Many times we feel, as professionals or as citizens, the complaints of parents, teachers, socialites, about the importance of the education of children.
We can start from different paradigms on intelligence, personal development and individual variables to create our own conception of educational construction, but we often forget something as fundamental as the statement of the children’s rights, which are enshrined in the Convention on the Rights of the Child.
Education: responsibility of families, schools and society
This statement refers not only to the obligation to cover basic needs for their livelihood, but also to their right to the freedom and happiness they should enjoy in order to grow as mentally and emotionally healthy adults, not to mention the enjoyment of the stage of their current life not only as a simple transition to the adult world.
Help and support to children as people and not as beings without decision-making capacity and creating their own cognitive patterns on reality should be the main mission of any “developed” society, and this process comes first by not projecting our adult spirit in children.
Activities such as the management of the playground or the meeting of children more advanced in certain subjects with other children having more difficulties to assimilate concepts, the family situation or the vital moment, are key points of the educational innovation projects. But, taken without the necessary rigor, they can become more of a problem than a solution.
An example of this may be not handling the process that occurs in the relationship between two children when there is one. Meaningful learning through interaction and teaching from one student to another. As professionals, we have a duty to provide resources and accompany the process instead of leaving the educational process between two people to chance. It is closest to the dilemma between the child as a scientist and the child as an anthropologist.
It is well proven that children learn in a culture-steeped context, and learn from their similar patterns of action accepted within the society in which they live. They do not research the scientific laws of processes or elements that are in their vital phase. This is why, as true miniature anthropologists that we are, we must approach culture because we are only simple intermediaries between social learning and the child, without projecting our vision and becoming an adult.
Institutions and education
It is possible to respect a teacher as an authority figure if he is not able to handle them Conflicts among the children? The teacher, com intermediaries, must have the skills to help manage the processes that take place in the conflict, as children experience it. The statement “when we are small we have small problems, when we are big we have big problems” is used to perpetuate a loop of conflicts accumulated since childhood and which can develop in adulthood in the form of pathologies. or personality disorders that affect their daily lives. and interpersonal relationships. Each stage has its vital goals even if they are not an immutable rule, and children experience conflicts as such and in relation to their vision of children, without thinking of how to stop worrying about their problems simply. because as adults they have more responsibilities.
As indicated in article 8 of Convention on the Rights of the Child, “It is the obligation of the State to protect and, if necessary, to restore the identity of the child, if it has been deprived of it in part or in whole (name, nationality and family ties) . ” According to Bronferbrenner’s ecological theory, the state would be included in the macrocontext with social norms, legislation, etc. Thus, the education and preservation of children’s rights and their education beyond what is purely academic: it is the responsibility of all the factors that make up the conglomerate of society. In addition, we can also observe the direct relationship of the environment with the child and the transformational potential of the child with his environment.
As conclusions or as avenues for reflection, we can say that the management of conflicts and relationships between children are a fundamental element for future generations who will become active members of society, even more than they already are, to improve the shortcomings and mistakes made cyclically in society. Educational responsibility does not lie solely with the school or parents, because as an educational environment we understand all the contexts in which the child evolves, not just academics (since they are constantly being educated to be part of the culture in which they are immersed in any social context day-to-day).
Pay attention to children’s rights it should not be trivialized just because they have the basic needs to survive covered, but the deficit, like the excess of information without management adapted to individual and general needs, is also not very rewarding.
“This pedagogy must be based on the knowledge of the child in the same way that horticulture is based on the knowledge of plants, is a seemingly elementary truth.”