{"id":4193,"date":"2021-04-15T08:25:16","date_gmt":"2021-04-15T08:25:16","guid":{"rendered":"https:\/\/www.scoalababel.ro\/?p=4193"},"modified":"2025-02-06T18:13:15","modified_gmt":"2025-02-06T18:13:15","slug":"alegerea-unor-ochelari-pozitivi-si-apreciativi","status":"publish","type":"post","link":"https:\/\/www.scoalababel.ro\/en\/2021\/04\/15\/alegerea-unor-ochelari-pozitivi-si-apreciativi\/","title":{"rendered":"Alegerea unor “ochelari” pozitivi \u0219i apreciativi"},"content":{"rendered":"

“If you focus on problems, you find more problems,\u00a0<\/em><\/strong>
\n\u00a0If you focus on successes, you find more successes.”<\/em><\/strong> (Mac Odell)<\/span><\/p>\n

Dac\u0103 \u00eei \u00eentreb\u0103m pe educatori sau \u00eenv\u0103\u021b\u0103tori, ei ne vor spune c\u0103, \u00eenc\u0103 de c\u00e2nd \u00eencep o grup\u0103 la gr\u0103dini\u021b\u0103 sau \u00een clasa preg\u0103titoare, ei \u0219tiu care sunt copiii ce sunt \u00een pericol s\u0103 nu reu\u0219easc\u0103. \u00cen ciuda sistemelor de urm\u0103rire ale acestora \u0219i orelor remediale, reu\u0219im din p\u0103cate totu\u0219i prea pu\u021bin s\u0103 aducem o schimbare. \u00centrebarea pe care \u00eendr\u0103znim s\u0103 o punem este: oare nu este aten\u021bia noastr\u0103 prea mult \u00eendreptat\u0103 spre deficit \u0219i astfel cre\u0103m la r\u00e2ndul nostru probleme adi\u021bionale?<\/span><\/p>\n

Aten\u021bia \u00eendreptat\u0103 c\u0103tre talente \u00eenseamn\u0103 c\u0103 l\u0103s\u0103m deoparte focusul pe deficit \u0219i c\u0103 \u00eencepem c\u0103utarea puterilor din fiecare copil. Ce-i face bine copilului? Ce \u00eei ias\u0103 bine? Unde se g\u0103sesc oportunit\u0103\u021bile \u0219i punctele forte ale acestui copil? Ce \u00eel motiveaz\u0103? Ce reu\u0219e\u0219te s\u0103 \u00eel provoace s\u0103 aib\u0103 succes? Aceast\u0103 c\u0103utare a puterilor copilului cere din partea noastr\u0103 o privire mai larg\u0103 asupra procesului de dezvoltare al copiilor. Ea cere din partea \u0219colii o explicitare a ceea ce se consider\u0103 a fi important pentru dezvoltarea copiilor, o abordare pedagogic\u0103 ce caut\u0103 mereu acel ceva ce \u00eei aduce pe copii \u00een t\u0103r\u00e2mul posibilit\u0103\u021bilor. Copiii trebuie s\u0103-\u0219i poat\u0103 explora talentele. Cine nu a avut niciodat\u0103 \u00een m\u00e2n\u0103 un instrument muzical, nu va \u0219tii niciodat\u0103 cum se simte c\u00e2nd reu\u0219e\u0219ti s\u0103 faci o melodie cu acel instrument. Cine are pu\u021bine \u0219anse de a petrece timp cu al\u021bii, nu va descoperi c\u00e2t de \u201cdiferit\u201d poate fi cel\u0103lalt \u0219i nu poate \u0219tii niciodat\u0103 c\u00e2t de captivant poate fi acest lucru \u00eentr-un joc jucat \u00eempreun\u0103.\u00a0<\/span><\/p>\n

Toate domeniile merit\u0103 s\u0103 primeasc\u0103 aten\u021bie, astfel \u00eenc\u00e2t copiii s\u0103 poat\u0103 descoperi ce \u00eei anim\u0103 \u0219i \u00eei captiveaz\u0103, \u00een ce domeniu au dorin\u021ba de a se dedica \u00eentru totul. Aten\u021bie, aceasta nu este o pledoarie ca fiecare domeniu s\u0103 fie abordat \u00een obiecte de studiu separate \u0219i a\u0219a s\u0103 fie oferite copiilor. Pled\u0103m pentru crearea de medii de \u00eenv\u0103\u021bare bogate \u0219i complexe unde fiecare domeniu s\u0103 poat\u0103 fi integrat \u0219i abordat specific \u00een acela\u0219i timp. Nu avem voie s\u0103 uit\u0103m c\u0103 \u0219i dezvoltarea copiilor de altfel este un proces ce nu poate fi \u00eemp\u0103r\u021bit pe cutiu\u021be.<\/span><\/p>\n

Implicarea<\/b><\/p>\n

Lucrul cu talentele copilului are leg\u0103tur\u0103 cu o abordare pedagogic\u0103 ce pune \u00een centru c\u0103utarea energiei motiva\u021biei intrinseci a fiec\u0103rui copil \u0219i care porne\u0219te de la ideea de implicare<\/span>. <\/span><\/i>Implicarea se poate reg\u0103si \u00een domeniile \u00een care copiii se simt provoca\u021bi \u0219i \u00een care se simt bine. Prin intermediul implic\u0103rii pornim \u00een c\u0103utarea a ceea ce \u00eei captiveaz\u0103 cu adev\u0103rat pe copii \u0219i de aici construim mai departe. Implicare lor ne indic\u0103 ce anume le aduce entuziasm. \u0218i chiar aceste lucruri sunt semnale c\u0103 acolo exist\u0103 un s\u00e2mbure de talent care a\u0219teapt\u0103 s\u0103 se dezvolte \u00een mediul educa\u021bional potrivit.\u00a0<\/span><\/p>\n

S\u0103 lucrezi cu copiii pornind de la talente deschide posibilit\u0103\u021bi pentru un model de cre\u0219tere \u00een care contextul (\u0219coala sau gr\u0103dini\u021ba) \u00eent\u0103re\u0219te \u0219i construie\u0219te mai departe pe ceea ce un copil deja poate, mai degrab\u0103 dec\u00e2t s\u0103 ofere remedii pentru ceea ce copilul \u00eenc\u0103 nu poate. Este o rebalansare pentru prea des \u00eent\u00e2lnitul mod de g\u00e2ndire \u00een termeni de \u201cdeficit\u201d. Oric\u00e2t de mic ar fi succesul, el trebuie s\u0103 primeasc\u0103 \u0219ansa s\u0103 poat\u0103 cre\u0219te. S\u0103 \u00ee\u021bi \u00eendrep\u021bi aten\u021bia c\u0103tre partea pozitiv\u0103 este mai mult dec\u00e2t un truc. E vorba mai degrab\u0103 despre o atitudine cu care te ui\u021bi la tine \u0219i la lume pentru ca s\u0103 po\u021bi vedea posibilit\u0103\u021bile \u0219i resursele de care ne putem bucura \u00een loc de a vedea neajunsurile \u0219i ceea ce e imposibil. Prin contextul lucrului cu talentele se lucreaz\u0103 de fapt la a da for\u021b\u0103 \u00eencrederii \u00een sine \u0219i motiva\u021biei interioare.<\/span><\/p>\n

\"\"<\/p>\n

Mindset fix. Mindset de cre\u0219tere.<\/b><\/p>\n

Aceast\u0103 motiva\u021bie intrinsec\u0103 este fundamental\u0103. De aceea, povestea lucrului cu talentele nu poate fi conceput\u0103 dec\u00e2t \u00een str\u00e2ns\u0103 leg\u0103tur\u0103 cu teoria lui Carol Dweck (2006). Ea pune accentul pe faptul c\u0103 \u0219ansele pentru dezvoltare merg m\u00e2n\u0103 \u00een m\u00e2n\u0103 cu imaginea de sine \u0219i mai ales cu ideea copiilor c\u0103 ei \u00een\u0219i\u0219i pot fi cheia propriului succes. Ei experimenteaz\u0103 faptul c\u0103 prin efort sus\u021binut pot face progrese \u0219i c\u0103 \u00eenv\u0103\u021barea \u0219i dezvoltarea talentelor este \u0219i pentru ei, la fel cum este pentru fiecare copil. Cineva cu un mindset fix consider\u0103 talentul ca ceva ce este sau nu este, ceva stabil \u0219i fixat. Nu ai niciun talent, atunci nu are sens nici m\u0103car un efort. Oamenii cu un mindset de cre\u0219tere sunt \u00eendrepta\u021bi spre dezvoltare \u0219i \u00ee\u0219i doresc \u00een continuu s\u0103 exploreze cum pot ajunge mai departe. Ei au o atitudine fa\u021b\u0103 de \u00eenv\u0103\u021bare ce este \u00eendreptat\u0103 spre c\u0103utarea de noi provoc\u0103ri \u0219i dep\u0103\u0219irea limitelor. Prin asta, ei continu\u0103 s\u0103 creasc\u0103. Noutatea adus\u0103 de Dweck este c\u0103 fiecare copil poate fi adus la un mindset de cre\u0219tere. Acest mindset este chiar el \u201cschimbabil\u201d.<\/span><\/p>\n

Proprietatea copilului<\/b><\/p>\n

S\u0103 adresezi puterile copiilor le d\u0103 \u00eencredere \u00een ei dar \u00eei \u0219i \u00eenva\u021b\u0103 ce este ascuns \u00een ei \u0219i la ce sunt buni. Acest lucru se nume\u0219te cunoa\u0219tere de sine. S\u0103 \u0219tii ce po\u021bi, combinat cu \u00eencrederea \u00een sine este ceva ce copilul are nevoie pentru a \u00eendr\u0103zni s\u0103 abordeze probleme. (Tex Gunning, 2011)<\/span><\/p>\n

C\u0103utarea puterilor copiilor nu este ceva ce se \u00eent\u00e2mpl\u0103 \u00eentr-un spa\u021biu \u201cdeasupra\u201d copiilor. De aceea vorbim despre s\u00e2mburi de talent \u0219i prin asta ne \u00eendrept\u0103m c\u0103tre un proces intern de dezvoltare. Puterea st\u0103 deci \u00een persoan\u0103. Este \u00eensu\u0219i copilul cel care simte ceea ce \u00eei atrage aten\u021bia \u0219i ceea ce este \u00een interiorul s\u0103u, ce lucruri \u00eei dau putere \u0219i energie. Aceast\u0103 putere interioar\u0103 este ceea ce ai nevoie pentru ca s\u0103 vrei s\u0103 dedici mult timp \u0219i energie astfel \u00eenc\u00e2t un s\u00e2mbure s\u0103 \u00eenfloreasc\u0103 \u00eentr-un talent. Pentru a deveni bun \u00eentr-un anumit domeniu trebuie s\u0103 vrei s\u0103 faci un lucru foarte des \u0219i s\u0103 vrei cu adev\u0103rat s\u0103 \u00eencerci noi provoc\u0103ri. De aceea este foarte important s\u0103 d\u0103m copiilor \u201cownership\u201d asupra propriului proces de c\u0103utare a talentelor.\u00a0<\/span><\/p>\n

C\u00e2nd lucr\u0103m pornind de la puterile \u0219i interesele copiilor, \u00eei stimul\u0103m s\u0103 caute o dinamic\u0103 pozitiv\u0103. Ne dorim s\u0103 \u00eei l\u0103s\u0103m pe copii s\u0103 exploreze ei \u00een\u0219i\u0219i ce este o pasiune pentru ei \u0219i unde simt implicare (folosind de exemplu Arhipelagul Talentelor)\u00a0 \u0219i prin asta s\u0103 \u00eei stimul\u0103m s\u0103 continue s\u0103 creasc\u0103. Dezvoltarea auto-dirij\u0103rii \u0219i\u00a0 sentimentului de \u201cownership\u201d au un loc foarte important, ca organisme ce dau direc\u021bie acestui proces.<\/span><\/p>\n

\"\"<\/p>\n

Context de cooperare<\/b><\/p>\n

Fiecare faz\u0103 a dezvolt\u0103rii unui copil, fiecare context nou (acas\u0103, la \u0219coal\u0103, \u00een organiza\u021bii de tineri, etc.) ofer\u0103 \u0219anse noi pentru a descoperi talente. Condi\u021bia este s\u0103 fii deschis mediului. Stimularea copiilor spre aceast\u0103 deschidere este o condi\u021bie pentru ca ei s\u0103 \u00ee\u0219i dezvolte cu adev\u0103rat talentele. Le d\u0103 o imagine de sine pozitiv\u0103 \u0219i \u00eencrederea s\u0103 \u00eendr\u0103zneasc\u0103 s\u0103 \u00ee\u0219i dep\u0103\u0219easc\u0103 propriile limite.\u00a0<\/span><\/p>\n

Rolul mediului \u00een c\u0103utarea talentelor prime\u0219te astfel un sens important: aprecierea, at\u00e2t de c\u0103tre p\u0103rin\u021bi c\u00e2t \u0219i de profesori \u0219i colegi. Aceast\u0103 apreciere are ca scop s\u0103 \u00eei \u00eent\u0103reasc\u0103 pe copii \u00een ac\u021biunile \u0219i inten\u021biile lor \u0219i astfel s\u0103 creeze \u0219anse ce sunt absolut necesare pentru a cre\u0219te. Pot fi implica\u021bi \u00een acest context \u0219i parteneri sau activit\u0103\u021bi \u00een afara \u0219colii. E important s\u0103 facem eforturi pentru a g\u00e2ndi cum toate aceste influen\u021be ale mediului pot fi aduse \u00eempreun\u0103 \u0219i armonizate.<\/span><\/p>\n

Povestea dezvolt\u0103rii talentelor nu este prin urmare o \u00eent\u00e2mplare pur individual\u0103 \u00een care fiecare \u00ee\u0219i face pur \u0219i simplu treaba lui. S\u0103 ar\u0103\u021bi propriul talent altcuiva, s\u0103 te la\u0219i inspirat \u0219i s\u0103-i inspiri pe al\u021bii. Talentul cre\u0219te \u00eentr-un context de cooperare \u00een care fiecare se sus\u021bine \u0219i se completeaz\u0103. Ai nevoie de cel\u0103lalt pentru ca s\u0103 po\u021bi s\u0103-\u021bi descoperi talentul \u0219i s\u0103 \u00eel aprofundezi, ceilal\u021bi au nevoie de tine pentru ca s\u0103 se cunoasc\u0103 ei \u00een\u0219i\u0219i mai bine. O astfel de rela\u021bie \u00eentre copii duce la o dinamic\u0103 de grup pozitiv\u0103.\u00a0<\/span><\/p>\n

Entuziasm pentru a face<\/b><\/p>\n

Abordarea cu focus pe talente face apel la fiecare din noi s\u0103 ne \u00eendrept\u0103m aten\u021bia con\u0219tient c\u0103tre apreciere \u0219i cre\u0219tere, prin a privi \u00een majoritatea timpului c\u0103tre ceea ce copiii fac deja bine, sau c\u0103tre ceea ce fac motiva\u021bi \u0219i cu pl\u0103cere. S\u0103 privim c\u0103tre ceea \u00eei face s\u0103 se dedice complet, s\u0103 fac\u0103 eforturi, c\u0103tre ceea ce \u00eei face s\u0103-\u0219i caute limitele \u0219i s\u0103 simt\u0103 cum cresc, locul unde sunt cu o implicare \u00eenalt\u0103. <\/span><\/p>\n

Ne dorim ca fiecare copil s\u0103 aib\u0103 \u0219ansa \u00een mai multe momente s\u0103 tr\u0103iasc\u0103 experien\u021be pozitive la \u0219coal\u0103, s\u0103 descopere lucruri despre el sau ea \u0219i de aici s\u0103 simt\u0103 un stimul pentru a repeta acele experien\u021be, de a aprofunda. Ne dorim ca fiecare copil s\u0103 creasc\u0103 f\u0103r\u0103 s\u0103 existe tot timpul o m\u0103surare care \u00eei spune dac\u0103 a crescut destul de bine. Acest lucru are leg\u0103tur\u0103 cu \u00eencrederea pe care o acord\u0103m capacit\u0103\u021bii copiilor de a cre\u0219te \u00een locul unui focus continuu pe ceea ce \u00eenc\u0103 nu fac \u0219i pe rezultatele lor directe. Astfel, fiecare poate cre\u0219te \u00een ritmul lui \u0219i la nivelul lui. Prin lucrul cu talentele contribuim nu doar la imaginea de sine a fiec\u0103rui copil, dar le d\u0103m \u0219i contextul, baza de la care fiecare poate experimenta ceea ce este flow-ul<\/span>, <\/span><\/i>acel spa\u021biu unde, prin efort, fiecare poate cre\u0219te \u0219i unde talente ce nu sunt vizibile direct se pot l\u0103sa v\u0103zute.<\/span><\/p>\n

Acest articol face parte dintr-o serie de 3 articole care abordeaz\u0103 tema: O hart\u0103 a comorii pentru a descoperi s\u00e2mburii de talent.<\/p>\n

Autor \u2013 Ivan van Gucht
\nTraducerea \u0219i transcrea\u021bia \u2013 Monica Diaconu
\nText preluat de pe blogul Centrului de \u00cenv\u0103\u021bare Experien\u021bial\u0103 CEGO Leuven, Belgia,\u00a0expertisecentrum.cego.be<\/a>
\nFotografii: www.freepik.com<\/p>\n","protected":false},"excerpt":{"rendered":"

“If you focus on problems, you find more problems,\u00a0 \u00a0If you focus on successes, you find more successes.” (Mac Odell) Dac\u0103 \u00eei \u00eentreb\u0103m pe educatori sau \u00eenv\u0103\u021b\u0103tori, ei ne vor spune c\u0103, \u00eenc\u0103 de c\u00e2nd \u00eencep o grup\u0103 la gr\u0103dini\u021b\u0103 sau \u00een clasa preg\u0103titoare, ei \u0219tiu care sunt copiii ce sunt \u00een pericol s\u0103 nu […]<\/p>\n","protected":false},"author":8,"featured_media":4194,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[68,58,56,87],"class_list":["post-4193","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-dezvoltare-personala","tag-educatie","tag-invatare-experientiala","tag-talente"],"yoast_head":"\nAlegerea unor "ochelari" pozitivi \u0219i apreciativi<\/title>\n<meta name=\"robots\" content=\"index, follow, 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