It is very important to create at a young age, values such as responsibility, reaching goals, and learning a way to get what they want through saving.

On the occasion of the International Children’s Day, from Superpadres.com highlight the importance of educating in values ​​to train future citizens responsible, autonomous and free, offering some basic guidelines to parents when faced in the arduous task of educating their Children, with pedagogical criteria and with a view to teaching the values ​​that will govern the adult life of their children as future citizens.

1. The Iceberg

The education of the children is like an iceberg, in which, according to experts, the part that is under water and which holds all its weight, is 10 times larger than the part we can see. In education there is also a visible part and another part “under water”: education in values, emotional … That is the one that really holds all its “weight.” Not always to this part is given all the attention it deserves and the iceberg cracks ….

2. Sowing from childhood

A very important part of how children will think and act throughout their lives has to do with how they think and act in their childhood. In childhood it is where the construction of the “building” of education is cemented. If in childhood, personal competences such as self-knowledge or social competences such as communication or empathy have not been sown, it is very difficult for them to appear after a spontaneous way. In childhood, an emotional reservoir is generated, to which parents and children can “grasp” in moments of greater distance.

3. Family / School Coeducation

It is not possible for children to reach full development of their intellectual and emotional competences if it is not since Family-School co-education. In the balance of Coeducation, it is the school ‘s responsibility to assume the greatest weight in the formation of intellectual – technical competences, and it is the family that must assume the greatest weight of training in emotional values ​​and competences. Any kind of disavowal only subtracts consistency and coherence from what the parents say or do, opening the door wide open to other educational agents whose ends do not always seek the best of the children.

4. Exemplary

Children learn from what adults say but, fundamentally, from what they see their parents do. As Einstein says: “To give example is not the main way to influence others, it is the only one”. When something is said and the opposite is done, what the children internalize is the fragility of the principles of their parents. Without the coherence of saying and doing educational action loses all its strength and meaning.

5. Balance between Yes and NO

NO is also part of education. When a child is always educated from YES, what he really learns is to say NO to his parents. The limits mark the channels that will make it easier for children to build a personal and positive way of being and being in life. Avoiding the tired conflict of the NO or overprotecting to avoid frustrations are strategies with a very short and inefficient route. Setting limits is not at odds with freedom.

6. Know how to listen

As Zeno said, “nature has given us two ears and a mouth to teach us what is better to hear than to speak.” The only way for children to understand what they are told is to understand, first, what they mean. Empathy is the foundation on which we must build all communication processes between parents and children. Communication should never be understood from a “I win-you lose” perspective, but from a “I win-you win” dynamic.

7. Being versus Having

Faced with a continuous search for happiness in the great things …. it is necessary to help the children to find happiness in the small things of life. Find happiness in what they are and not in what they have. The aim of education should be to achieve full development of the potential of children, respecting their individuality, but also to contribute to the achievement of a fairer citizenship.

8. Progress without resigning

Do not live your back to progress, but that does not mean giving up the solidity of timeless values. Values ​​like effort do not change with time. Educators must know how to look to the past, to live in the present and to project in the future. The new technologies are an undeniable advance that must be interpreted technically, but in no case should “require” a change in the system of values ​​itself, in emotional development. Faced with the obviousness that technology neither feels nor suffers, it is the people who make it a tool that contributes or removes …

9. Pedagogy of calm

Children need times to do, but also times to stop and think about what they do. The accumulation of activities for the sole purpose of increasing the curriculum in a society that “self-defines” itself as competitive can not be sustained unless it is

For more information contact us or go to www.yaconsulting.org