Baby – a little man, he knows exactly what and how to proceed. He is driven straight into this by the life force. The energy of the genome of homo sapiens, which some call the blue print.
Worrying that he will learn something, that he will do well can actually fall away. Therefore, it is good to open up to understanding how a person really develops.
As an adult educator, it is imperative to be aware that by our actions and presence, we are setting an example, space, and time for a child’s self-learning processes.
Consciously decide to differentiate the vital needs of the organic basis and how I can serve the child to receive from me as much as possible what he needs for optimal and healthy development. But it needs something completely different in different situations and periods. But it always needs our watchful presence, calmness, sincerity, and perseverance of patience.
The relationship begins with observing, perceiving the emotions that are within me and what I would do before I actually do it in a relationship with the child.
No, that’s not impossible. It is, in fact, a path of understanding, a loving relationship, faith and trust, and accepting the situation as it is. Then questions, doubts and feelings of helplessness disappear. Indulgence and certainty settle in this place, in spite of the state of ignorance. Certainty, because we are ready, vigilant and fully aware in our consciousness that we differentiate and act for our actions by establishing, regulating, cooperating, intertwining.
This is a completely different state of relationship than caring, rescuing, calming, satisfying, demanding, controlling, learning.
With every interaction, touch, look, voice, facial expression, we convey and communicate something about life to the little sentient being. When we are interested in differentiating our messages received through us, we find new ways to act and collaborate.
The child records each information and literally recalculates how to make the best use of it in the developmental process of self-development.
A child is born equipped with abilities and ways to move forward. In addition to the so-called survival reflexes, through which the process of upgrading development is triggered, in the form of linking the information perceived during the triggering of the reflex.
We integrate reflexes into higher forms of action. All of this happens spontaneously through experience in perception. We perceive it through the created shift. A shift in the altered mass of the body that triggers a range of perceptions of the altered center of gravity that we feel in a variety of ways.
When a parent realizes that for the healthy formation of the child’s patterns of action (thinking and physical interactions) it is actually necessary to establish awareness and self-regulation, then we are able to keep a safe space and monitor the child so that he can move forward. In this way, we offer a healthy place of support, which gives the child the opportunity to move forward on his own.
This includes finding the source of the voice, the direction of the object, tilting to the side from the abdomen and back, pulling the arms forward in front of you, pushing with the palms, intense turning on the abdomen and squatting in the torso left right, up and down, to pushing knees to the floor, feet to the ground, all the way to moving forward in space in all possible ways, sitting, active sitting, getting up on your knees, quickly changing direction from getting up, stepping on a support to getting up in the middle of the room, rotating standing without support and finally walking .
Instead of being interested in what he is ever supposed to know, let’s be interested in how he explores and grunts to establish a shift, a counterbalance, and stabilize himself without our external support.
Let’s take the time and patiently admire how our child is tackling things and show them enthusiasm, instead of rushing to help him turn, sit and walk, and establish other balance situations on a physical level.
There is absolutely no point in disappointment and anger, first at oneself and later, when the child is older, also at him because there is no desired behavior. Basically, we showed him ourselves how to shape it. He took our help, which is too much, in his own way. Feeling as much as I can on my own builds an inner sense of security. This feeling is not built on the parent’s help to find themselves in a more challenging situation than they are actually able to get to on their own. This undermines his important experience.
Therefore, parental self-regulation is a prerequisite for finding contact with the child and perceiving how much framework / limit we give, where we offer support and how we do it, by figuring it out ourselves. And it’s really interesting how parents worry when a child is “rabid” and at the same time grumbles about how he would make a move forward, but when they sit him down and he can’t get there by himself, they are happy.
On the contrary, it would be necessary to see the concern and perceive that the child is too old, helpless and in a difficult and dangerous situation, when he is possessed or detained, but he has not really figured it out himself. It is for the child a considerable internal conflict that builds an internal fear of not being able to. If we persevere, he builds a sense of ability only when we help him. He stops playing with the possibilities on his own and doesn’t try again, as the fear grows with his own movement and the satisfaction is too great when the parent solves it.
Remember that the child feels and perceives what he sees physical movement and not what we rationally tell him, we teach him “order”, the procedures of how it should be »
The child perceives a clear picture of where we are in self-regulation and how much he can rely on us to be able to establish self-regulation in him.