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InaLekkai
Whatbeganasaquesttounderstandtheextraordinary
hasrevealedthepoweroftheordinary.
Resiliencedoesnotcomefromrareandspecialqualities,
butfromtheeverydaymagicofordinary,normativehumanresources
intheminds,brains,andbodiesofchildren,
intheirfamiliesandrelationships,andintheircommunities.
(Masten,2001,p.227).
Introduction
Childrenlivingintoday’smulticulturalcommunityfaceconstantchange-in
theirfamily,community,schooletc.Keepingupwiththeseexternalchanges
canbeachallenging,never-endingprocessastheyoftensubtlyimposeinter-
nalchanges,withinchildren,forwhichtheyoftenarenotfullyprepared.Itis
arguedthatschool,wherechildrenspendalmosthalfoftheirday,formany
years,canbeaprotagonistinpreparingthemforsuchchallengeswhichmay
comeinmanyforms,asaresultofmajoreventssuchassocialorpoliticalcon-
flicts,environmentaldisasters,disruptionofthefamilystructureorroutine,and
manyothercauses.Thesemaychallengeachild’sabilitiestocopeandinterfere
withthechild’ssocialandemotionaldevelopment.Nevertheless,nowadaysthe
paceofsocialchangeseemssoquickthatAlbertCamus’scriticalreflectionthat
“schoolpreparesusforlifeintheworldthatdoesnotexist”appearstobemore
relevantandtruethanever.
Indeed,inthefaceofcurrentsocial,economicandculturaldiversity,itis
becomingmoreandmorechallengingforteachersandeducationprofessionals
topreparechildrenfortheworldinwhichtheywillbefunctioningascitizens
afterbiddingfarewelltoschool.Theyarelackingindispensable,efficientstrat-
egiesandpoliciestoenablethesafedevelopmentandco-existenceofchildren
ofvariousculturalandcommunitybackgroundsdespitetheseadversecircum-
stances.Inthelightofrecentworldfactsrelatedtotheeconomiccrisis,and
asaconsequencethehumanitarianandsocialone,particularlyvisiblewithin
theEU,preservingandreinforcingchildren’ssocialcompetencesandfoster-
ingtheirindividualpsychosocialresourcesfromanearlyagebecomesofvital
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