How to optimize communication between teachers and families in children's aquatic education classes

Abstract

Background: The presence of parents in infant aquatic stimulation classes is often described by teachers as a challenge, sometimes even identified as a problem. When this is our view it is important to stop to reflect and find a perspective that can be truly enabling for the relationship that develops in this place full of opportunity.

Objective: with this article we intend to raise awareness and change the attitude of aquatic educators in relation to parental figures and/or the adult accompanying the child in children's classes.

Method: presenting a set of concepts and contributions with examples to originate new knowledge and strategies for action, focused on generating a positive impact on the integral development of the child and the wellbeing of the family.

Results: Our practice has a personal and social reach. Listening to each other with full attention, without judgement, from a home of empathy, emotional awareness and knowledge are some examples to develop, as the emotional climate of the class is built by us. We are the emotional barometer of the class and because of this we have an impact on emotions and consequent behaviours.

Conclusions: Developing aquatic competences in the infant stage, with professionals who are attentive to the feeling, doing and being of their pupils, in a respectful way, should not be a privilege, it should be within everyone's reach. It is our responsibility, as aquatic educators, to achieve this.

Key words: communication, aquatic stimulation, childhood, learning, connections.