In the rooms, in the classrooms, in the playgrounds and virtuality, there are attacks and loneliness that are increasing. Have we not left our children and adolescents alone too much, within the multiverse virtual without regulations or rules?
Knowing that indifference is the act of shifting the gaze, could it be that exhaustion and tiredness leave us out of those scenes? Will our face be conspicuous by its absence with our cell phone? Where was our position as a safe adult who borders and cares?
The ability to put yourself in someone else’s shoes and genuinely care about their feelings is a key indicator in emotional development.. It is the ability to establish meaningful relationships that allows us to be able to love, work with others, strengthen bonds of friendship, typical of a healthy life. That is why when indifference and lack of registration of the consequences of our actions occur in the real or digital school scene, it is time to stop and think about the position of adults and how to locate ourselves to accompany them, since the care relationship is always asymmetrical.
We are with others. The constitution of a child is inescapable from the presence of an other who accompanies and is available. All the unfoldings of development expand in those encounters between those who lovingly hold the little baby.
From early relationshipthe mother, the father and the entire family team are inventing new knowledge with him. They listen to it, they snuggle it, they decode it, They accommodate him with their gaze and, mainly, they begin to play with him: “Cu-cuo where are you?” This is how, between the flavors and smells of diapers, he leaves transporting the texture with which the desire to look is built on the baby’s side.
Unlike sight, which is organic and functional, the gaze is a social constructionit is the voluntary, the subjective, it is constitutive for the deployments of development. A dialogue that builds a “two” so that the baby “understands” that there is another one there for him. that look It is the first communication.
There are many reasons to believe that the worry, with a positive meaning, appears in the earliest phase of the child’s emotional development. I already said it Winnicottwho conducted a study about this ability and stated that These processes originate in early childhood. Concern refers to the fact that the individual cares or cares about the other, feels and accepts responsibility. Does this mean that the little one can now take charge of this responsibility? Of course not, because it is still very small and many things will have happened in its constitution before we can address the concern.
Mainly, certain conditions must be met to the boy, given that Their development depends on and depends on the existence of a facilitating environment and sufficiently good maternal work, together with their family..
If this whole care scene continues, a maturation process will develop that It will allow the child to recognize and repair the consequences of his own aggression on the loved object.. Winnnicot calls “concern” to this contained guilt and the opportunity to make amends. This will be possible if the child has a maternal figure who can “survive” to their impulses of anger and opposition expected within childhood.
At the same time that this happens, the little one will receive the comfort of his mother and father, the contemplative gaze, the necessary donation of love and support. This ability will be the fruit that will be collected from the different early experiences.. They never fully take hold at this stage of life, but rather continue to strengthen with growth and this persists into late childhood, adulthood, and into old age.
As we are with others, both parents and teachers, health and educational therapists and anyone who cares for a child, need a mattress and containment network. It’s like the song says: “The good thing is to understand that nothing should be attempted alone.” That’s why we have to creatively design care networks. These networks of adult caregivers collaborate for mutual knowledge and the ability to care for each other..
It is the place where students put into play what happens to them, communicating their joys and revealing their conflicts.. The needs of the groups and of each individual can be attended to and observed. The combination of recreational dynamics and the organization of the physical space amplify the richness of this recreational area.
The activities will differ depending on the establishments, age and duration. The physical space, divided into corners, collaborates for traditional games. Hopscotch, rope, elastic, duck, car tracks outlined in chalk. The “recreation chest” helps to care for the material, learn new rules and a sense of responsibility..
For the more advanced cycles, more dynamic physical activities can be proposed with the different groups: say it with mime, table tennis, the basketball hoop or the opening of regulated games, rotating from homes to schools, organized in shifts and taking care of the material.
The levels of intervention of the teacher together with the guidance team are multiple.. They can offer their entry into play at the beginning, and then gradually release it, enhancing mutual knowledge, the deployment of social skills and the network of new ties.
in our houses, parent groups can design new scenarios for our children: basket gatherings, talks, guitar playing, film-debate or any recreation space.
It is by playing how they build their own relational experience.. Between the cars or the dodge ball, two game experiences collide. Each one, in the singular, leaves, offers his own experience for the other and becomes a new plural.
