Educational projects for the Initial Level, for children from 2 to 5 years old, are designed with an increasingly greater load of objectives and content. It is clear and understandable that their purpose is to ensure that students acquire broad, varied and solid tools in various areas to face their adult lives. My big question is: Does the way teachers teach align with the children’s source? Sometimes it seems that we forget that preschool students have to learn like children and not like adults.
My own voice still resonates with me when I was in the rooms with children of 2, 3, 4 or 5 years old and I asked myself: When do these kids play? At what point do they relax? At what point are they heard? At what point do they learn about themselves? When and in what way does that important time for your personal, holistic and human development arrive?
Although he occasionally found space for free play, it seemed to be timed. The reflection meetings were also limited, and the rounds were not very relaxed. I saw on certain occasions how the children very naturally addressed topics that I considered essential at that time, and that due to the lack of time to complete the curriculum, they were often displaced.
The dynamics often reminded me of the way adults learn and not that of children.
What does it mean for me to learn as a child? For me it implies that the adult is in tune with the essence of childhood, so that the child achieves certain learning in a way appropriate to that age. It is connecting with the source of spontaneity and joy, exploring curiosity naturally, taking advantage of bodily, sensory and emotional energy as a means to achieve the educational goal. Learning as a child means enjoying free time, discovering your innate and particular creativity at these ages and assimilating knowledge, allowing yourself to make mistakes as part of the process and moving forward from the authenticity of being a child. In short, learning as a child involves embracing and responding to learning from the unique and genuine perspective of being a child.
When putting the DAL educational project into action, I decided to promote it by teaching from this source, where both my extensive experience in the field of working with children at an early age, as well as various current research, show that in this way the best results are obtained in the processes. teaching-learning; covering aspects of both personal and academic development, whether in the acquisition of a new language or other types of learning.
So thinking about education from the source for me is today an urgent need to which I direct all my attention and energy to expand it and add value to teachers and children in this process.
Contact information:
@dal.romimuehlen
www.romidal.com
[email protected]
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by CEDOC