From the Educational Challenges Laboratory of Lysmon Group We have been working since last year to implement a new challenge for the learning of children from 0 to 3 years. The continuous training of our educational teams, is turning in our classrooms a work strategy that seems fundamental to us, the development of a culture of thought.
Every day our students come to Lysmon nursery schools prepared to start a new training experience, created mainly by their educator and Based on different and creative games. When your activity begins every morning, not only do the springs of the cognitive process start, but some ways of thinking and being become clear, microculture focused on the maturation process of children of that classroom.
According to Ron Ritchhart and Mariana de Anquin, the Cultural Forces make all people have the potential to shine within, it is only necessary that the educational community trust their abilities and believe that opportunity to stand out in something. Following their proposals on a new way of thinking, our experts are approaching the principles of an innovative way of teaching, having as pillars the Affective Learning, a concept based on the latest research in Neurosciences, Quantum Physics, Cognitive Psychology and Emotional Intelligence.
What has been the first step in what our educators in the classroom have been focusing for months on, in the creation of thought patterns and mental habits, for this it is essential to help them pay attention, build the capacity of the little ones to do questions, question what happens, interpret the information they receive and draw conclusions that allow them to have their own ideas.
This may seem like an illusion when we talk about the First Cycle of Early Childhood Education, with children from 0 to 3 years old, it is a reality that happens in the CEIB Lysmon because we faithfully follow the following work premises with the educational teams:
- The expectations that we communicate to our students to put it in the background of what is going to be known, of what is going to work or who is going to visit us, opens a huge focus of interest on what is going to happen.
- The opportunities we create with each theme, with each opportunity that arises in the classroom will offer them the ability to identify and make visible what has previously been discussed.
- Time management is necessary to devote mental space to the key questions that are heard, thinking needs to develop and create scenarios to visualize the issues, to recreate answers, to actively participate and share ideas.
- The example that our educator / braintrainer traces with her students, as well as that of families, acts as a role model and offers behavior patterns, hence the fundamental role they play in forging the personality of each one of them.
- The routines developed in the educational space, in the different environments: classroom, library, dining room, patio, sleep room, etc., home bathroom, bedroom, kitchen, are patterns of behavior that will govern such fundamental issues for children such as physical interactions, observations, interpretations, communication and social skills, among others.
- The form of language and conversations that are created daily together with an environment fully prepared for the development of the topic discussed is of vital importance. Let us never forget that language is our main mediator with the surrounding environment and connector of ideas and words.
Only in this way are the thousands of neural connections that make a child live their learning as a real adventure in the brains of the little ones. For an educator, for a father or a mother it is essential detect how each child performs their understanding process about who he is, what happens to him or what will happen.
The relationships and interactions between students, their educators, family members and friends will create the mental structure that will not only govern their minds during these first years of life but will also lead them to feel part of a learning community and a society That will be linked for life.
The most important thing in this perspective is not to forget that cognition, affection, the environment and the community should guide us towards good thinking, towards a culture of thought that basically should facilitate us to have a full and happy life.