On responsibility in the education of children

Education: responsibility of families, schools and society

Many times we hear ourselves, as professionals or as citizens, the claims of parents, teachers, socialists, about the importance of children's education. 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 the declaration of the children's rights, which are included in the convention of the rights of the child.

This declaration does not refer only to the obligation to cover the basic needs for their subsistence, but also to their right to freedom and happiness from which they should enjoy to grow as mentally and emotionally healthy adults, without forgetting the enjoyment of their current life stage not only as a mere transition to the world of children. Adults.

Help and accompany 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 into children.

Activities such as yard management or gather more advantaged children In certain subjects with other children with more difficulties to assimilate the concepts, family situation or vital moment, 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 not managing 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 to the dilemma between the child as a scientist versus the child as an anthropologist.

It is sufficiently proven that children learn in a context bathed in culture, and they learn from their similar patterns of action accepted within the society in which they live. They do not look for the scientific laws of the processes or of the elements that are in their vital stage. For this reason, as authentic miniature anthropologists that they are, they have to be approached to culture by being us. mere intermediaries between social learning and the child, without projecting our vision onto them and making adult.

Institutions and education

Is it possible to respect a teacher as an authority figure if he is not capable of managing the conflicts between children? The teacher, like intermediary, must have the skills to help manage the processes that occur in the conflict, since children experience it as such. The statement "when you are little you have little problems, when you are big you have big problems" serves to perpetuate a loop of conflicts accumulated from the beginning. childhood and that can develop in adulthood in the form of pathologies or personality disorders that affect their daily life and relationships interpersonal. Each stage has its vital goals, although they are not an immovable rule, and children experience conflicts as such and with respect 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, reestablish the child's identity, if he had been deprived in part or in all of it (name, nationality and family ties)." The State would be encompassed according to ecological theory of Bronferbrenner in the macro context along with social norms, legislation, etc. Thus, education and the preservation of the rights of children and their education beyond what is only academic: it is the responsibility of all the factors that make up the conglomerate of the society. In addition, we can also observe the direct relationship of the environment to the child and the transforming potential of the child to her environment.
Conclusions

As conclusions or by way of reflection, it can be said that the management of conflicts and relationships between children are a fundamental part of the next generations that will become active members of society, even more than they already are, to improve the deficiencies and mistakes made in a cyclical way in the society. Educational responsibility does not only lie with the school or with the parents, since as an educational environment we understand all the contexts in which the child moves, not only academic (since they are constantly being educated to be part of the culture in which they are immersed in any social context daily).

Watch over the children's rights It should not be trivialized only for having the basic needs to survive covered, but the deficit as the excess information without a management adapted to individual and general needs, are not very enriching due to same.

"That pedagogy has to be based on the knowledge of the child in the same way that horticulture is based on the knowledge of plants, is an apparently elementary truth."

—Édouard Claparède