Gli argomenti del post
- 1 New guidlines for the youngest’s distance learning
- 2 From distance learning to a new educational approach: the need to maintain the bond
- 3 Commission for the infancy’s intervention
- 4 Children, parents and teachers: the new teaching is triangular
- 5 An addressed synergy
- 6 The child at the center with his games and emotions
- 7 Not only remotely: the school must reformulate its approaches
- 8 The important support of digital tools
New guidlines for the youngest’s distance learning
The school question, so intricate and difficult to resolve, seems to finally see the light. Distance, single desks, strict rules for the management of post-emergency school recovery.
To lose, however, the little ones who, to date, seem being the least manageable age group.
Primary schools and preschools are involved in difficult issues to resolve. How to ensure recovery in complete safety for children who, by their nature, need to share, play, hug and establish an emotional bond?
With the new rules the main meaning of the first access to the world of education is lost. The transition from the family environment to that public comes to materialize precisely in the school. That’s where they go to trigger the first mechanisms of sharing and collaboration: go to defacing them will affect the child’s well-being.
The age group we are talking about is the most delicate of all and thinking of being able to relegate children to mere spectators of a stream of lessons is inadmissible. Their growth, their emotional and learning sphere, the development of relational and mental skills are affected from this.
From distance learning to a new educational approach: the need to maintain the bond
One wonders, therefore, if the return to in front learning can actually work. And, above all, if the child can be affected positively of this new experience made up of interaction with many precautions and limitations.
And in the case of a return to distance learning, which ones are the right means of communication.
The common distance learning needs reinterpretations capable of innovating it and mitigating the burdensome distancing which, in the case of children, makes the natural process of education and education difficult.
Commission for the infancy’s intervention
The Commission for the Infancy has developed guidelines capable of giving more precise direction to the management of any distance learning.
The coined name contains in a few words what we really want to preserve and guarantee to the little ones: LEAD (word for word “distance educational bonds”).
The main objective of this new approach is focus on maintaining the educational bond between the subjects protagonists: children, parents and teachers.
The new educational orientation must favor an interpretation different of distance learning and be built on new models of learning.
A new learning made up of partnership, active collaboration, continuous interaction and sharing between all the spheres involved.
A continuous exchange that always places the child at the center.
Children, parents and teachers: the new teaching is triangular
Each one is the educational partner of the other one. Parents do compare with teachers, teachers do open up to new teachings and children have to be listened to in their needs.
Thinking of recreating the same school environment at home is, obviously, a utopia. But with everyone’s active involvement it is possible to give children a satisfying teaching methodology.
Teachers are called to be open to dialogue and to comparison, just as parents are required to be active and collaborative. Only thus it is possible to give life to LEAD.
Creating the right synergy is the basis for building a stable and long-lasting bridge on which children can walk light.
An addressed synergy
The guidelines offer important directions to activate these synergies and establish precise agreements that guarantee continuity e attendance at school.
From choosing the right means to encourage learning from home to the creation of important initiatives to counter social and economic disparities (another large-scale problem that has negatively affected the DAD).
Without forgetting that the development of educational activities must necessarily meet the needs of children: their age, their spaces, the materials available. No more activities set up at random, but carefully constructed and oriented towards healthy learning and not “filling”.
The child at the center with his games and emotions
According to the LEAD directives, profuse knowledge cannot and must not be limited to the correct execution of tasks but must aim to the development of autonomy, identity and skills.
A meticulous work that will have to stimulate the skills of the child, and at the same time his positive emotions. Central will be gratification for the results achieved to instill in the child the desire to do and the play as a mean of learning to create fun, joy and sharing.
Among the desired activities: the creation of songs, narrations of stories, role-playing games, treasure hunts, manipulation experiences e transformation, scientific experiments but also enhancement of domestic autonomy with incentives for the child to create and present their own chores.
A new didactic approach, therefore, which totally rethinks traditional schemes and where collaboration and sharing not only cancel distances but amplify positive emotions.
Not only remotely: the school must reformulate its approaches
LEAD does not propose itself as a simple palliative for the gradual return to “normality”. He wants to kick off a series of rethinks on school models to finally innovate the now obsolete teaching methodologies.
New school structures where teachers and parents confront each other daily to establish together the path to follow. A path no longer one-way, but shared and organized synergically.
We are moving towards a new concept of school, innovative and flexible, capable of responding also to looming and unpredictable problems such as distance learning.
The important support of digital tools
In this complex and evolving scenario, digital tools can be the most effective means of redesigning the teaching approach and encouraging these important mechanisms that are so lacking in traditional teaching.
And this new vision needs the right means to materialize: smart digital tools, capable of supporting entertainment and learning, and designed to always put the child at the center.
Because only by innovating can you be ready for any contingent situation, guaranteeing learning both in presence and at a distance.
Sautech Group Academy is working to develop technological solutions that go precisely in this direction.
Stay tuned to find out more!