Alternative pedagogy isn’t just about the games and activities we play on a daily basis. It’s about the kind look we give, the reassuring attitude we exude, the comforting words we say and the values we pass on!
The eyes and presence of an adult will help them immerse themselves in new teaching methods, and will be the driving force behind their discoveries in a caring atmosphere.
It’s the attitude of professionals that makes it possible to benefit from the advantages of positive education, and it’s only within this framework that the educational actions proposed will make sense for the children.
This notion is based on the importance of the spontaneous activity of babies and young children during “close” care, such as changing, feeding, but also during playtime,..
We place great emphasis on the development of children’s self-initiated movements, and on the role these movements play in their day-to-day autonomous activity.
This is why the environment must be carefully and thoughtfully prepared, so that the child, through repeated experiences as many times as he or she wishes, becomes the “actor” of his or her own development.
The child, following his or her own rhythm of development, appropriate to his or her current state, is absolutely free. He can calmly allow himself to risk experimenting, just as he can freely stop, dream or start another experiment: all in the body positions that suit him!
Care is at the service of the child’s well-being. The quality of the care received is essential, and has a definite influence on the child’s psychological development. He needs to know who will take care of him to ensure his emotional security.
Professionals take care to inform the child of what they are doing, so that he can cooperate, be present and active.
Children are only active if they can anticipate, if they know how the care is to be carried out, if the technique is common to all the people taking care of them.