Where curiosity became a calling

A single day at a local kindergarten was all it took for Rory Chapman to realise he had found his calling. Before beginning his Bachelor of Teaching (ECE) with New Zealand Tertiary College, Rory spent 20 years working as a carpet layer. While he enjoyed mentoring younger apprentices, teaching had never crossed his mind as a career.

What had always interested him, however, was people. He had long been fascinated by psychology, human development, and understanding why people think and behave the way they do. Spending time with his nephews and friends' children only strengthened that curiosity.

Everything changed when he volunteered at his youngest nephew's Montessori centre for an Olympics Day: "I found myself thinking about how awesome it was to be in an environment where everyone was working together to support and help each other grow," he recalls.

That experience led him to volunteer at his local kindergarten to see whether early childhood education was the right fit. It didn't take long for him to know he had found the career he had been looking for.

His own experiences at school have also shaped the teacher he hopes to become. Rory describes himself as a student who wasn't always easy to teach. He struggled to build positive relationships with many of his teachers and was eventually expelled shortly after turning 15. Yet along the way, a handful of teachers took the time to get to know him and motivate him.

"They left a lasting impression," he says. Today, those experiences inspire him to build positive relationships with every child, regardless of the challenges they may present.

As he has progressed through his studies, that belief has only become stronger. Rory says one of the most rewarding aspects of early childhood education is discovering what genuinely interests each child and creating learning experiences around those interests. "The more I learn about children and their families, the better positioned I am to recognise, expand upon, and create learning experiences that are interesting and meaningful to them."

For Rory, every child brings their own experiences, personality, and way of seeing the world into the learning environment. Helping children grow through meaningful relationships is what makes the profession so rewarding.

Studying with NZTC has allowed him to put these ideas into practice. The blended learning model gave him valuable hands-on experience at his home centre while allowing him to learn from experienced kaiako, reflect on his practice, and build confidence throughout his degree.

Rory encourages anyone considering study to trust the process: "It can seem like a lot at first," he says, "but once you get into it, you'll find a system that works for you."

Breaking assessments into manageable daily goals, staying organised, and looking after his wellbeing helped him balance both commitments successfully.

One highlight of his studies was a STEM assessment, which showed him that even complex concepts can be explored with young children by building on their natural curiosity and interests. It also allowed him to bring some of his own skills and passions into his teaching.

Now preparing to begin his career, Rory is excited to join a profession where no two days are the same and learning never stops. More than anything, he looks forward to sharing in children's achievements and watching their confidence and personalities flourish.

For Rory, what began as a curiosity about human development has become a career built on connection, relationships, and helping every child discover their own potential.