From preschool to life

By: Antonio López Sánchez

Prescolar Cuba

A close person, the mother of a preschool girl, tells us about a very unique situation. In the little girl’s classroom, the teacher intends to set up a children’s play to celebrate an equis date and, by the way, motivate her students to have a good time at school. It should be noted that the little girl, as harmless and calm as the scourge, has as her personal motto her participation in everything possible. In this way, her enthusiasm has no limits to the possibility of making her acting debut.

However, the teacher complains that, in a classroom with a couple of dozen students, she almost never gets the quorum needed to be able to rehearse and present the planned ondrance. For obvious reasons, the show involves almost all of the group’s fiñes. The reason for this fact is very simple, but it rubs against the creepy. There are a good number of the mothers and fathers of their students who believe that preschool is not such an important thing. In this way, the per hundred daily absences, and the frequency of these for any reason, are recorded on very high guarismos. The most visible of the consequences of this issue is that, to the unhappiness of those who do attend regularly, the teacher has never managed to carry out the execution of her stimulating theatrical project.

You don’t have to be an expert in pedagogy to be frightened by a fact like this. Fear comes not so much because some acting career is delayed or lowered by a couple of grams the doses of enthusiasm for culture, but because it is not an isolated event about missing from class for any reason, nor does it occur only at those preschool levels. There are a couple of friends and colleagues of my generation who remember that absenting from school, in any grade, but especially in our years of elementary school students, was relatively little. Of course, in addition to being taught that absenteeism was not positive behavior, the influence of parents was vital to creating in their children the awareness that being in the classroom on a daily basis was more important than anything. We might like it more or less, it might be more or less attractive, but it was a duty. The school was necessary, compulsory, and had to be met under any circumstances.

On the other hand, preschool, seemingly easy and even inconsecent for some, is a very important stage for children. It is just the place where this complicated amalgam of showing and forming the behaviors that will then be essential in a classroom and in life begins to develop. More than games, the first values, rules and discipline needed to exercise the many learnings of this stage are already instilled. Perhaps, in the ignorant sight of some parents, the knowledge their children acquire in this degree is not much. Actually, the opposite is true.

Preschool is the prelude, the vital first step in that journey that will conclude with the already more complex process of learning to read and write. The educational programs of this degree are designed according to accentuate in infants the psychomotor skills, muscle control, the daily practice of increasingly long periods of care and concentration for the sake of a goal. It may not be clear from adults that pure and hard knowledge is acquired, but it is formed, shaped, the foundational seats of a larger journey are prepared. In short, preschool is an essential training to exercise and fix each and every mental and physical process, which are required for the next learning. Said wrong and fast, those months are an inescapable foundation that will sustain, as well or bad as forged, everything that comes next.

On the other hand, absenteeism through, other negative attitudes and thoughts are fixed on the always awake and avid mind of infants. Those children who are missing from preschool today perceive that they are doing so because of the leave and behavior of their responsible relatives. They know their parents don’t take them to school for whatever reason. Then they’ll also assume that school isn’t a big deal.

Children are like small machines, programmed from the factory to learn, fix and, very importantly, repeat everything that happens in their environment. We are talking about unstopmable and very intelligent automatons, with unsensented energy, endowed with an incredible and rapid capacity for absorption and assimilation of the reality that surrounds them. Each infant also has their own interests, their own desires and very soon develop the way they fight and achieve such goals. I’m corrected by a psychologist or some mother or grandmother involved, but among the interests of a young child going to school, going home and leaving the games because it’s dark or about to rain, turn off the TV, eat, bathe and sleep on time, will almost never be the priorities. That’s where education, the formation of habits and duties come into play. If the child is not instilled in discipline and rigor, if he is not shown from an early age that there are also responsibilities, duties and limits in life, then they will never learn or exercise them. It goes without stressing that the bad, you will know why dark reasons of attraction, is what is the easiest and fastest you learn.

Those little ones left today are the ones who are going to miss their jobs tomorrow for any reason, without remorse or unease for what they leave behind. If today, in the age of forging habits, missing and worrying is one more game, a distant a scroll on the list of vital priorities; tomorrow in adulthood, and both for bosses and subordinates, working, being disciplined and efficient will be a completely ballad.

In the history of marras, there is also another fact of strong connotations and influences on childhood perceptions about the world and the corresponding behaviors. The prize they do attend is that they cannot represent and enjoy their work, just because of those who are missing. The rewards of right, to do the right thing, are not fulfilled and frustration takes up instead. Doing good, what touches, the established, does not matter, because of evil, no fruits or benefits are received. They lose the good guys, but you don’t punish the bad guys. The consequences that such feelings can unleash from an infant’s mind, to his adulthood tomorrow, could be of epic proportions. De facto, on a social scale, we already live daily some of them.

I remember a disciple in college years, who shared with him a taste for police novels and espionage issues. One time, he reflected on two books by the Cuban writer Luis Rogelio Nogueras. Anyone who knows Wichy’s work (whose reading, equal in narrative and poetry, we recommend), will know that, both in Us, the survivors and in Y if I die tomorrow, it highlights a terrible common factor. In both novels, the protagonists die in the desperate attempt to fulfill their duties, regardless of risks or consequences. The questions asked by the colleague about the message of these texts, is doing good rewarded or punished; how much does it cost to do good?

Maybe yes, doing good is always the hardest and most expensive thing. However, perhaps not so much to answer the question, but to take positions, there remains clear evidence. The two literary characters, however, even the loss of their lives, did good, fulfilled their responsibilities and duties. In this determination, ranging from the minimum contribution to education, and personal training, from not missing classes, to trying to fix the crookedness of a country, there is the answer that we must now assume in the plural. Good must always be done, for even if it were for others, it will always bear fruit. Besides, and surely, in that attempt, not everyone is going to die. Ω

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