{"id":1825,"date":"2014-11-10T16:12:11","date_gmt":"2014-11-10T16:12:11","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=529"},"modified":"2024-05-13T18:30:13","modified_gmt":"2024-05-13T16:30:13","slug":"fem-cami-junts-la-construccio-de-les-relacions-emocionals-entre-infants-familia-escola","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2014\/11\/10\/fem-cami-junts-la-construccio-de-les-relacions-emocionals-entre-infants-familia-escola\/","title":{"rendered":"Fem cam\u00ed junts: La construcci\u00f3 de les relacions emocionals entre infants, fam\u00edlia i escola"},"content":{"rendered":"

Un fet inq\u00fcestionable de la nostra\u00a0societat \u00e9s que els infants, gaireb\u00e9\u00a0des dels primers anys de vida, assisteixen\u00a0a l\u2019escola. La pressi\u00f3 social\u00a0per assolir una bona formaci\u00f3\u00a0per al futur fa que aquesta instituci\u00f3\u00a0habitualment posi m\u00e9s \u00e8mfasi en els\u00a0aspectes acad\u00e8mics. En canvi, hi ha\u00a0uns altres aspectes de caire emocional\u00a0i afectiu que sovint queden en segon terme.\u00a0No hem d\u2019oblidar que\u00a0els objectius de l\u2019escola fan refer\u00e8ncia\u00a0a l\u2019educaci\u00f3 integral de les persones,\u00a0per tal que en el futur tinguin\u00a0criteri personal i siguin capaces de\u00a0formar part de la societat gaudint de\u00a0plena autonomia i llibertat i criteri\u00a0personal.\u00a0<\/strong><\/p>\n

Aix\u00ed doncs, la instituci\u00f3 escolar es\u00a0converteix en un important context\u00a0de desenvolupament i agent socialitzador,\u00a0que partint del coneixement\u00a0de l\u2019infant i el seu entorn\u00a0familiar afavoreix la construcci\u00f3\u00a0d\u2019una din\u00e0mica relacional on es\u00a0consideren les necessitats i els\u00a0sentiments mutus, elements que cal tenir en compte en el proc\u00e9s educatiu dels infants.<\/p>\n

Condicions amb qu\u00e8 els infants inicien l\u2019escolaritat<\/h3>\n

\"GIN68\"<\/a>Sabem que els infants, quan neixen,\u00a0reben les influ\u00e8ncies del medi en\u00a0qu\u00e8 viuen i que la qualitat d\u2019aquest\u00a0proc\u00e9s interactiu entre les criatures i\u00a0el seu entorn esdev\u00e9 el punt de refer\u00e8ncia\u00a0perqu\u00e8 es puguin incorporar\u00a0a la societat en condicions\u00a0\u00f2ptimes (Vigotski, 1978).<\/p>\n

Coneixem tamb\u00e9 que, per aconseguir\u00a0aquesta qualitat interactiva, cal\u00a0considerar la necessitat de gaudir\u00a0de seguretat emocional i tenir en\u00a0compte que aquesta s\u2019inicia amb la\u00a0construcci\u00f3 dels vincles en el si de\u00a0la fam\u00edlia, entesa com el primer context\u00a0de desenvolupament. La seguretat emocional esdev\u00e9, doncs, unelement clau per sentir-se b\u00e9 i poder iniciar, sense entrebancs, relacions\u00a0noves en altres contextos, amb les persones adultes i els iguals, com\u00a0tamb\u00e9 poder pensar, diferenciar-se i\u00a0interessar-se per l\u2019entorn en general.<\/p>\n

Tot aix\u00f2 facilitar\u00e0 que els infants estiguin\u00a0preparats per gaudir aprenent\u00a0construir coneixement i adaptar-se a la societat\u00a0sense dificultats. D\u2019altra\u00a0banda, si la seguretat emocional no\u00a0est\u00e0 ben resolta, repercutir\u00e0 en l\u2019actitud\u00a0de les criatures i esdevindr\u00e0 un\u00a0obstacle per assolir un desenvolupament\u00a0de qualitat (Bowlby, 1976).<\/p>\n

At\u00e8s que cada relaci\u00f3 entre l\u2019infant i\u00a0l\u2019entorn \u00e9s \u00fanica, s\u2019observen difer\u00e8ncies\u00a0individuals clares en el comportament\u00a0de les criatures pel que fa al\u00a0tipus de vincles constru\u00efts amb les\u00a0persones cuidadores preferents. Els\u00a0estudis realitzats per Ainsworth\u00a0(1970), posteriorment validats per\u00a0L\u00f3pez (1999), ens aporten informaci\u00f3\u00a0sobre les caracter\u00edstiques dels\u00a0vincles constru\u00efts.<\/p>\n

Aix\u00ed doncs, infants segurs, tranquils,\u00a0emocionalment estables, amb inter\u00e8s\u00a0per l\u2019entorn, es trobaran a l\u2019escola\u00a0amb uns altres de m\u00e9s insegurs, sovint ansiosos, inestables emocionalment, recelosos i sense o amb menys\u00a0curiositat pel que els envolta. Els primers gaudiran d\u2019unes bases emocionals\u00a0millors que els altres per afrontar\u00a0sense patiment les demandes pr\u00f2pies\u00a0del nou context de desenvolupament.<\/p>\n

At\u00e8s que cada relaci\u00f3 entre\u00a0l\u2019infant i l\u2019entorn \u00e9s \u00fanica,\u00a0s\u2019observen difer\u00e8ncies individuals clares en el comportament de les criatures\u00a0pel que fa al tipus de vincles\u00a0constru\u00efts amb les persones\u00a0cuidadores preferents.<\/p><\/blockquote>\n

Les persones amb qui es construeixen\u00a0<\/strong>els primers vincles afectius esdevenen,\u00a0<\/strong>doncs, els referents que\u00a0<\/strong>guiaran tota la descoberta de l\u2019entorn f<\/strong>\u00edsic i social que realitzaran els infants<\/strong>\u00a0i seran les que els proporcionaran la\u00a0seguretat necess\u00e0ria per fer-ho.<\/p>\n

En aquesta construcci\u00f3, hi participen\u00a0activament tant els infants com les\u00a0persones adultes preferents. La qualitat\u00a0de la seva resposta esdevindr\u00e0 un\u00a0element molt important per a l\u2019esmentada\u00a0construcci\u00f3 (Rovira, 2000). Aquesta resposta estar\u00e0 condicionada sovint per la hist\u00f2ria personal dels cuidadors, del moment i\/o de la\u00a0situaci\u00f3 social en qu\u00e8 es troben i del projecte de vida que hagin dissenyat per als fills i les filles. \u00c9s a dir, de la \u00abmissi\u00f3\u00bb que, de manera m\u00e9s o menys inconscient, encarreguen a les seves criatures. En aquest sentit, Cyrulnik (2005), citant Bourguignon, explica que les criatures que, fins i tot abans de n\u00e9ixer, reben \u00abun enc\u00e0r –\u00a0rec\u00bb dels pares en relaci\u00f3 amb el seu futur, acostumen a tenir una vida dif\u00edcil condicionada per aquesta \u00abmissi\u00f3\u00bb.<\/p>\n

Els infants ja es posen en\u00a0contacte amb el segon context\u00a0de desenvolupament,\u00a0l\u2019escola, amb una hist\u00f2ria\u00a0d\u2019interrelacions pr\u00f2pia i\u00a0\u00fanica per a cadasc\u00fa.<\/p><\/blockquote>\n

D\u2019altra banda, Margenat i altres (2011) han corroborat com, la majoria de vegades, aquesta missi\u00f3 dificulta el reconeixement, per part de les persones adultes preferents, de les veritables necessitats dels nens i nenes i com aix\u00f2 condiciona la possibilitat de donar la resposta adequada per poder-les cobrir. Tamb\u00e9 recordant Erikson (1985), posem de manifest com la qualitat d\u2019aquestes respostes afavorir\u00e0 o frenar\u00e0 el desenvolupament\u00a0de l\u2019infant basat en la confian\u00e7a en si mateix i en l\u2019altra gent.<\/p>\n

Els infants, doncs, ja es posen en\u00a0contacte amb el segon context de\u00a0desenvolupament, l\u2019escola, amb\u00a0una hist\u00f2ria d\u2019interrelacions pr\u00f2pia i\u00a0\u00fanica per a cadasc\u00fa.<\/p>\n

(…)<\/p>\n

FONT:\u00a0<\/strong>Revista Guix d’Infantil n\u00fam.68 (Infants, museus i educaci\u00f3 cient\u00edfica<\/em>). Clic aqu\u00ed<\/a>.<\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

La instituci\u00f3 escolar esdev\u00e9 un important context de desenvolupament i agent socialitzador que, partint del coneixement de l\u2019infant i del seu entorn familiar, afavoreix la construcci\u00f3 d\u2019una din\u00e0mica relacional on es consideren les necessitats i els sentiments mutus, elements que s\u2019han de tenir en compte en el proc\u00e9s educatiu dels infants.<\/p>\n","protected":false},"author":544,"featured_media":530,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[251,187,252],"tags":[249,250,199,232,253],"tipo":[],"class_list":{"0":"post-1825","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-educacio-afectivaemocional","8":"category-familia-i-educacio","9":"category-habilitats-socials","10":"tag-coresponsabilitat-educativa","11":"tag-desenvolupament-emocional","12":"tag-escola","13":"tag-familia","14":"tag-vincle-afectiu"},"yoast_head":"\nFem cam\u00ed junts: La construcci\u00f3 de les relacions emocionals entre infants, fam\u00edlia i escola - 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