We must think of education as a global value, which encompasses the whole person as a whole: not only the brain of our children, but also their emotions and their physical well-being.
Las tres áreas: mente, cuerpo y emociones están íntimamente relacionadas, tanto que no podemos separarlas en un ámbito científico. Una malnutrición constante tiene efectos adversos en la atención y la inteligencia de los niños, una falta de afecto reducirá sus posibilidades de aprendizaje.
Science show us how a child's brain develops and what are the situations that expand its capacity, its neural connections, its healthy growth in the end. And these are the conclusions.
Day-to-day care for the brains of our children
–Ensure good health, nutrition and safety to the child. This includes good prenatal care and breast feeding if possible.
–Develop a warm, caring relationship with children. Let the child feel that we love him, that we take care of him deeply. Express joy about how they are. Help them feel safe and secure. In TinTaranTin we avoid that the child feels that the task is superior to his possibilities. We also educate parents to avoid transmitting to their children: frustration, anxiety or urgency in learning, which would only send signs of insecurity to the child. Also in the case of young children, each effort must be rewarded with love. The students are very affectionate and expect affection from their teachers.
–React according to the emotions, words and actions of the children. El niño aprende de nuestras reacciones. Tratar de ser empático con sus verdaderos sentimientos, con las palabras que nos expresa. Intentar entender lo que el niño siente, lo que te está diciendo con palabras o acciones y además qué está tratando de conseguir o comunicarte. Juega con él de una forma en la que puedas seguirle. En TinTaranTin, escuchamos muy atentamente todo tipo de señales: los niños nos hablan con su cuerpo generalmente. Si ellos están interesados en la actividad se mostrarán erguidos con la mirada fija en la partitura o en el teclado. Sus distracciones nos indican que debemos cambiar de actividad o bien que la tarea es demasiado fácil o demasiado difícil. Puede que un dictado, un juego de ritmo, o una partitura nueva hagan la magia de volver a tenerles interesados. O bien, les proponemos afrontar la partitura de nuevas formas.
–Recognize that each child is unique. From birth every child is unique, they grow at their own pace. At the same time, have positive expectations about what children can do and hold on to the belief that every child can succeed. They feel about themselves the same way we and others think about them. That's why we have to celebrate every step like a success.
–Talk, read and sing to the children.. Rodearles de lenguaje: todo aquello que hacemos y sentimos lo debemos comunicar. Cantar, tocar música y leerles cuentos e historias. Preguntarles qué viene después de la historia, que imaginen lo que puede suceder. Preguntarles preguntas cuya respuesta no sea un sí o un no, por ejemplo: «¿Qué piensas sobre…?» Preguntarles acerca de sucesos que ocurrieron en el pasado y sucesos que podrían ocurrir en el futuro. Rodearles de materiales de dibujo y escritura. En TinTaranTin además, estos materiales pueden incluir papel pautado para escribir las notas y figuras musicales, junto con sus cuadernos habituales de dibujo.
–Ensure that they have free access to safe spaces for exploration and play.Give children opportunities to move around, explore and play. It's normal in these environment that they face some conflicts with things or children. It's a good way to let them to explore relationships as well. Arrange for children to spend time with children of their own age and of other ages and support their learning to solve the conflicts that inevitably arise. In TinTaranTin children connect to others through music. They teach each other, look at each other and learn. The TinTaranTin program is a safe space for playing and exploration, in which the children body is also involved, since although they are apparently seated, they are moving their fingers and ultimately working with their whole body, in an upright and attentive position.
–Use discipline to teach.Show them what you didn't like and explain why. Be sure that they understand you don't like the behavior, and you love them. Explain the rules and consequences of behavior so children can learn the “why’s” behind what you are asking them to do. Tell them what you want them to do, not just what you don’t want them to do. Point out how their behavior affects others. At TinTaranTin, our rules are to learn by having fun. There can be no learning without motivation and children find motivation in attainable challenges. The software immediately shows what the child should do at all times, never judging if he has did a mistake.
–Become involved in your children care and teachings.Keep in contact with the people who care or teach your children. In TinTaranTin, parents participate actively in the classes for their children. In the classroom there always one or two of the parents and they are important part of the learning process.
–Limit television or internet.Limit the time children spend watching TV shows and videos in internet, as well as the type of shows they watch. For very young children, there is no research evidence suggesting TV helps children learn. For older children, make sure that they are watching programs that will teach them things you want them to learn.
–Take care of yourself.You will care better your children if you care of yourself as well. Learn to face the stress and you will help also with that to your children. Your child’s well-being depends on your health and well-being.
Extracto del artículo «Children and Brain Development: What We Know About How Children Learn» de la Universidad de Maine: https://extension.umaine.edu/publications/4356e/