Children are movement. In preschool, through the movement, the child discovers the world and making the movement his own, the child discovers a treasure, his world.
Attending primary school first and then the child and the child, through the movement, enter into relationship with others: the movement therefore is no longer just a discovery of the world, it becomes a relationship, it takes on a social meaning. The game, being together in the same spaces to play, to do similar actions transform the activities of children from "next to others" activities to "against-others" activities. I think it is very important to stress that often the activities of children are "with-against each other", not always cooperation activities. When the activities are "with the other" everything apparently works, the child is adequate, sociable; when the activities are "against the other", the child becomes problematic: he is not sociable, he is introverted, he is agitated, hyperactive, he is not able to play and be with others. How many children find themselves having a similar assessment by adults, parents and educators.
In the "game of life" of a child, directing is the responsibility of adults, parents and educators, all without distinction, all with their roles: the moment of teaching, planning, realizing and evaluating together. However, it often happens that the child and the child are left alone in the moment of teaching, planning and realization and find themselves next to the adult only in the moment of evaluation, sometimes negative, with all the bodily, emotional and conceptual experiences that derive from it. It is therefore essential to give back to the child his / her role of explorer, actor and redefine the adult's directing responsibilities: the parent, or the educator, chooses the teaching style, does not stand by the child who " try ”to play, to act in the world. It is important to offer children quality moments, designed by a responsible adult and not to offer them many moments of experimentation, where children are left alone to themselves, creating confusion, anger and fear. Perhaps now the time has come for the adult, parent and educator to enter "thinking" into the game of life and begin to play consciously with children. Boys and girls change with the times. Do we adults change with them?