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modafinil to buy п»ї<title>Is it true that children are like sponges?</title>
Children are like sponges. How many times have we heard this expression? This idea is so ingrained in our collective social unconscious that we rarely get to question it. With this statement, we assume, for example, that nothing can be as advisable as transmitting as much information as possible to the child's brain at an early stage.
But what is so true about this idea? Is it true that the brain potential of children between 0 and 5 years of age is as incredible as they say it is? Education professionals know that this idea is reflected in reality with nuances. In fact, there is one thing we are all very clear about: a sponge cannot absorb more water than its own capacity allows.
A child's mind is not an empty cubicle. It is not a closet where one can fill it at will with infinite objects, books and materials. The human brain does not simply gobble up the information it receives from its environment: it processes it, crumbles it, interprets it and must give it meaning. Learning, moreover, is an active process that is directly linked to emotions.
Our children need good foundations from which to consolidate their learning. It is not enough just to fill, we must create a good foundation based on affection and security. We must also encourage curiosity, play, enthusiasm, and the joy of interacting with everything that surrounds them. This is undoubtedly the real secret.
"To take care of the brain, the most important thing is affection".
-ГЃlvaro Bilbao
Children are like 'sponges', an idea that needs to be reinterpretedAs parents, if there is one thing we want from our children, it is for them to be happy. In recent years, however, we also want them to be well prepared for the demands of the future. Sometimes we want them to acquire certain skills as soon as possible: reading, writing, mathematics, two foreign languages....
Almost without realizing it, in this eagerness to educate potentially brilliant children, what we manage to do is to raise hyper-stimulated children with a higher level of anxiety than their parents. We have been convinced for years that children are like sponges and, therefore, we are accelerating stages in their development without knowing that the brain also has its times and, above all, its needs.
A brain with potential but sensitive to excessive stimulationIt is true that a child's brain has great potential when it enters the world. After birth and up to 7 months, thousands of neurons will move from inside the brain to its frontal lobe. Later and up to the age of 3 years, this organ will have its maximum threshold of plasticity.
Studies, such as the one carried out by Dr. Arthur Toga of the University of Texas and published in Cell, for example, even allow us to see the whole brain mapping of a child during the maturation process.
Through MRI scans, it has been discovered that up to the age of 10, the glucose consumption of a child's brain is twice that of adults. And the reason for this lies in the energy cost caused by the very high neuronal connection experienced in that first decade of life.
However, there is a fact that we must understand. As Dr. Arnold Scheibel, director of the UCLA Brain Research Institute, explains, a child's learning should be a 'feast', something festive, never a stressful experience. Thus, when the level of stimulation is excessive, the brain releases cortisol, the stress hormone, which is very counterproductive for child development.
In a society based on immediacy and competitiveness, many parents want their children to assume certain competencies as soon as possible. As a result, many children end up with agendas more full of activities than adults.
Thus, play has become distorted. It seems that games that do not teach are meaningless, when the main purpose of play in childhood is fun and enjoyment. The reflection of this policy can be seen in many of those children we label as hyperactive. We do not always succeed in making our child the brightest, let alone the happiest.
It is true that our children's brains have great potential, but like any maturing organ, they have their own time. It is impossible to teach them to read or write if they have not first matured those visual structures that allow them to focus, discriminate and interpret symbols. Nor when they have not worked on hand-eye coordination.
In Finland, between 0 and 6 years of age, reading and writing skills are not prioritized. In schools, other skills are worked on, those that will help a child to build good brain foundations with which to favor learning later on. But what do these other skills consist of?
Play.
Movement, gross and fine motor skills.
Social interaction.
The development and refinement of the senses.
Emotional intelligence.
To conclude, although it is true that the first decade of a child's life is key for his or her development, we must never drift into hyperstimulation. We cannot neglect the importance of symbolic play, of fostering their creative spirit, of promoting good emotional intelligence, of encouraging movement, interaction with their environment, curiosity, the pleasure of discovery....
Therefore, let us reformulate the idea that children are like 'sponges'. Our little ones are 'people' who deserve maximum learning opportunities, as well as our affection and the opportunity to enjoy the best childhood. No pressure, no idealism.
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