Following Maritchu Seitún, there are four pillars of a good childhood and they represent key skills in child development: imagination, creativity, curiosity and discovery. Undoubtedly, the importance of these skills is unquestionable and, if we protect and strengthen their healthy development, it will result in happier children and better integrated into a challenging society in the future.
We propose two tasks in this column: to define these skills first and then, the most important, to reflect on whether technology is “eating” them, deteriorating them with its insidious omnipresence, undermining the possibilities of the little ones. Here we go.
Four pillars
We will be accompanied on this tour by a specialist, Ana Gaddi, who specializes in the emotional expression of children and adolescents. Outside the office, she is also dedicated to setting up work groups for children together with her colleague psychopedagogue Valeria Rolando Chetta.
It is she who rescues this conceptualization of the four pillars of Maritchu Seitún de Chas (psychologist, author and lecturer) and helps us find a definition of each one.
” Imagination -says Ana- is a very beautiful ability to play with our mental representations in the way we want. For her there are no limits, anything goes. And past-future, reality-fiction, everything, absolutely everything, is made possible by its mediation. It allows us to dream and inspire us”.
Then he talks to us about creativity : “Related to doing, it is the imagination taken to action: it develops (or is inhibited), it is part of the game and it is essential to learn”. It is the possibility of concretizing what germinated in the head.
” Curiosity arises and is stimulated in investigations and questions,” the professional tells us. It is what in mindfulness we call the beginner’s mind, the mind that explores, that wonders, that wants to understand the why and wherefore of things.
Finally, discovery is, Ana defines, “the encounter with the searches that we carry out, a product of curiosity, is achieved in doing (exit to the external world) when exploring”, and I believe that it is the step to find a certain a certainty that, in any case, is momentary and capable of continuing to change.
So, let’s say that these four skills are the most important for experiential learning. As the professional affirms, “by deploying them, we see passionate children, interested in life, in learning, connected with the world around them.” They have clearly found the energy to live .
In addition, for this to happen ” another human being is necessary through contact, gaze, support and reciprocity.” And this is where the questioning of technology appears.
The magic of technology
Undoubtedly, technology crosses us in an incredible way today. There is no point in even a discussion of whether it should be used or not. There is no world without technology . Not even a rural school far from the cities can afford not to incorporate technology. On the contrary, its use increases the chances of integration into a growing globalization that pushes forward and weakens those left behind.
Who could doubt that technology can enhance children’s imaginative powers, creative drive, keen curiosity and valuable discovery? That is, the four pillars mentioned.But the problem is that, in its very essence, technology carries with it the magic of disconnection , of illusion, of self-satisfaction, dispensing with contact, reciprocity and the co-construction of reality.
Does this imply that there is no way to use it healthily? Of course not! As our grandparents used to say, everything in its proper measure. A delicate technological proportion enriches the senses, enhances curiosity and favors creativity. But you have to take care of a couple of things.
Warnings for healthy use
✔️ The start of the use of technology should not be before the age of 3 or 4 , very discreetly and to support healthy mental development processes and not “occupy” the child’s attention so that it does not bother.
✔️ It is convenient that there is, as Ana says, a ” general family plan for the use of technology”, which consciously regulates the use of screens and technological tools according to ages, needs and expectations. Each member must know when and how to use her devices.
✔️ Promote moments of play, conversation and reciprocity with other children at home and in the community, where technology is “expressly outside”. The construction of “playful dyads” that enrich our emotional and social life is essential. Ana Gadi reminds us that the aforementioned pillars are not mere wishes but that their existence will be reflected in determination to persevere, strive, have goals and ambitions, commitment, overcome frustration and failure. In addition, a much-needed intrinsic trust for social behavior will emerge.
✔️ Finally, that there are external family behaviors, in the community, where technology is dispensed with. Outings to eat, visits to relatives, should put aside the use of devices and facilitate meeting and social dialogue.
All this leads us to intentionally and fully consciously regulate the use of technology in our homes, incorporating it as a key tool but never, ever transforming it into a ruthless master of our minds.
