The foundation for all teaching in the KPM Approach to Children is developing a relationship of trust between teacher and child.  KPM teachers work to develop supportive, close relationships with the children.  They get to know them in casual conversation, finding out about their likes and dislikes, gradually joining in their activities.  Once a trusting relationship is formed, children feel cared for and feel safe to use the teacher as guide and role model.  This relationship of trust helps the child develop emotional security and self-esteem.  A KPM teacher has four basic aims:

1. Relationship:  Build a relationship of trust, in which the child trusts the teacher and the teacher trusts the child; this is the basis of learning.
2. Joining in:  Wholeheartedly join in the children's playground or classroom activities.
3. Awareness:  Have an awareness of the children's needs, how the children are developing, and their interests.  Help older children understand the relevance of their own needs to their personal aims, goals, and lives.
4. Development:  Introduce and develop the personal qualities and academic skills that children need, according to their likes and interests.

The following example of teacher student interaction illustrates the Four Basic Aims.

Adam was a very smart and imaginative boy.  He wasn't interested in reading and writing but always wanted a teacher to read stories to him.  He enjoyed looking at pictures, especially of dinosaurs.

One week, the theme in the school was dinosaurs.  There were posters with pictures and facts all over the school.  He asked his favorite teacher (RELATIONSHIP) whom he always trusted, to read each poster for him.  While the teacher was reading the posters, he encouraged Adam to try to read them himself (JOINING IN, AWARENESS).  That was the first time Adam felt really frustrated at not being able to read.  He tried very hard to read and the teacher praised his effort and helped him (RELATIONSHIP, JOINING IN, DEVELOPMENT/ACADEMIC/PERSONAL).  After that, they sat together for two weeks and Adam learned to read.  He then started reading books on dinosaurs and wanted to make a book of his own.

He and his teacher researched facts and pictures and entered everything into a computer.  Adam also learned computer skills at this time (DEVELOPMENT).  While making the book he learned the different parts of a book, contents, chapters, pictures, appendix and bibliography.  He made two copies of the book, one for the library and his friends, and one for himself (DEVELOPMENT/SOCIAL).  This book has been the inspiration for many young authors.