About responsibility in the education of children: family and school
Education: responsibility of families, schools and society
Many times we hear, as professionals or as citizens, the claims of parents, teachers, chatters, about the importance of the education of children. We can start from different paradigms about intelligence, personal development and individual variables to create our own conception of the construct education, but many times we forget something as basic as is the declaration of children's rights , which are included in the convention of the rights of the child.
This statement does not refer only to the obligation to cover basic needs for their subsistence, but also to their right to freedom and happiness that they should enjoy in order to grow as healthy adults mentally and emotionally speaking, without forgetting the enjoyment of his current life stage not only as a mere transition to the world of adults.
Help and accompany to children as people and not as beings without decision-making capacity and to create their own cognitive schemes about reality should be the main mission of any "developed" society, and this process happens first by not projecting our adult mind on children .
Activities such as managing the playgrounds or bringing together more advantaged children in certain subjects with other children with more difficulties to assimilate the concepts, family situation or life time, are key points in 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 the failure to manage the process that occurs in the relationship between two children when there is a significant learning through the interaction and teaching of one student to another. As professionals we have the duty to provide resources and accompany the process instead of leaving the educational process between two people to chance. It is the closest thing to the dilemma between the child as a scientist versus the child as an anthropologist.
It is sufficiently demonstrated that children learn in a context bathed in culture , and learn from their similar patterns of action accepted within the society in which they live. They do not look for the scientific laws of processes or elements that are in their life stage. Therefore, as true miniature anthropologists that they are, they have to approach culture by being mere intermediaries between social learning and the child, without projecting our vision and becoming an adult.
Institutions and education
Is it possible to respect a teacher as an authority figure if he is not able to manage the conflicts between children? The teacher, like intermediary , must have the skills to help manage the processes that occur in the conflict, since children live it as such. The statement "when you are little you have small problems, when you are big you have big problems" serves to perpetuate a loop of conflicts accumulated since childhood and that can develop in the adult stage in the form of pathologies or personality disorders that affect your life daily and interpersonal relationships. Each stage has its vital goals even if they are not an immovable rule, and children live conflicts as such and with regard to their vision as children, not thinking about how to stop worrying about their problems just because adults have more responsibilities.
As stated in Article 8 of the Convention on children's rights , "It is the obligation of the State to protect and, if necessary, to reestablish the identity of the child, if it has been deprived in part or in all of it (name, nationality and family ties)". The state would be encompassed according to the ecological theory of Bronferbrenner in the macro context together with social norms, legislation, etc. Thus, education and the preservation of the rights of children and their education beyond the only 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 to the child and the transforming potential of the child towards his environment.
Conclusions
As conclusions or as a reflection, it can be said that the management of conflicts and relationships between children are a fundamental part for the next generations that will become active members of society, even more than they already are, to improve the deficiencies and errors committed in a cyclical way in society. The educational responsibility does not only reside in the school or in the parents , since as an educational environment we understand all the contexts in which the child moves, not only academics (since they are constantly being educated to be part of the culture in which they are immersed in any everyday social context).
Ensure the children's rights It should not be trivialized just because it has the basic necessities to survive covered, but the deficit as the excess of information without a management adapted to the individual and general needs, are little enriching equally.
"That 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."
-Édouard Claparède
