Theoretical Foundations

In our daily activities with children and other human beings, we are guided by a set of practices consistent with different research and studies. They show us the importance of respecting the laws that nature has established and that make possible our existence as a species and as unique beings. The act of living is defined in the interaction of the organism with its environment. We come to the world with a defined and organized internal program, with a wide range of instruments and mechanisms that make our lives possible. Research on this "internal plan" inscribed in our genetic structure is becoming more and more extensive. We now know that, like other organisms of simple or medium complexity, humans have the ability to distinguish, value and choose, to take from the environment what we really need to grow.

That is to say, the laws of nature have established over thousands of years, this wisdom of every living organism, to make itself in relation to the environment. Already from fertilization, the human organism initiates its self-construction. The functions of every cell of our body, every organ, every tissue also contain this vital manifestation of growing and developing according to its own structure and in interaction with its environment. Neurobiology, Genetic Psychology and other sciences, contribute to the knowledge of this logic of life in human beings and help us to organize environments prepared for children in their early childhood, facilitating processes of child recovery and family and social reintegration.

Each stage of human development is determined by its own qualities, by requirements demanded by its "internal plan" to achieve healthy and adequate maturation. This allows us to give way to other structures necessary for a self-reflective consciousness, which can be clearly seen in the structure of our triune brain, so called because it is made up of three zones or layers: Reticular Complex, Limbic System and Cerebral Cortex. All of them have their specific role and time of maturation and need to be in constant interaction to promote the development of intelligence and health.

In the mother's womb, it takes the new being about 40 weeks to fine-tune the organic and functional requirements that allow it to develop the necessary energy source for all the transformations that await it. If all goes well, she will make the decision to start labor. This culminates the maturation of the Reticular Complex, with the implementation of its Metabolic System. In this environment, everything takes on materiality: the genetic conditions of the parents, the desire or not for the presence of the new being, the mother's emotions, her self-esteem, the consumption of cigarettes, alcohol or drugs. Everything will affect the flow of nutrients. The first traces of being's identity are reflected in the structures he begins to elaborate. Sooner or later, the quality of materials he found around him and what he did with them will emerge in his life. Many of the psychosomatic or cardiac diseases, those related to memory, Parkinson's, Alzheimer's, allergies, seem to have their roots in this epoch.

At birth, the organism has activity of the other brain areas: limbic system and cerebral cortex. The Limbic System is now in charge of processing all sensory, motor and affective activities. At this time the being is prepared to discover the environment with his mouth, hands and body. We must not forget the ability of the organism to do itself by following its internal program in interaction with the environment, from which it takes what it needs to stay healthy. The maturation of the Limbic System is a consequence of the child's sensory and motor actions, the feeling of feeling accepted and loved, and is completed by the age of seven or eight. Any interference or stimulation, any act that prioritizes interference in the child's own learning, will cause great difficulties. Among them: it will annul the mechanisms of self stimulation and will force the organism to function below the levels required to achieve a chemical and organic balance, it will lead it to act with defense mechanisms, it will cause great production of endorphins to block the suffering caused by the directivity and conditioning affection of the adult, exposing him/her to the consumption of drugs that come from outside the organism. It will cause hyper or hyperactivity, boredom, lack of concentration, lack of initiative, self-interest, fragility in your health...

Later, any "stimulating" attempt on the child's behavior will deepen the difficulties, because unfortunately it is about techniques to force the child, and not reflections or changes of attitude of the adult to favor an affective, clear, understanding, warm and deep relationship with him. The passage to maturity of the cerebral cortex, at around 18 or 20 years of age, will lack a solid basis for understanding broader realities and their interconnections. Frailities will appear in the period of puberty and adolescence, where (as in every transition period during human growth) the organism needs to free itself from discomfort in order to give rise to new possibilities of structuring and restructuring.

Not being able to take these important steps, unfortunately, creates difficulties for the organism: it has to produce energy to block pain, instead of finding motivations to make life easier. The defensive attitudes that develop can last a lifetime if the characteristics of the environment do not change. A child who is not respected at his or her own pace, tastes, feelings, motor skills, a child who is manipulated to change his or her position, to sit, to stand, to talk, to eat, will gradually become a great family and social concern. A child in circumstances of demands and manipulations can develop defense mechanisms that can be socially valued: for example, being a brilliant student. Developmental deficiencies will appear at some point, we see human beings who are very bright intellectually but disconnected from concrete and everyday realities. There can be no proper processes without experience of rules and limits. The very nature itself develops with well-defined boundaries, which must necessarily be fulfilled to secure life.

Likewise, in the life of a human being, rules and limits contribute with references for a harmonious coexistence, allowing us to look beyond our own perspective and discover the benefits of taking others into account. This is not the case with punishments, which are arbitrarily imposed on the situations that arise and which reaffirm egocentrism, rebellion and violence.

What happens to an individual is then reflected in society. Those of us who work with human beings must not only be attracted to this field, but also have knowledge of its structure, an understanding of the different moments of its development, its authentic needs and how to contribute to its satisfaction. This is only possible if there is openness and willingness for a profound change of attitude in adults from the outset.

For those interested in going deeper into these topics, we recommend the works by the following authors:

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