NURIA DE ANDRÉS AGAIN IN YAGO SCHOOL

Nuria de Andrés en el colegio privado Yago School

“Our personal educational project is their greatest inheritance”

On Monday, March 6th, the second session of our Parent School was held for parents with children in Nursery, Infant and Primary. On this occasion the subject broached, with real expertise, by the family consultant Nuria de Andrés was “Our Personal Education Project is their best inheritance“.

Below we offer a summary of the key points that Nuria de Andrés suggested to us for forming a good Personal Education Project.

The education of our children is a constant process, requiring perseverance, and must be consistent. Parents educate us 365 days a year and, as the saying goes, ‘Render unto Caesar what is Caesar’s… Parents are responsible for the early education of our children and the family is the natural place for a child to grow. School is a network of support that can take part in education if there is good work previously done in the family.

 

Education is a science and an art:

“Education is a science” I learn it by reading education books, listening to lectures, tutorials. In short, studying.

“Education is an art.” Thus I have to work with my son at home. This implies that we know how to adapt, or learn to adapt, to the thousand and one situations that we find in our daily lives in order to cope with them.

 

What is a Personal Education Project?

A Personal Educational Project is the essence of a person, the part you can’t touch of a person. The incidental is not essential. For example, in sports it does not matter if one plays football or basketball. The essential thing is the sport and the accessory is the means or the way to do it. For this reason, we can say that my personal educational project is my ”road map”, my guide in personal education that is different for each child, because each one is different and each one is given what he needs.

With a Personal Education Project, we know where we are going, what we want, what we expect from each person and the means to get them through the project.

Using their parents’ educational project, tomorrow’s children will make their own.

The educational project must take into account the whole person: body, intelligence and will, and then the accessory. It must take into account the age, the sensitive periods a child goes through, and take advantage of the first years of life (from conception until about 8 years).

The earlier you start, the better, because the later you start, the more work it costs, even though there is always time to change.

A good stage for Infantil is the helm of the boat. It is the period in which foundations are laid for building upon in Primary and Secondary.

“It’s better to arrive a year early than a day late” Fernando Corominas

 

What does it mean to have a Personal Education Project?

It involves asking certain questions at the family level:

Q: What do I want from my children tomorrow?

A: Fundamentally that they are happy.

 

Q: What do I need to do to make my children happy tomorrow? What do I want to get from them?

A: Schedule short-term goals.

 

Q: What goals do I set to work? What ideals, values, hobbies do I want you to have?

A: You have to start with the basics. They should be age-appropriate goals for each child. (It is very important that we have this clear and written down, so we will lose sight of it.)

 

Q: What means will I use to achieve the proposed objectives?

A: For example, it could be:

  • Make a commitment to pick my child up from school and talk with him about the subjects I want to influence until we get home.
  • Take advantage of dinner to talk with family and share the things we have learned and of which we are proud during our day.
  • Turn off the TV during meals.

We already know that for an act to become a habit we need about 20 days of daily and constant work, ultimately routine. We propose below what aspects we must take into account when developing a personal project in the different stages:

 

  1. Infant personal project

Intelligence: memory, languages, attention and concentration.

Body: early attention, swimming, balance.

Will: obedience, autonomy, order, industriousness, sincerity.

Affectivity: emotional intelligence, self-esteem and frustration.

Religious beliefs, if you have them.

 

Obedience, autonomy, industriousness, sincerity … All these sensitive periods begin at the infantile stage and end with 7-8 years.

 

  1. Primary Personal Project

Intelligence: memory, languages, attention and concentration.

Body: early attention, swimming, balance.

Will: obedience, order, industriousness, sincerity, responsibility, freshness, will.

Emotions: emotional intelligence, self-esteem and frustration.

Religious beliefs, if you have them.

 

Sensitive Periods

Sensitive periods are spaces of time in which there is a greater predisposition towards the learning of a determined action.

They happen only once and disappear when they reach adulthood. They exist in all living beings, but we differentiate ourselves from animals by will. Therefore, we must educate that will from an early age and give children some freedom with responsibility, such as letting them go out and buy bread alone.

The educational work has to be consistent and coherent. Parents have authority because they are consistent. On the other hand, shared family time is of vital importance for the development of children.

SOMEONE WHO DOES NOT HAVE AN EDUCATIONAL PROJECT HAS NO OBJECTIVES OR GOALS.

 

Positive values to inculcate from early ages:

Order:

The goal is to keep your head in order; the means to achieve this is to start with one thing and progressively add more goals. I start with the slippers and slowly add more things: put your nappies in the bin, hang up your coats, tidy up the bathroom after a shower.

We must also favour orderly environments and the establishment of routines in a sequence of acts: I come home, I hang up my backpack, I eat, I do my homework, I go to the park, shower, dinner and bed.

 

Obedience:

When a parent has authority their child obeys. Authority has to be worked on. Our children are not our enemy, we must have them on our side; parents must set clear and concise rules (2, no more) and enforce them in order to earn respect from their children.

Likewise it is convenient to use the new pedagogies and to praise what they do well. We must know how to reward and punish. Put on a show and distract them when they do not want something. In short, teach them. To do this, one must be convincing and consistent in one’s way of speaking: “NO means NO” and if they pay no attention there is a consequence to that. Of course, punishments cannot be lifted and these must be appropriate to what happened and the child’s age. Children should understand that they are responsible for their actions: they decide and get it right or wrong. If they succeed, we show them affection and praise them, and if they decide poorly we punish them, more or less one minute of punishment for each year of life.

 

Autonomy:

From 18 months we can begin to improve autonomy because that is when the sensitive period begins. The goal is that the child grows up strong (emotionally speaking) and happy. For this, we must let them do things by themselves so they prove they can do it and thus feel that they can, also strengthening their self-esteem. The more you practice with the child, the more you will succeed.

We will begin to educate in independence with basic things like:

 

  • Put on and take off your own clothes.
  • Tidy up your toys.
  • Get your backpack ready.
  • Bathe alone. (Then the adult reviews it)
  • Prepare breakfast.

 

If we do these tasks for them we are slowing or stopping their development.

 

Self steem:

We can work on self-esteem by positively praising their achievements: “I knew you could do it”, ”How well do you do that!”

On the other hand, never stop saying what is wrong, but on the contrary, make it clear but adding a positive approach: “This time it didn’t go well, but next time will be much better.” As a goal, we can praise two things they do well every day as positive reinforcement.

Tasks and Duties:

Children are very capable of working autonomously, and from very young we must give them duties, tasks or responsibilities. ”You are in charge of setting the table, preparing breakfast, watering the plants…”

The educational work of parents requires a lot of perseverance and patience. Each assignment is associated with generating a positive value:

  1.  In doing homework, they are educated in responsibility.
  2.  When all the food is eaten, they are educated in strength.
  3.  When picking up your toys, they are educated in order.

Education requires coherence (we are models for our children), time (we must work every value or order for at least 1 month to become a habit), affection, perseverance, knowing what is right and what is wrong, what they do well or badly. Our Personal Education Project requires all these considerations, always implemented from a happy base. It is a basic principle that an educator must show happiness, to show them how much we love them.

 

 

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