Grupo de crianza compartida de 1 a 6 años
About La tribu Sugurú:
Formed as an association for the co-parenting, the group currently consists of 5 families organized with children from 1 to 3 years old, and two educatorors. The sessions that we unfold with our children are composed of the presence of two adults of reference in weekly rotation, that are coordinated with the daily stays. We meet from 9:30 am and we are there until 2pm. We follow the official school calendar.
From the date of incorporation of the entity, in October of 2013 to the present, it is necessary to stand out the strong spirit of responsibility and commitment of all the members that have formed part throughout this singular history. During these years we have fostered open talks to spread and share our experience, we have done explorations for the nearby surroundings to find synergies with district agents, we have provided support for initiatives related to shared parenting, with courses, workshops and dissemination of related information. We have also offered some discussions to reflect on the raising and reconciliation of work and family life, we have encouraged the participation and the involvement of the group with the intention of affecting substantial improvements for the community in general, expanding the vision of what It can become a group parenting, organized and respectful with all the personal rhythms that appear, we also wanted to include the intergenerational value of other family members, such as grandparents, children, etc.
This sharing parenting group, does not consider itself a closed group, but rather as a growing group with the desire to get in touch with other families and experiences related to its activity. Growth however acceptable as long as the philosophy of adult/children ratio is respected, and the accompanying basis in the educational plan.
• Create a space for interaction, play and experimentation for children.
• Accompany the learning processes with respect and maximum attention.
• Be careful with the first feeding of children to develop optimal health.
• Enjoy as much outdoor spaces as possible in contact with the open space.
• To coexist the different natural languages of the families that are part of the group to favor the degree of multiculturality.
Implication and philosophy:
The family must have a free morning in relation to the round of permanences, so that the father or mother can be present and attend the accompanying adult. It is important that the involvement is familiar, that they are present and may be involved both the father and the mother or those adults with direct reference to the child.
It is necessary to attend assemblies that are carried out once a month (logistical and pedagogical). Decisions are always taken by consensus. When the debate stagnates, by voting (which is always better to avoid).
We do not follow a specific pedagogical method, but a clear line of respectful, non-directive parenting, using a polished and loving language. The rhythm is marked by children, and adults dedicate ourselves to try to follow them and convey their confidence in their explorations and learnings.
As a group, we agree that believing that the first years of life are key to the different evolutionary stages of children. In the first years of life, neurons are organized and connected at a dizzying speed, neuronal information centers become authentic nodes with an unimaginable plastic capacity that responds to the stimulation that comes from the outside. That's why babies are said to be like sponges, because they absorb endless everything that becomes stimulus, perception, contact, etc. How can we not attend these different phases without paying more attention? How can we miss the possibility of putting coherence in education during these first years of life? There is no evolutionary stage comparable throughout human existence. We must not forget that this stage of life is what determines the basis of what later will be the way we move and understand the world.
Relationship with the environment:
Although we have access to a space that has everything necessary for playing and resting of our children, from the beginning, La tribu Sugurú was born with a nomadic spirit. We wanted children to have the opportunity to meet different and diverse places, so we decided to invest in a sustainable means of transport as it turns out to be our joint electrical bike that we call Sugurubús. Thus we can discover corners of the city that at the scale of the children turn into oases and can move by the beach up and down appreciating the changes of each season of the year. We are, to put it another way, "doing" landscape every day, because we come into contact with people, with the reality of the environments, and so spend the mornings. Day after day we can recognize similar but not the same situations, which we carry out with the idiosyncrasies of the places where we pass.
We learn together to develop a true sense of affection towards places and people, a matter that obliges us to maintain a respectful criterion towards everything that is part of these places, because we feel that we are an active part. The materials we use to eat, play, learn, etc. we try to be made with organic and/or biodegradable materials. We practice a bio-vegan diet, which we prepare in turns each family. To learn how to cook it, we do common meetings that serve to create new dishes with the aim of keeping children interested in food and the act of sharing food. The ingredients are seasonal and of proximity.
If we want to position ourselves conceptually in a field of sustainability, we would defend ideas close to coexistence degrowth (using the concept of Ivan Illich by Santiago Vilanova, 2006). This is how organized communities integrated into the current energy systems, to become truly sustainable. Over time, we have discovered several initiatives in the international arena, which are in line with our practices, forest schools in Northern Europe and also projects located on coasts and beaches, such as the Beach Schools: www.archimedes-training.co.uk/our-training/beach-schools/
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