children, but at times it is thwarted due to the perceived consequences. Some children may be scared of sharing their ideas and on the other hand, some might like to impose their ideas on others. The way children communicate verbally and non-verbally is crucial to identify. In absence of this self-expression, children might feel unheard, unappreciated, not valued and might retaliate in an undesired way.

There are factors which influence these expressions. We do not limit our work to the personality types, we go beyond them and share contemporary research in this field with you. Our program on Self-expression can assist educators in identifying what works and what doesn’t work for the children in their workplace and create an environment such where self-expression can be celebrated and promoted among children.

You must be aware of academic intelligence among children. There are scales to measure this intelligence and we often grade children based on how they perform in school tests. Emotional intelligence is distinct from academic intelligence. It is about how a child reacts in a given situation, what might frustrate a child, what might be some of the triggers which lead to an emotional response and how can a child become responsible about his/her emotions.

In absence of this control, a child might react inappropriately in a given situation thus leading to undesired behaviour. Although we believe that these behaviours are a part of childhood, our programs are designed to empower children to take responsibility for their emotions and deal with them powerfully. We argue that emotional intelligence is at par with academic intelligence and should be given equal attention.

It is important to see what factors influence children’s choices. Glasser’s theory of choice hints that children might make choices to survive, to love and to belong, to experience freedom, to have fun, and to exert power. How does this show up at your workplace? Have you ever wondered about how this phenomenon impacts children’s behaviour? Perhaps their undesired behaviour might be a sign of lack of love or of them exerting power.

Our programs are designed to assist you in identifying specific behaviours and what may be at the background of these behaviours. We will assist you in creating an environment such that it caters for these critical areas, which would not only assist children at your workplace but also the educators.

Maslow and Carl Rogers, two of the key researcher and advocate of humanist theories, stress that children can attain self-actualisation. Humanistic psychology has affected the educational system with its views on self-esteem, self-directed learning, and confluent education, offering tools for personal and spiritual transformation. Maslow stressed that humans have an inborn desire to satisfy various needs, which he termed as the hierarchy of needs. Physiological needs call pre-emptively for satisfaction; then follows needs for safety, for love and belonging and for self-esteem. Maslow regarded these as “deficiency needs”.

Children respond to their environment based on where they find themselves in the hierarchy of needs. Our programs are highly influenced by the humanist paradigm and the elements within. We bring forth distinct possibilities at your workplace such that both children and staff members have the sense of belonging to your workplace. The sense of belonging plays a vital role in work performance and children’s behaviour.

about-self

We Belong Education

Saurubh Malviya – Director

Saurubh Malviya is a PhD candidate and university instructor with a passion for exploring and cultivating a holistic approach towards the development of children and educators.

After completing his Masters of Teaching, he worked as a classroom teacher for 5 years, an OSHC coordinator for 10 years and a tertiary educator for more than 5 years. His current path of inquiry has led him to investigating learning opportunities for children in OSHC settings through his PhD.

As a university lecturer Saurubh has received recognition of excellence in teaching for the last 3 years. His passion for education and his unique approach to teaching has been widely recognised by his students and peers.

Philosophy

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WE BELIEVE

Children’s sense of belonging is the keystone of our philosophy at ‘We Belong”. We believe that in order to be responsive to the vast diversity in character, qualities…

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OUR MISSION

Our mission is to bring forth amazing possibilities for children and we do that with the support of our key theoretical pillars which are built from:

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OUR STATEMENT

Frontline educators play a vital role in the formative years of children. Yet, outside their work contexts, very little is often known about the breadth of their…

People’s Experience of Us

In-House Trainings are held at the comfort of your service for your educators. Services have found this to be very helpful as the participants are familiar with the environment and can draw connections between the strategies discussed in the workshops and their practices with ease.

This gives me a better idea of your setting and allows me to incorporate some specific examples from your environment into my workshop.

These workshops are created specific to your immediate and long terms goals. The content of these workshops is discussed in collaboration with the service leaders at the time of booking.

These Multi-Service Professional Development is a great opportunity for a few services to come together and learn as a team. You can choose to send your whole team or the leaders of your service to such events. Such events provide space for collaboration among different teams and have been found to be very helpful for services which seems to be on the same page and are dealing with similar issues.

Small services can network with other services in their area and create a Multi-Service events to make it more cost efficient. Or else they can simply choose to send their educators to such events held near them.

These workshops are created based on the requirements of the participating services.

This training allows me to engage with educators while they interact with children and help them in fulfilling their roles and responsibilities. The training gives an excellent opportunity for educators to apply the content of the workshops (In-House or Multi-Service sessions) in real life and ask me any questions they might have as they deal with the issues.

Hands-On Training covers one on one conversations with the educators and the leaders of the service. These sessions can be organised based on service’s needs and requirements. These Hands-On Training will be organised during Before School Care (BSC), After School Care (ASC) and during Vacation Care (VAC).

The Hands-On Training go in conjunction with the In-House or Multi-Service Training sessions.

Leaders in our services go through several unforeseen circumstances. These could include, but not limited to, staff turnover, staff training, ensuring the team is aligned with the philosophy, children’s holistic development and keeping the community engaged with the service. These leaders need assistance throughout the year and want their voices to be heard. These trainings empower leaders in leading their teams effectively. I assist them in building their resilience through these trainings so that the leaders can tackle the circumstantial challenges with ease. I support them through the challenging situations and help them expand their capacities in taking their profession to the next level.

These sessions are crucial for educators or leaders who want to spend time with me one-on-one sharing their barriers, goals and achievements. These sessions are powerful and deal with issues such as ‘Leadership’, ‘Self-Worth’, ‘Goal-Setting’, ‘Skill Appraisals’ and ‘Motivation’.

These sessions are usually held with educators who are currently employed at a service which is under an on-going consultancy with me.

All of my workshops are made available in an Online Platform. It can be difficult at times organise an In-House face to face workshops. In these circumstances, an online workshop can be organised to assist services in empowering their educators.

Similar to the In-house and Multiservice workshops, the content of these workshops are organised as per the need of the service at the time of booking.

Children’s sense of belonging is the keystone of our philosophy at ‘We Belong”. We believe that in order to be responsive to the vast diversity in character, qualities and dispositions of every child in their organisation, educators must draw from proven methods arising from contemporary theories in the field of childhood development.

Children construct their own realities. They make sense of their environment and of people very differently from the way adults understand their surroundings. We believe that childhood should be revered and therefore our practices and philosophy revolves around enhancing that very same childhood. We believe that all children are whole and complete and that they have everything they need to rock their world and that is why we call them the Rockstar of their lives. Our Rockstar program was developed to create a common language among educators, parents and children, such that children are empowered to achieve the core competencies.

We acknowledge the very real impact that frontline educators have in the lives of children and the insightful knowledge they hold about each child in their program. And we believe that it is vital to transform sound theory into practical ways that educators can enrich their contributions to children’s competencies and sense of belonging.

Our mission is to bring forth amazing possibilities for children and we do that with the support of our key theoretical pillars which are built from:

• Maslow’s work concerning Self-Realisation,
• Bilmes’ research in life skills,
• Glasser’s Choice theory, and
• Bronfenbrenner’s creation of the Social Ecological Model

These theories support strategies, methods and practices that promote the 5 Competencies and develop that sense of belonging so essential for every child.
We work with your organisation to generate powerful and authentic communication between children and educators. Our theoretical foundation is delivered via real-life exploration of the educators’ role with children. We consider realistic and practical strategies that make sense in each individual work context and that make a real impact on children’s competencies and sense of belonging.
Our Rockstar program delivers on our commitment to collectively enhance a deeper understanding of what shapes the development of children into future citizens of the world. We are a possibility of empowering children and transforming lives.

Frontline educators play a vital role in the formative years of children. Yet, outside their work contexts, very little is often known about the breadth of their role or their day to day challenges. Educators often describe a sense that their feelings are overlooked or diminished, or their work devalued in the eyes of the public or higher learning educators. We Belong prioritises the empowerment of these educators and has created its program to acknowledge and appreciate the value and existing knowledge of these important elements of society.