Making the Holidays a Learning Platform

Exchanging Christmas cards with students around the world – and connecting through Skype

Exchanging Christmas cards with students around the world – and connecting through Skype

There are so many things going on during the holidays that is hard for everyone at school -including teachers- to stay focused. So much of time is devoted to the preparation of the diverse events to take place during the holidays, that sometimes it feels like curriculum has taken a back-row seat. But still, for us, December means our second trimester tests. And for kids in high school, end of semester evaluations.

We teachers are usually perfectionists. We strive to make the very best of everything. We want kids to ace their midterms but also shine on the Christmas recital. If kids are already distracted by the holidays– as we all are- we should take advantage of that interest, instead of trying to work against it (believe me, no teacher is more powerful than Santa). How can we make these holiday events a powerful learning platform? Here are some tips.

Holiday Global Citizens

I teach social studies in a medium-size city in México, where more than 90% of the population is Catholic. There is also a growing number of non-Catholic Christians. Our community lacks diversity in many ways, but maybe faith is the place where we are most alike. I don’t think that, in the almost two decades since our school was founded, we have had a single student that does not celebrate Christmas. Specially for the little ones, it is easy to believe that the whole world is just like us – they have never seen different.

If we pair kids’ endless curiosity with their heightened holiday awareness, we can interest them in the many different ways people live their very own celebrations. The holidays can be a festive soup of cultures. Aside from reading and watching videos about other countries’ traditions, we like to engage in Skype conversations with classrooms from across the globe. Kids learn important lessons on diversity and respect. Even among the countries that share Christmas with us, there is still much to learn and teach. The Mexican tradition of “Pedir Posada” (“Ask for shelter”) for example, has been a hit with kids across the planet.

Giving time

If we listen to the media, it seems like the Holidays are all about the parties and the presents: the ones you give, the ones you get. Yet some high order thinking questions can help our students to reflect and keep learning. Let’s take the SDG (UN Sustainable Development Goals) in mind:

  • What kind of presents are really useful – and gentle to the planet? (SDG #12: Responsible production and consumption)
  • Much waste is created just for gift packaging. How could we be responsible with the Earth and still make our presents look pretty? (SDG #12: Responsible production and consumption)
  • Many families get together to feast over the Holidays -yet, in the world, many more are starving. Is there anything our families and communities could do to ease other’s suffering? (SDG #1: End of poverty, and #2: Zero Hunger)
  • If your family gets together for the holidays, who does most of the cooking and cleaning? Why? Is there a better way to distribute the work? How? What can you do about this? (SDG #5: Gender equality)

Every experience is a learning experience.

Our kids present an open Violin Christmas Concert every year at our local shopping mall -it’s one of our school’s highlights, and it is a big deal. Students prepare for months, and the last weeks before the big day are usually hectic. I love that we put so much into arts and music, but students get so much more beyond learning to play Christmas carols. They learn to collaborate. If you want to produce beautiful, inspiring music, it is not enough to be a good musician yourself. You must work with others to ensure that your voice -or your instrument’s voice- is in harmony with the rest. One single off-key violin can throw off the whole performance. The same could be said of theatre and dance: we must come together to make magic.

Coming together: Isn’t that the whole spirit of the Holidays?


As part of CM Rubin’s World Top Global Teacher Bloggers, this is my contribution for this month’s prompt: What are your best tips for using a holiday event as a learning platform?

Is there a problem?

Everybody hates to be tested – especially in public.

But almost anyone loves to solve a problem. That is why some of us spend so much time over the Sunday crossword puzzle (or the game of choice on your tablet). But when the problems we tackle are relevant, when the solutions we reach actually improve our life or somebody else’s, then the feeling of accomplishment is tenfold.

Schools were first designed as places where learning “for tomorrow” would happen. Tests were needed to make sure that the students had really acquired the knowledge that was being transferred into them. Once teachers could acknowledge, via the evidence of the written test, that students could at least reproduce on paper the concepts that had been drilled on their brains, their work was done.

It didn’t really mattered if just a couple of days later all those “learnings” had been utterly forgotten or disregarded.

In life, we learn by doing. We find out what works and what doesn’t. We need knowledge, of course, but we know that data must be used to be valuable. Unused knowledge is like unspoken words: they might be there but they need to get out to do their work.

If you want to play the violin, it is useful to get a hold on concepts and techniques – but unless you put your hands to the instrument, you will never produce music.

Problem (or project) based learning is much more like learning to play an instrument, only that it contemplates you as a part of an orchestra from the very beginning. You need to do your part but you must also work with others to create magic.

PBL takes its time, and, because it’s centered in the students and their interests, it can many times move away from the curriculum we are required to teach – which is not necessarily a bad thing.  PBL requires careful planning and lots of flexibility.

Recently, at our school, Colegio Valle de Filadelfia in Aguascalientes, México, we began to teach our students about the SDGs – the UN Sustainable Development Goals. When talking about goal #12, “Responsible consumption and production”, we challenged 7thto 9thgrade students to think about the things they use and consume every day and how they could be improved in a way that benefits the planet.  Students worked in groups to identify possible problematic products and to brainstorm for solutions.

Our team at the National Science and Technology week

One group looked closely at something each one of them used everyday, most of the day: a pencil.  They wondered how many trees were cut to produce the pencils they were using (about 82,000 a year, in the US alone). They wondered, could there be a better way? After trial and error, they came up with a pencil made with crushed, fallen tree leaves and other natural components. They submitted their project to a science contest and eventually the team was invited by the government of our state to present their idea at the National Science and Technology week. They spent five days presenting to authorities and visitors alike. Previously, one of the team members, a seventh grader called Natalia, spoke about their project in a TEDx talk – which of course was a new challenge on its own, one that required honing of other set of knowledge and skills, such as writing (for her script) and public speaking.

Our students had a stand where they presented their project to visitors

Not every day is a PBL day, but many are, in some way or another.

Here are the things you should keep in mind when working global project based learning in your classroom or school

  1. Kids should be part of identifying the problem – that way it will be relevant for them and will not feel like a script they must follow. Give the students some context, of course. When we asked our kids to identify things in everyday use that could be improved to benefit the planet, we gave them a very specific context from where to start. We did not just tell them, “Think about any problem you might want to solve”.
  2. Students should work in groups. PBL is mostly a collaborative model – being able to pick from many brains makes it much more engaging and productive. And of course, kids develop social skills as well.
  3. There should always be an outcome –even if it is just an idea that still needs to be implemented. It is OK if the problem is not entirely solved, but we should feel one step closer to finding solutions. Sometimes, just creating awareness about an issue is an improvement.

PBL is an opportunity to use knowledge and skills and put them in action towards a goal. Note that the key word here is “opportunity”, as opposed to obligation. PBL is not a test. It might very well be used to qualitatively evaluate how kids apply and create knowledge, but it is, above all, a new and engaging learning experience.

As part of C.M. Rubin’s Top Global Teacher Bloggers, this is my response to this month’s question: What does a high quality, global PBL program look like in your classroom?

MEXICO: How much time should K-12 students spend at school during a calendar year?

Mexican students are beaming with happiness.

Well, at least that’s what OECD’s PISA found. In fact, in their report for Student Well Being, Mexico ranks at the top of OECD countries, with 58.5% of them claiming they are “very satisfied with life”.

But at the same time, Mexico has consistently ranked at the very bottomof academic achievement among OECD countries. In all three domains (Reading, Math and Science) less than 1% of students are top performers. There’s nothing here to be happy about.

Could Mexicans improve their education outcomes by lengthening the amount of time students spend learning, in and out of school? It is not likely.

We are already devoting a larger share of time studying, well above OECD’s average of 44 hours a week, but significatively below top performers like Korea.

Eduardo Andere, a Mexican researcher specializing in comparative education, strongly disagrees with making school days longer in order to improve performance.  What good could it come from increasing the dosage of bad education? That, by itself, will not turn a deficient education into a good one. In fact, it could be even worse.

Even more time of a good education will not necessarily result in better academic achievement. According to the OECD, “increasing learning time alone, such as by making school days or years longer, or shortening lunch breaks, is not enough to improve student outcomes. The question is whether more time leads to fatigue, boredom and burnout, or to productive and effective learning”(p. 2)

If more time spent at school is not the answer, then what to do? Every country is different, of course, but in the case of Mexico, poverty and inequity play a major role in academic achievement. Andere (2014) states that for too long we have believed that education will solve the problem of poverty, but it seems more likely to be the other way around. At the very least, it is a two-way road.

Erradicating poverty and inequity are goals well beyond the reach of any school teacher. Changing the education system to allow for better opportunites is too high a task for the everyday educator. But we have our classrooms and our students, and, at least there, we can make a difference.

At Colegio Valle de Filadelfia, where I teach, school days are longer that the Mexican average by about 7 hours per week. However, this time is not all spent in academic activities. We have a wide array of learning opportunities that range from music and art to coding, genius time and Maker Space. Students develop different skills and interact with peers and kids of other ages. And yes, they score well above the national average in standardized tests. Although we could not pinpoint the exact causes, I am sure they are not necessarily related to more time spent in school. I suspect it could have much more to do with how we spend that time and where do our students come from.

Let’s make the most of the time (however big or little) that we have at school. If we are able to promote joyous, engaging learning in (almost) every minute, our kids will fare much better – not only in PISA, but, most importantly, in life.


As part of C.M. Rubin’s Top Global Teacher Bloggers, this is my response to this month’s question: How much time should K-12 students spend at school during a calendar year?



Andere, E. (2014) La Escuela Rota: Sistema y Política en contra del Aprendizaje en México. Siglo XXI Editores.

OECD (2017), PISA 2015 Results (Volume III): Students’Well-Being, PISA, OECD Publishing, Paris.

OECD (2017) PISA Country Note, México. Retrieved on September 1st, 2018, from

OECD (2017) Pisa in Focus #73 Do students spend enough time learning?


Managing Conflict in the Classroom

Every classroom is a tiny world in itself. Even if your class is small, the conflagration of different ideas, ways of living, personalities and traits are all fertile ground for conflict. If you add up diversity into the equation then the chance for conflict multiplies.

Conflict is a constant of life – an unavoidable beast that shows its head often, even in the most caring relationships. It is usually pretty small at the beginning, but, if allowed to grow, it can reach gigantic proportions and have nasty consequences. Friendships are lost, families are strained, marriages dissolve, people get killed and countries go to war – all because of unresolved conflict.

At school, conflict can have serious consequences as well – from academic disruption to escalated violence.

While there is no way to completely avoid conflict, there are some strategies to help our students – and ourselves – cope with the stress and reach common ground.

I will focus on prevention first. A well-managed classroom with clear expectations for everyone, a resourceful teacher and a good social climate are less likely to breed conflict. If kids learn to manage their own emotions and actions, even when conflict arises, it will be much easier to resolve.

Emotional wellbeing.

Emotion plays a huge role in conflict. Minds are stubborn, emotions are contumacious. Minds can be brought about using strong, reasonable arguments. Emotions are relentless. An emotionally unstable individual lives in constant internal conflict. Grievances with others are even more difficult to resolve.  If we promote a culture of emotional well being in our classrooms, not only conflicts will diminish: we will all be happier.  Getting to know each other in the class and creating strong human connections are key. Mindfulness, meditation and yoga can also help. And remember: As a teacher, you should care for your own well being as well.

Storytelling and role-playing.

Either as part of a dedicated curriculum in conflict prevention and resolution, or using examples from history to illustrate how conflict shaped important outcomes for humanity – many times in positive ways – students can learn that we grow not by avoiding conflict, but by learning to handle it in life. The advantage of using story telling and role playing is that, being emotionally unattached to the characters represented, our minds can easily let reason flow. At the same time, we can feel, through empathy, the emotions that the characters on both sides of the argument felt while in conflict.

Once conflict arises we should acknowledge it and holding it from escalating. When I was a starting my teaching career I used to disregard conflict. In those days I thought that delivering the curriculum was my most important responsibility, and I was unwilling to devote the precious time it took to address conflict – time I was “robbing” from instruction. So I succumbed to the popular belief that if we let children resolve their own problems, they usually do.

Only they don’t.

Many children (and, should we say, adults) lack the skills to successfully resolve conflict. If left to their own means, it is very likely that the stronger-willed student will prevail.  Yes, most disagreements will not escalate into conflict – but if the do, we need to be ready to step in.

Peer mediation

I’ve read about many schools that have adopted this approach, in which voluntary students are trained to facilitate the resolution of disputes among their peers. I can’t say I’ve tried it, but, at least informally, many times a student or group of students have helped dissolve conflict.

Write about it

Other times I’ve asked the involved students to write about the conflict. They should include not only their side of the story and how they feel, but also what they believe the other person is standing for and what could be the possible solutions. Writing forces them to self reflect and organize their ideas in a way a third person can read and understand. It also gives them the time to cool off.

Can we make it work?

It is human nature. There are some issues in which we might never be able to see eye to eye.  But even in those instances, we can “agree to disagree”, we can find common ground through tolerance and respect.  Yes, we can almost always make it work – not by thinking alike but by recognizing the right that each of us has to our identity and beliefs.

I now know better. Delivering the curriculum is not, by far, my most important job as a teacher.

It is to teach my students to embrace who they are, respect others and forever strive to grow.



As part of C.M. Rubin’s Top Global Teacher Bloggers, this is my response to this month’s question: how classrooms are teaching the skills to resolve tensions and conflicts so as to find the “common ground” in an increasingly diverse world?

Literacy skills for a new world

The mainstream way in which we teach our kids to read and write has changed very little in several centuries. It is, perhaps, the only teaching practice that remains unchanged as time goes by – or the one that has changed the least.

Yes, there have been some strikes of innovation here and there – but at the end, we end up doing practically the same things that have been done for ages: we teach the letters, their sounds, and the way they interact with each other. We start at six, sometimes a little later or a little earlier. We follow the same steps with all children. We make them drill and repeat. Until they can read. Or not.

Some might say, if this method is still being used across centuries, it must be tried and true. It means it works, and therefore we should keep teaching that way. Right?

Wrong. I believe our traditional systems are somewhat successful in teaching kids to read and write. But they are an absolute failure in creating readers and writers.

There is a difference between being able to read and being an avid reader.  UNESCO reports that the world literacy rate is nowadays around 86%. In my country, México, as it is in the United States, almost 100% of people 15 years old and older are literate. However, in México, 55% of the population in this group did not read a single book last year. The same is true for almost a third of Americans. At the same time, UNESCO reports that 6 out 10 children “are not learning a minimum in reading and math”

The world is changing rapidly. Our students need to become life-long learners if they are to keep up the pace with the challenges that the Fourth Industrial Revolution is already presenting them.

If you want life-long learners, then you need life-long readers.  It is that simple.

What are we doing wrong?

I believe that our education systems are teaching our kids too little, too late and too badly – at least regarding early literacy instruction.

For centuries it has been believed that tiny children cannot, and should not, be taught to read. Many have warned us against the perils of teaching a child who is “not ready”. But children are born with brains primed for language. And reading is language.

Instead of taking advantage of the powerful and plastic brains of tiny kids, we make them wait six longs years before giving them the gift of literacy. We wait until their brains are no longer as eager for language as they were on their first years of life. We allow the window of easy, meaningful language learning to fade away.

Of course, if we tried to teach a 3-year old to read in the same fashion that we have been teaching our 6 year olds, he would most certainly hate it. This is because the traditional techniques for reading instruction break apart language, presenting letters –devoid of meaning- instead of words within a context. By the way, I do not believe that we should teach the six year old this way, either.

What should we do instead?

Babies begin to learn to talk at birth – reading should not be different. We can expose tiny children to lots and lots of words, oral and written. We speak to our babies in high pitch, with lots of intonation and color. We should present reading words the same way, in large print, very brief sessions, and with great enthusiasm. When kids are young they are able to absorb huge amounts of information easily if presented properly.

We should begin early, exposing our children to a rich vocabulary within their context, enjoying language. Reading and playing are not opposing terms. They are not mutually-excluding activities. Reading is a gift and a privilege, not a task or a punishment.

Early reading could also be the answer to inequity, a way to reduce or even eliminate achievement gaps. Poor kids are lagging behind their affluent peers by the time they enter school. First grade is already too late for them to catch up.

Before becoming a teacher, I taught my own kids to read at home, at a young age, following the programs of The Institutes for the Achievement of Human Potential. The easy and joyful learning I witnessed made me fall in love with teaching.  I the following 20 years, I have taught, directly or indirectly, hundreds of little kids to read way before the age of six – and watched in awe as they became avid readers.

Last month I began a project that will last a couple of years: I will travel to as many countries as possible, visiting schools and talking to teachers, to learn how little kids are learning to read around the world, and write a book about those experiences.  Finland is, according to UNESCO, the most literate country in the world – and the place where I decided to go first.

Here is an excerpt of my interview with a very experienced Finnish teacher, Kirsti Savikko (in English, with Spanish subtitles)

New literacy practices need to be generated in our schools – and I believe that will happen somewhat soon, as brain research and innovative technologies evolve. Whether on a book or a screen, those who read will be able to rise above the uncertainties ahead. The world, now more than ever, will belong to readers.


As part of C.M. Rubin’s Top Global Teacher Bloggers, this is my response to this month’s question: To what extent do you believe the literacy skills required for a new world will be more or less the same as they were before? Will new literate practices need to be generated and does that mean that new literacies be required?  If so, what do you think these new literacies will be and how can they be learned?

El Método Filadelfia en el Nuevo Modelo Educativo

El nuevo modelo educativo entrará en vigor en el ciclo 2018-2019. Ante esta realidad, muchas maestras nos han preguntado qué pasará con nuestros libros Filadelfia “Yo Conozco” y “Yo Escribo”, para preescolar. ¿Seguirán siendo vigentes?

La respuesta es si, un contundente si. ¿Por qué, se preguntarán algunos, si no se ha hecho una nueva edición de los libros? ¿Cómo pueden seguir siendo vigentes?

Antes que nada, es importante que recordemos que el nuevo modelo no significa, en ningún momento, deshacerse por completo del trabajo realizado en el currículo, planes y programas de estudio anteriores a la reforma. En el mismo documento se especifica, en la página 177, los aspectos que permanecen en el nuevo modelo. Algunos de ellos son:

  • Se trata de un programa abierto y flexible
  • Se conservan los fundamentos de los enfoques pedagógicos
  • Los aprendizajes esperados siguen siendo el referente para la organización del trabajo, la intervención y la evaluación.
  • Se continúa con la evaluación formativa.

Precisamente el carácter flexible y abierto del currículo (el anterior y el vigente) nos ha permitido trabajar con nuestros pequeños con el Método Filadelfia, creando un ambiente rico en estímulos para el desarrollo cerebral, atendiendo de manera implícita y explícita los objetivos del programa. Nuestra propuesta no sólo cubre, sino que incluso rebasa, la presentación de oportunidades para el desarrollo de los aprendizajes esperados que marca la autoridad educativa.

Sin embargo, pudiera haber nerviosismo entre las educadoras ante el cambio. Por ello, analicemos juntos cómo nuestros libros continúan siendo un apoyo valioso e importante para las maestras de preescolar aún a partir de Agosto de 2018.

Los propósitos generales de Lenguaje y Comunicación para Preescolar son:

1. Adquirir confianza para expresarse, dialogar y conversar en su lengua; mejorar su capacidad de escucha y enriquecer su lenguaje oral al comunicarse en situaciones variadas.

2. Desarrollar interés y gusto por la lectura, usar diversos tipos de texto e identificar para qué sirven; iniciarse en la práctica de la escritura y reconocer algunas propiedades del sistema de escritura.

Para alcanzar estos objetivos, el programa nos presenta cuatro organizadores curriculares: Oralidad, Estudio, Literatura y Participación Social. Describiremos cada uno, citando textualmente al Programa (páginas 192 y 193)

“Oralidad. El desarrollo del lenguaje de los niños al ingresar a preescolares variable. Conversar, narrar, describir y explicar son formas de usar el lenguaje que permiten la participación social, así como organizar el pensamiento para comprender y darse a entender; fortalecen la oralidad y el desarrollo cognitivo de los niños porque implican usar diversas formas de expresión, organizar las ideas, expresarse con la intención de exponer diversos tipos de información, formular explicaciones y expresar secuencias congruentes de ideas. El reconocimiento de la diversidad lingüística y cultural es otro elemento del lenguaje que es necesario promover en el aprendizaje de los niños desde sus primeras experiencias educativas para que desarrollen actitudes de respeto hacia esa diversidad; se trata de que adviertan y comprendan que hay costumbres y tradiciones diversas, así como que las cosas pueden nombrarse de maneras diferentes en otras partes y en otras lenguas” (p. 192-193)

Los libros “Yo Escribo” y “Yo Conozco” presentan muchas y muy variadas oportunidades para generar todo tipo de conversaciones alrededor del lenguaje y la cultura, o ,mejor dicho, culturas – incluyendo los inicios de ciudadanía global. Ninguna otra serie educativa presenta de manera tan abierta la diversidad – local y mundial- como nuestros libros Filadelfia para preescolar. Y para primaria, la nueva serie Interacciones (Lenguaje y Comunicación) continúa construyendo las habilidades y conocimientos de nuestros niños a través de la exploración de diferentes culturas,  arte y música, además de programas de ciudadanía global, educación financiera y emprendimiento.

“Estudio. Este organizador curricular remite, desde preescolar hasta la secundaria, al uso del lenguaje para aprender. En educación preescolar se promueve el empleo de acervos, la búsqueda, el análisis y el registro de información, así como intercambios orales y escritos de esta. Dichos usos del lenguaje se relacionan con los campos de formación académica y las áreas de desarrollo personal y social, de modo que los motivos para usarlo se integran también en sus Aprendizajes esperados”.  (p. 193)

La base del Método Filadelfia, en lectura, está precisamente en el intercambio oral y escrito de la lengua. Partiendo del vocabulario que los niños ya conocen, e integrando poco a nuevos conceptos y las palabras que los representan, se va construyendo un robusto dominio del lenguaje. Esto se logra, también, analizando y produciendo una gran diversidad de textos – desde pequeños poemas semanales hasta cartas, reseñas y cuentos – todo ellos contemplado tanto en “Yo Escribo” como en “Yo Conozco”

“Literatura. Este organizador curricular incluye la producción, interpretación e intercambio de cuentos, fábulas, poemas, leyendas, juegos literarios, textos dramáticos y de la tradición oral.” (p. 193)

En “Yo Escribo”, cada semana los niños disfrutan de un breve texto significativo que recoge el vocabulario presentado en la semana. Además, conforme los niños avanzan y crecen, los textos de lectura van aumentado en variedad y complejidad. “Yo Conozco” contribuye presentado más textos interesantes sobre arte, cultura y música.

“Participación social. Este organizador curricular se refiere a la producción e interpretación de textos de uso cotidiano en ambientes alfabetizados vinculados con la vida social como recados, invitaciones, felicitaciones, instructivos y señalamientos. De particular importancia es el uso y el reconocimiento del nombre propio, no solo como parte de su identidad, sino también como referente en sus producciones escritas (porque cuando los niños conocen su nombre escrito empiezan a utilizar las letras de este para escribir otras palabras, así como a relacionarlas con los sonidos, es decir, establecen relación entre lo gráfico y lo sonoro del sistema de escritura).” (p.193)

Con el programa Filadelfia, nuestros niños reconocen, por supuesto, sus propios nombres – y muchas palabras más, de manera fácil y relajada. La lectura aflora como un proceso natural e infinitamente social: un proceso compartido por todos los niños, que observa, reconocen y manipulan las palabras en parejas y en grupo. Partiendo de las palabras conocidas y presentadas en forma visual, nuestros niños aprenden el sentido y uso de las letras, completamente dentro de su contexto significativo. Estos contenidos se trabajan principalmente en “Yo Escribo”, y en la presentación de las tarjetas de lectura por parte de la maestra al grupo. “Yo escribo” presenta, además, una gran variedad de juegos de lenguaje – junto con sugerencias para un aprendizaje lúdico que pueden encontrarse en la guía del docente y en evidencias que continuamente nos comparten las escuelas en medios sociales. (Más ejemplos aquí )

En todo caso, es nuestra humilde percepción que el nuevo modelo educativo no se ha alejado, sino al contrario, se acerca, a la propuesta de Método Filadelfia. Analicemos estos párrafos, sobre el desarrollo infantil en los primeros años, que aparecen en las páginas 58 y 59 del programa:

“Hoy se sabe que en esos años ocurren en el cerebro humano múltiples transformaciones, algunas de ellas resultado de la genética, pero otras producto del entorno en el que el niño se desenvuelve. Durante este periodo, los niños aprenden a una velocidad mayor que en cualquier otro momento de sus vidas. Es cuando se desarrollan las habilidades para pensar, hablar, aprender y razonar, que tienen un gran impacto sobre el comportamiento presente y futuro de los niños.  La gran plasticidad del cerebro infantil no es suficiente para lograr los aprendizajes que deben ocurrir en esa etapa. Establecer los cimientos del aprendizaje para etapas posteriores depende de que los niños se desenvuelvan en un ambiente afectivo y estimulante.”  Estas palabras, extraídas textualmente del documento de la SEP, resuenan positivamente con nuestra visión del desarrollo temprano, como hemos compartido anteriormente en otros artículos como “La semilla de la genialidad” 

Programas van y programas vienen, el mundo cambia. Pero, parafraseando a Glenn Doman, “la magia está en el niño”. No en los libros, no en los maestros, no en los programas. Mucho menos en los sistemas educativos, en la SEP, o en las escuelas.

La magia está en el niño. El potencial viene con él. Un ambiente rico en estímulos y oportunidades, a través de un programa ambicioso, divertido, cálido y bien organizado, depende de nosotros: padres y maestros. Sólo tenemos una oportunidad para dar a nuestros hijos el mejor ambiente de aprendizaje durante sus primeros años.  ¿Estamos listos para el reto?



Aprendizajes Clave para la Educación Integral. Educación Preescolar. (2017) Secretaría de Educación Pública. Recuperado el 11 de Junio de 2018 en



Conviértete en Súper mamá: el Pack Maternity

La mejor manera de convertirte en una super mamá, ¡es preparándote para ello! Una mamá bien informada tendrá mejores herramientas para disfrutar al máximo el embarazo y los primeros años del bebé – ayudándole, además, a alcanzar su potencial.

Justamente por ello, un grupo de autoras nos hemos reunido para crear un paquete de cursos en línea y eBooks – 17 cursos y libros al precio de uno,  pero sólo por nueve días, del 1 al 9 de Junio. Mi curso “Desarrollo Neuromotor Infantil” forma parte de este “Pack Maternity”, junto con muchos otros recursos valiosos para mamás – abarcando desde el embarazo y hasta los doce años de tu hijo.  Tendrás acceso permanente a los cursos y libros desde el momento en que adquieras tu pack. Los cursos pueden llevarse a cabo en tus propios tiempos, a tu ritmo: no tienen una fecha específica de inicio y fin, tu vas marcando el paso. Así es que si adquieres tu pack hoy, pero no comienzas tus cursos sino hasta más delante, cuando los necesites, ¡no hay problema! Los recursos estarán ahí, esperándote.

Estos son los cursos y libros que encontrarás en el Pack Maternity. Verás que los precios originales para cada uno de ellos están expresados en Euros. El costo total de estos recursos en su precio normal sería de 614.38€ (Unos 14,000 pesos, -719 dólares americanos o su equivalente en cada una de nuestras monedas latinoamericanas) Sólo por nueve días, comenzando hoy y hasta el 9 de Junio, el precio promocional de el Pack Maternity será de 35.95€ (Unos 821 pesos mexicanos, aproximadamente – 42 dólares americanos o su equivalente en otras monedas en Latinoamérica)

NUESTROS PRIMEROS 9 MESES JUNTOS (Guía de embarazo) de Ivette Castillo (P.V.P. 9,50€)
CURSO ONLINE “DUERME FELÍZ” (libre de tutorías) de Desiré Capataz (P.V.P. 20€)
DESCUBRIENDO EL POTENCIAL DE MI BEBÉ (0-6 MESES) de la Dra. Delimar Tello (P.V.P. 7,20€)
DESCUBRIENDO EL POTENCIAL DE MI BEBÉ (6-12 MESES) de la Dra. Delimar Tello (P.V.P. 7,20€)
CURSO DE BLW de (P.V.P. 25€)
DESARROLLO NEUROMOTOR de Elisa Guerra (P.V.P. 119,99€)
DESTETANDO CON AMOR de la Dra. Delimar Tello (P.V.P. 9,20€)
BICHITO Y EL ÁRBOL DE CEREZAS (+18m) de Ivette Castillo (P.V.P. 6,90€)
CÓMO QUITAR EL PAÑAL DE FORMA RESPETUOSA (curso cápsula) (0-4 años) de Elisa Molina (P.V.P. 39,95€)
EDUCAR DESDE LA INTELIGENCIA EMOCIONAL (libre de tutorías) de Miriam Escacena (P.V.P 29€)
ATRÉVETE A EDUCAR SIN CASTIGAR (0-11 años) de Nuria Ortega (P.V.P. 150€)
LÍMITES EN LA INFANCIA (curso cápsula) (0-12 años) de Elisa Molina (P.V.P. 49,95€)
40 MENÚS FAMILIARES de la Dra. Amil López (P.V.P. 8,50€)
“MAMIFOTOGRAFÍA” de Lucía Patata Fría (P.V.P 14,99€)

Adquiere tu pack Maternity haciendo click aquí – sólo del 1 al 9 de Junio

Todos estos recursos te serán sumamente valiosos en las diferentes etapas de la maternidad: desde el embarazo, los primeros meses, y los primeros años, desde múltiples perspectivas: salud, nutrición, educación, psicología… ¡incluso aprenderás cómo convertirte en la mejor fotógrafa de tu bebé!

Incluso puedes regalar este paquete a alguien más, sólo necesitas especificar, al momento de la compra, que se trata de un regalo, y poner el email de la afortunada que lo recibirá. ¡A ella le llegará un correo con la buena noticia! (Puedes además escoger en qué fecha quieres que le llegue tu regalo)

¿Quieres aprender más sobre el Pack Maternity y las autoras que lo conforman? En este enlace encontrarás respuestas preguntas frecuentes.

Si ya estás lista para adquirir tu pack, haz click aquí.

Recuerda, el pack Maternity sólo estará disponible desde las 00:01 hrs del Viernes 1 de Junio, y hasta las 23:59 hrs del 9 de Junio, hora peninsular de España (5:01 pm del 31 de Mayo y hasta las 3:59 pm del 9 de Junio, hora del centro de México). Tu pago sólo puede hacerse con tarjeta de crédito en la página web de #elPackMaternity, aquí:

¿Te animas?

Muchas abrazos;