Kazim Raza

Our younger children's group completes its second year of life now in 2018. They were born in a digital and connected world, where information circulates massively, where there are huge challenges for humanity: ecology and climate are on the agenda, it is imperative both the search by the reduction of cultural and socioeconomic inequalities as the learning to live in difference and to understand it as what constitutes us. In short, a world of agility, of transformations and, if not, of uncertainties. What educational space do these little ones need? What experiences should compose their environment so that they fully live the multiple possibilities and powers in their development? In order to build singular and consistent life projects, which situations are emblematic in their formation? Learning does not mean the accumulation of information and the mastery of tools for its management, but what we do with all this access, how we think, how we relate and act creatively in the face of the challenges presented to us on a daily basis. In a recent article, the education philosopher Carla Boto [1] makes a very sharp analysis about the contemporary school and the many criticisms and questions it has received from many sectors of social life. It points out how, so easily, the institution is considered obsolete, it is said that it was not able to keep up with the times, that the speed of information in digital society made the school outdated. There is clearly a crisis in the images for which the school is represented and this is not only happening in Brazil. So, no wonder, we live movements to rethink the school, its purposes, its scope, its organization, objectives, times and spaces. For all segments of basic education, from Children to the Middle Ages, there are countless discussions around the world about competences for this century, new curricula, teacher training and appreciation, evaluation processes, among many others. In this scenario, it is incumbent on the professionals who live the school to reaffirm the dimensions, the senses and the undeniable value of the school in the formation of the new generations. And, in this post, we will deal with its beginning ... Where everything begins: the stage of early childhood education. According to Ana Malajovich [2] , current scientific production presents us, educators, with a strange paradox. On the one hand, we recognize in children, from a very young age, greater capacities than we had imagined a few decades ago, and as a product of the scientific advance on this stage of human life, the decisive weight that the socio-cultural environment assumed at the beginning of human development . However, on the other hand, we see currents that try to distance children from basic rights to learning as a social and socializing experience, which includes the right to live with others, mediated by trained professionals, in conditions and environments favorable to their full affective development , relational, cultural, among other dimensions. If the pre-school is seen as a small space, times spent in super-directed activities, filling of sheets, pre-determined protocols to be followed, living relationships in which adult conduct is imposed, we have extremely distorted, outdated glasses and that urgently need NEW LENSES to look at what excellent Abu Dhabi preschool and child education spaces are promoting in our UAE. If, in the curvature of the rod, we have movements advocating that the most appropriate and contemporary for childhood is " non-school," we need to urgently rethink what opportunities we offer to young children to develop their languages ​​and their powers and, of course, conditions are non-negotiable for a full early childhood experience. A responsible educational project guarantees children the opportunity to meet, confront and create, interact with their peers and with adults specially trained for this mediation, to experiment and play, to have access to the world and the culture accumulated by humanity, expressing through different languages. But what is the reason for giving all this to children when they are young? Is it not enough to be able to play what they want, at any time, as and when they want? There are multiple senses in play, and we have selected some central points in our view to answer the initial questions: In order for a child to effectively experience a potent and creative experience of learning, we feel it is essential to prioritize that each child can: Be unique and be among others . The axis of the interaction and perception of the self from the other is essential to the constitution of any individual. It is a learning to listen attentively to another, to understand that the idea of ​​the other can be very legal and to stop doing one thing immediately to listen to an offer that is being proposed by another is a situation that requires the mediation of professional adults. Why is it so important to understand each other? Beyond the constitution of identity, the feelings arising from perceiving oneself as part of a collective, having a group of belonging and thus having the first remoteness of the nuclear family, are crucial human experiences of early childhood. The building of bonds of trust and friendship, the expression of feelings, the experience of challenging and conflicting situations, of some anguish, in a space of welcome and qualified adult mediation, bring to the child indelible benefits. Create, taking risks . Risking in jokes, in constructions, in telling a story to others, singing, counting, modeling, dancing, writing ... Failing, trying again and being encouraged to do so. Recognize yourself in the eyes of others, especially teachers and peers, and feel the confidence in your abilities to achieve. Dealing with error in a healthy and procedural way, and above all seeing their initiatives in solving problem situations that are valued, is what fuels creative thinking and the courage to express themselves. For this, intentionality is necessary in the provocations planned by the team of professionals who understands each child and knows how to adjust good challenges to the diversity that the school environment represents. Investigate and broaden your horizons. Curiosity does not feed on its own, it can and should be instigated. We understand that the expansion of the child's eyes to the world through situations that bring the culture of knowledge in the most diverse means is, yes, the responsibility of the school environment. Research is the driving force of transformations and having experiences from the simple observation of phenomena, talking about things, animals, plants, what we see, what we do not see, is provided in active and exuberant environments in possibilities of exploration and conversation about ideas and discoveries. There are many needs of childhood and certainly a crucial reflection is how much the school space and its professionals are essential to the success of this immense challenge of educating in partnership with families. However, understanding the value of the professional that meets all these conditions is premise. The training that this educator needs to consolidate is specialized. It is not enough to like children, it is not enough to have a way, it is necessary continuous study, understanding of the stages of development that make up the learning journey of the individuals in their first years of life, besides much reflection on the practice. The author of above content is Kazim Raza. He’s working as a Digital Marketing expert at eFurnitureuae; Sofa upholstery in Dubai website. He’s opt to increase traffic, conversion and ROI.