
Today more than ever necessary that the teacher or the teacher of their pedagogical function approprino
need a new way of being educators, our children demand it, but be careful not to let ourselves be conditioned. Today the children arrive at school by a lot of information solicited, received, especially from the school that is parallel to the TV, with the danger that they have the opportunity to build a world fit for children.
The TV shut off the world of childhood, building myths and reality fictitious. Those without children because children today seem that the adult world propina them is a naked reality and disturbing. There are children who, seeing their peers die in countries where there is a war, wondering if this could happen to them, then you can die even as a child! It 's a cruel reality and pedagogically negative.
It 'good that one wonders how this might affect the child's psyche, as one of the causes of their emotional fragility seems chaotic due to these stresses and not mediated by common sense. The TV, which like it or not, it's a real parallel school, but not always suitable because propina information but does not allow the formation of a structure capable of their own development of what it receives. The child is close to reality too quickly to be able to assimilate and process through the most beautiful gift that has a little: his imagination.
The wealth of imagination and instinctive creativity is hampered by the constraints, obstacles, coarctation, and more is to block the spontaneous expression of children. As always, the power is in the middle, so if the parent will choose the timing and dose are appropriate programs for the little he can also enjoy the benefits of the small screen to expand the thinking, explore new areas and enjoy the visions of animals, cities and cultures different. It 'also a way to prepare them to accept the other, having the perception of being shared with what he sees as not the case in the past.
This requires that the educator will tell what this parallel school can give to the child, helping him to discern what is right and what is wrong. Becomes the essential figure of the good teacher, the child may be taken as a reference model and how to love and respect. And 'this is an important point not only in childhood but also when the child starts primary school: he does indeed need to translate the love of his mother that someone in this perpetual emotional dimension.
Another important element to develop the potential of the child in an active and not passive as does the TV is the love for reading. By reading the child learns in a manner appropriate to his age. It should, however, that that is not imposed, but which ensures a kind of pleasure. If an educator can to the love of reading, so as to encourage thought and developed properly, it will be easier for the child experience the thrill of affection.
Today more than ever necessary that the teacher or the teacher approprino their pedagogical function and, as Cardinal Martini says, "is not enough technical knowledge to provide the child learn to read and write but is indispensable and essential to have a watchful eye and alert the entire growth of personality. " On this figure the teacher takes the ethical authority, and so perhaps we could be able to eradicate bullying, violence, the boredom that afflicts so many of our boys.
E 'in the classroom that can arise the vision of a new world where children with the parent must be that children will follow suit. They must understand that love has not changed and that the values \u200b\u200bof tolerance, understanding and accepting the other are immutable. And so the combination of the ethical sense that each carries within it and what is communicated to them by parents and teachers becomes one that represents the true "school of life."
Evi Crotti