On responsibility in the education of children: family and school.

Responsibility in the educational community may seem somewhat diluted.

Many times we hear us, as professionals or as citizens, the claims of parents, teachers, talk show hosts, about the importance of children's education.

We can start from different paradigms about intelligence, personal development, and individual variables to create our own conception of the construct educationbut we often forget something as basic as the declaration of the rights of children. children's rightswhich are included in the Convention on the Rights of the Child.

Education: responsibility of families, schools and society.

This statement does not only refer to the obligation to cover the basic needs for their subsistence, but also to their right to freedom and happiness that they should enjoy in order to grow up as mentally and emotionally healthy adults, without forgetting the enjoyment of their current vital stage not only as a mere transition to the adult world.

Helping and accompanying children as people and not as beings without the capacity to make decisions and create their own cognitive schemes about reality should be the main mission of any "developed" society, and this process goes first of all by not projecting our adult mind on children.

Activities such as playground management or bringing together children who are more advanced in certain subjects with other children with more difficulties in assimilating the concepts, family situation or vital moment, are key points in educational innovation projects. But, taken without the necessary rigor, they can become more of a problem than a solution.

An example of this may be the failure to manage the process that occurs in the relationship between two children when it comes to meaningful learning. meaningful learning through the interaction and teaching of one student to another. As professionals we have a duty to resource and accompany the process rather than leave the educational process between two people to chance. It is the closest thing to the dilemma between the child as scientist versus the child as anthropologist.

It has been sufficiently demonstrated that children learn in a context bathed in culture. context bathed in cultureThey learn from their peers accepted patterns of action within the society in which they live. They do not seek the scientific laws of the processes or elements they encounter in their life stage. Therefore, as authentic anthropologists in miniature that they are, we have to bring them closer to the culture, being mere intermediaries between social learning and the child, without projecting our vision and our adult work on them.

Institutions and education

Is it possible to respect a teacher as an authority figure if he/she is not able to manage conflicts? conflicts between children? The teacher, as an intermediaryThe teacher, as an intermediary, must have the skills to help manage the processes involved in conflict, since children experience it as such. The statement "when you are small you have small problems, when you are big you have big problems" serves to perpetuate a loop of conflicts accumulated since childhood and that can develop in adulthood in the form of pathologies or personality disorders that affect their daily life and interpersonal relationships. Each stage has its vital goals, although they are not an immovable rule, and children live conflicts as such and with respect to their vision as children, not thinking about how to stop worrying about their problems just because adults have more responsibilities.

As stated in Article 8 of the Convention on the Rights of the ChildIt is the State's obligation to protect and, if necessary, to restore the child's identity, if the child has been deprived of it in whole or in part (name, nationality and family ties). The State would be encompassed according to Bronferbrenner's ecological theory in the macro-context along with social norms, legislation, etc. Thus, education and the preservation of children's rights and their education goes beyond the purely academic: it is the responsibility of all the factors that make up the conglomerate of society. In addition, we can also observe the direct relationship of the environment to the child and the transformative potential of the child to his or her environment. Conclusions

As conclusions or as a way of reflection, it can be said that the management of conflicts and relationships between children, are a fundamental part for the next generations that will become active members of society, even more than they already are, to improve the deficiencies and mistakes made in a cyclical way in society. The educational responsibility does not only lie with the school or the parents.By educational environment we mean all the contexts in which the child moves, not only academic (since they are constantly being educated to be part of the culture in which they are immersed in any daily social context).

Ensuring the children's rights should not be trivialized just to have the basic needs to subsist covered, but the deficit as well as the excess of information without a management adapted to individual and general needs, are equally un-enriching.

"That pedagogy has to be based on knowledge of the child in the same way that horticulture is based on knowledge of plants, is an apparently elementary truth."

-Édouard Claparède