From the beginning of this experience almost four years ago, we have been taking a fresh look at childhood, which allows us not only to discover the needs of children and help our little ones develop their potential, but also to get in touch with those parts of ourselves which remained in the shadows, fostering renewal with development processes that were stuck at some point in our lives.
Our quality of life has been transformed by this approach where children and adults move forward together, following and respecting the path that corresponds to each one.
We pay constant attention to “the situations where we intervene, as well as the way we intervene, in the experience of the children”.
Indeed, children develop fully on their own if adults pay attention to certain details.
For example, we have discovered that the main interfering factor in their development is our tendency to pour on them unconscious patterns that correspond more to our own past than to the concrete situation in which the child is immersed.
When, as adults, we take responsibility for our own intra- and interpersonal processes (within the teaching team, as within the couple for example), it becomes easier for us to implement a set of rules and boundaries that helps maintain a relaxed atmospher.
Also, every limit imposed on a child is an act of love, which nourishes our bond with him and favours the creation of a relationship of trust.
From this perspective of “authoritative authority”, we seek to strike a balance between the traditional authoritarian stream that aims to establish authority through fear and threats, and the permissive or indulgent counter-current, where children suffer from the absence of limits.
The role of nature
Nature has been with us from the first moments. The trees around us offer our children countless opportunities to develop their senses, motor skills and personality.
In children who arrive in “lack” of contact with nature, it is fascinating to observe the immediate benefits of our mountain trips where our little ones dash off like mountain goats, jump over the acequias (irrigation channels created in the time of the Moors), climb trees, slide from one terrace to another, catch insects, make fire, discover poisonous plants, run in the plains, bathe in rivers, pick flowers and mushrooms or gather stones and other treasures …
They do all this under the tender and watchful eye of the adult, who acknowledges the actions of each child and the different stages of their development.
For those of us who deeply love nature, nothing brings us more satisfaction than to see the interest and natural pleasure of the children, thrilled by the vast possibilities offered by the natural environment.
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