How to motivate children who lose interest in learning

Tips for parents with demotivated children at school:

Many parents are worried because their children do not do homework, do not pay attention in class, have no interest in getting good grades. It seems that to their children, everything that has to do with studies is indifferent and they are apathetic, discouraged and disinterested.
One of the most important tools parents can use to help them is motivation. When a child is motivated, he makes sense of what he does.
Causes of demotivation of children in school
But what is motivation? They are the stimuli that move the person to perform certain actions and persist in them for their culmination. We can find different types of motivation or demotivation, when one of these motivations is lost:
1. Intrinsic motivation: When the person performs an activity by himself, without external incentives. It is done for pleasure, curiosity, etc.
2. Extrinsic motivation: When what attracts the person is not the action itself, but what he receives in exchange for doing it. The person moves by external factors such as money, gifts, or in the case of children, stickers.
3. Positive motivation: Represents the reasons why you want to reach a goal
4. Negative motivation: Represents the reasons why you do NOT want to achieve a goal.
Motivation is the key to learning. It is essential to work from home and, thus, can be developed from daily activities such as: collect toys, dress, set the table, etc. Or from activities that pose a challenge such as: cycling, rollerblading or swimming
Tips to motivate children at home
The problem may not be lack of motivation. Many times we focus on that but what happens is something else, such as: a learning difficulty, a personal conflict with the teacher, problems with friends, they get bored in class because they find it very easy, etc. What can we do so that they don't lose interest in learning?
1. Plan short-term and long-term objectives: The objectives are very good motivators when they are met. The best objectives to mark young children are those of short term that can be fulfilled in a short period. To do this, parents should suggest tasks such as cleaning their toys or taking out the trash. As children get older they will have to be encouraged to look for long-term goals.
2. The objectives, better if they are specific: The more concrete objectives can be measured. Concrete achievements give children reasons to be more motivated.
3. Sense of competition: In its right measure it can be the most important motivator. The reason for setting goals should be for the child to learn that he can achieve everything one sets out.
4. Use positive and encouraging language: It is not the same to praise your child's work as to encourage it. When we praise we do it for the triumph achieved, however when we encourage we recognize the great effort it is making.

Tips to motivate children in school:

1. Expose the achievements of the child: Choose two or three of the work you have done at school and you like to put them in the fridge, or hang them in your room. They can be drawings, math work, dictations, etc ...
2. Talk about school on a regular basis: We must give the daily opportunity for the child to share his experiences at school with adults.
3. As the child learns and improves in school we have to compare his work today with those of the past so that he sees the progress he is making and feels proud
4. Beware of expectations: Sometimes there is a situation in which parents and even children have very high expectations. This can be counterproductive as it will cause many children not to try to do things for fear of failure.
5. Strengthen the learning style that best performs: Thanks to multiple intelligences, children learn in different ways, reading, writing, repeating, experimenting. We must define what our child's learning style is and reinforce it by giving opportunities in which he can fulfill his potential to the fullest.


Student: Rosina Barbé
Group: 4°A Magisterio - August 2019
Source: www.guiainfantil.com Borja Quicios (psicólogo educativo)

Educate with a gender perspective

Specialists in the field recommend establishing equality plans in the centers and training teachers in coeducation

Working on gender equality from school, especially with children in Infant and Primary Education,

can help eliminate gender-related stereotypes and, consequently, prevent situations of sexist

discrimination in the future.

Change gender stereotypes from early childhood: There are several studies that attempt to explain

how gender stereotypes are acquired during childhood and how they can be avoided.

Social learning theorists consider these to be behavior patterns learned through direct and indirect

experience, and observation.

But when do children begin to acquire these gender stereotypes?

The study Attitude in children and adults on gender stereotypes in children's toys (2008) reveals that

both girls and boys between 3 and 7 years old already relate toys with their gender influenced by

traditional and gender factors acquired in the family, school and through the media. The conclusions

of this research, carried out by academics of the University of Granada, indicate that it is necessary to

promote the training of educators towards gender equality, since their contribution in the classroom is

the best way to start eliminating sexist content in Our culture.

Therefore, specialists in the field consider that the role of the education system and teachers, as well

as the family, is essential for the transmission of values ​​of respect, tolerance and equality between

women and men. Most agree that it is necessary to help school children to reflect and offer them

strategies that allow them to prevent or or eradicate inequality and, therefore, gender violence from

its intimate, personal and social environment.

In Primary and especially in Early Childhood Education, students have a great receptivity when it

comes to learning, so they are the ideal stages for children to assimilate egalitarian behavior patterns.

 Center policies based on co-education and equality plans:

Establishing coeducation as a pedagogical proposal of the center constitutes the most valuable

educational policy to educate in gender equity from school, according to the participants in this

monograph. In coeducation, training and education are given on equal terms for both sexes and

there is no limit to the learning of each of them. "The coeducational school aims to eliminate gender

stereotypes overcoming social inequalities and cultural hierarchies between girls and boys," according

to the Coeducation Guide: Synthesis on Education for Equal Opportunities between Women and

Men (2008), of the Women's Institute.

It is therefore necessary that in the educational environment work on co-education and co-responsibility

from an early age and at all educational levels, according to specialists. This requires the involvement

of the entire educational community of the center and implement among all its members a coeducational

project of the entire school.

The process to carry out an equality plan consists of three main phases that can be implemented

consecutively: the diagnosis of gender equality in the educational center, the design and implementation

of the equality plan and the monitoring and evaluation of the same.

 The sources investigated for this report and the participants in this monograph agree to carry out center

policies such as the following:
Include the equality of women and men in the educational project of the center, in curricular programming and in the assignment of responsibilities and spaces. Perform regular training for teachers in coeducation and strategies to promote gender equality education. Select school materials, textbooks, pedagogical resources and non-sexist educational projects, as well as work on contents that promote equality values, such as songs, books, references and models that contribute to offering a new vision and more in line with equality between the sexes. Stipulate that teachers avoid treating boys and girls in class differently according to their gender and motivate them to participate equally in classroom tasks and share responsibilities in the same way. Encourage in class and outside games and toys neutral, cooperative and shared. It would be necessary to establish, as a center policy, that the courtyards be coeducational, that is, that they have three well-differentiated spaces: a quiet play area, another of movement and psychomotor skills, and another of experimentation with nature. Collaborate with families and train them to provide guidelines and criteria to practice at home to avoid sexist stereotypes.
All of this must entail a comprehensive plan in each center in which families are also involved, as well
as the different agents involved in education, teachers and management teams. Thus, educating in
equality from early childhood in schools is a task that falls to both the management team of educational
centers, teachers, administrations, families and society as a whole.

Source: EDUCAWEB

https://www.educaweb.com/noticia/2018/06/26/propuestos-educar-igualdad-genero-educacion-infantil-primaria-18509/ Recovered 08/08/2019 - 21:02. Bosada, M. Posted on 06/26/2018

Student: Nahidín Medina.

"CIPTA: ¡Create!"

Para realizar la lectura del cómic cliquea aquí. 

     Este cómic es el ganador del concurso “Superhéroe de la Escuela”, organizado por la UNICEF en su campaña de eliminar la violencia de los centros educativos. 

     La creadora se llama Rizka, tiene 18 años de edad y es de South Sulawesi, Indonesia. "Se considera una niña tímida y se inspira en la capacidad de usar el dibujo como un instrumento para hablar en contra de la injusticia. Eso fue lo que la llevó a crear a Cipta, para demostrar que cualquier persona tiene el poder de luchar contra el acoso."(UNICEF).

     El cómic será distribuido a 100.000 escuelas de todo el mundo con el objetivo de visibilizar el tema del acoso en los centros educativos.

Reseña:

     Cipta es una niña de 15 años capaz de convertir sus dibujos en objetos de la vida real y utilizarlos para detener la violencia en las escuelas. 

     En cuanto entra a una escuela y descubre que hay abuso, Cripta, cuyos poderes solo están limitados por su imaginación, utiliza todo su ingenio y empatía para restablecer la paz. 

Motivo de la selección:

     Considero que es sumamente importante trabajar con los niños y niñas estas temáticas, incluso cuando no tenemos situaciones de violencia en la clase. Visualizar estas temáticas contribuye a fomentar en las niñas y niños una cultura de la paz y el respeto por el otro.

Sourse: https://www.unicef.org/end-violence/school-superhero-comic-contest

Estudiante: Erika Cánepa. 

Why comprehensive sexuality education is important

Why comprehensive sexuality education is important
Did you know that only 34 % of young people around the world can demonstrate accurate knowledge of HIV prevention and transmission? And that two out of three girls in some countries have no idea of what is happening to them when they begin menstruating? These are some of the reasons why there is an urgent need for quality comprehensive sexuality education (CSE).

Earlier this month, UNESCO published a fully updated International Technical Guidance on Sexuality Education, which advocates for quality CSE to promote health and well-being, respect for human rights and gender equality, and empowers children and young people to lead healthy, safe and productive lives.

What is Comprehensive Sexuality Education?

Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realize their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives.

Why do young people need comprehensive sexuality education?

Too many young people receive confusing and conflicting information about relationships and sex, as they make the transition from childhood to adulthood. This has led to an increasing demand from young people for reliable information, which prepares them for a safe, productive and fulfilling life. When delivered well, CSE responds to this demand, empowering young people to make informed decisions about relationships and sexuality and navigate a world where gender-based violence, gender inequality, early and unintended pregnancies, HIV and other sexually transmitted infections (STIs) still pose serious risks to their health and well-being. Equally, a lack of high-quality, age- and developmentally-appropriate sexuality and relationship education may leave children and young people vulnerable to harmful sexual behaviours and sexual exploitation.

CSE plays a crucial role in addressing the health and well-being of children and young people. Applying a learner-centered approach, CSE not only provides children and young people with age-appropriate and phased education on human rights, gender equality, relationships, reproduction, sexual behaviours risks and prevention of ill health, but also provides an opportunity to present sexuality with a positive approach, emphasizing values such as respect, inclusion, non-discrimination, equality, empathy, responsibility and reciprocity.

What does the evidence say about CSE?

There is significant evidence on the impact of sexuality education. It emphasizes that:
Sexuality education has positive effects, including increasing young people’s knowledge and improving their attitudes related to sexual and reproductive health and behaviors.
Sexuality education – in or out of schools – does not increase sexual activity, sexual risk-taking behaviour or STI/HIV infection rates.
Programmes that promote abstinence as the only option have been found to be ineffective in delaying sexual initiation, reducing the frequency of sex or reducing the number of sexual partners. Programmes that combine a focus on delaying sexual activity with other content are effective.
‘Gender-focused’ programmes are substantially more effective than ‘gender-blind’ programmes at achieving health outcomes such as reducing rates of unintended pregnancy or STIs..
Sexuality education has the most impact when school-based programmes are complemented with the involvement of parents and teachers, training institutes and youth-friendly services.

Why have technical Guidance on sexuality education?

Countries are increasingly acknowledging the importance of equipping young people with knowledge and skills to make responsible choices for their lives. CSE supports young people’s empowerment by improving their analytical, communication and other life skills for health and well-being in relation to sexuality, human rights, values, healthy and respectful relationships, cultural and social norms, gender equality, non-discrimination, sexual behaviour, violence and gender-based violence, consent, sexual abuse and harmful practices.

What is new in the revised Guidance?

The original international technical Guidance published in 2009 positioned sexuality education primarily as part of the HIV response. However, while HIV prevention remains important, evidence and practice demonstrate that sexuality education has a much broader relevance to other issues, not only for young people’s sexual and reproductive health but also for their overall wellbeing and personal development.

The revised Guidance presents sexuality with a positive approach, recognizing that CSE goes beyond educating about reproduction, risks and disease. It reaffirms the position of sexuality education within a framework of human rights and gender equality. It and reflects the contribution of sexuality education to the realization of several internationally agreed commitments in relation to sexual and reproductive health, as well as the achievement of the goals in the 2030 Agenda in relation to health and well-being, quality and inclusive education, gender equality and women and girls empowerment.
Fuente:

https://en.unesco.org/news/why-comprehensive-sexuality-education-important

MOTIVO POR CUAL SELECCIONE ESTE ARTÍCULO
Considero que es un tema que está muy a flor de piel tanto en las instituciones educaticas como en las familias, ya que la desinformación sobre lo que se pretende es muy grande. Por este motivo subo este material.

Natali Stábile - 4to A 2019