- Additional program for the harmonious development of children
Harmonious development of children based on an ecological culture by the synthesis of humanitarian and natural directions in the knowledge of the world. “World in Me”
From the author
Everything you read on this page summarizes the results of the practice that I encountered in childhood thanks to the wise attitude of my mother and observing her activities as a kindergarten teacher. Later, this experience was supplemented by the experience of being a mother of two sons and a daughter, many years of work in education and human resource development, and experience as a biologist in the practical and scientific fields.
These experiences helped to develop and implement the World in Me program in collaboration with the community initiatives in both rural and urban environments, primarily parents and teachers, as additional education that supported the main educational process in schools. In addition, these experiences are extended to forms of activity with 2+ aged children. These activities are good support for parents in the harmonious upbringing of young children, where the foundation is laid for all further education, including both physical and social immunity.
Brief information about the program can be found at the bottom of this page. I am glad if you find the time and desire to read it and will be happy to answer any questions you might have.
About the program
(based on the manuscript “Conscious Creativity for Sustainable Development” ©by Olga Verasen)
The program theme is to support children to live in harmony with themself and the world around them, realizing themself as one with it through a sense of belonging and responsibility for their actions – “World in Me.”
Coordinating the activities of a harmonious child is based on developing a culture of thinking based on an ecology culture that reflects in all areas of their activity through awareness of “What and Why I Create” and responsibility for “I can share what I have.”
The culture of thinking is a harmonious, conscious process of human thinking that has at its foundation feeling as a response to improvement:
“How will my activity better support my World?”
The development of a culture of thinking, in unity with nature, is the main condition for the successful development of a harmonious person.
The program includes various creativity activities based on Conscious Creativity principles that synthesize:
– choice of creative activity that developed the sensory system: the five-channel bridge between the inner world and outer world
– consciously choosing and developing positive feelings: Feeling – Thinking – Action – Result
– the synergy of interaction: I and I, I and You, I and World, World in Me.
The Conscious Creativity principles
– Freedom of Choice through Responsibility
I always create my life, and I always have responsibility for What and Why I create.
– Independence through Unity
I always create the best for myself, together with people, and for people.
– Tolerance through Respect
I am always unique and is everyone, and I always have my talents as does everyone.
– Activity through Improvement
I can share with others only what I have, and I always can improve everything that I have.
The goal of the program: continuous harmonious development of a child’s personality
The program promotes the development:
– the culture of thinking and ecological culture
– self-development skills based on human values
– unique qualities and talents
– creative thinking and skills to synthesize knowledge of the world
– leadership qualities and communication skills
– active life position, resource thinking, and wellness skills
– curiosity and desire to improve knowledge and skills
1. I and World
2. Our Home is Earth
3. Life and Nature
4. Explore the World
5. Our Health
6. Harmony of Feelings
7. Beauty and Culture
8. We are People
9. We and Nature
10. We and the Universe
11. The Power of Creativity
12. World in Me
Some program details
1. World in Me is based on a spiral, representing limitless development and improvement. Each step continues for one year – Four Seasons. With each step, the themes are repeated, but become more involved, exploring at a deeper level. The program is built as is Nature, as an evolutionary spiral.
2. Each step has a cycle of 4 courses based on each of the 4 seasons. Each course has four events. The order and content of each course is built on the principles: “I explore the World”, “I am aware”, “I choose”, “I share” – “What is the World like?”, “What do I see in the World? Why?”, “What do I take from the World? Why?”, “What am I sharing with the World?” – accept the best from, and give your best to, the World.
3. Each course consists of 4 events: 3 of the 4 events cover a general topic from different perspectives. The purpose of each event is to awaken the activity of cognition, emphasizing the versatility and limitlessness of human knowledge. At the end of each course, there is a 4th event – a creativity workshop. This final event format facilitates a non-competitive summary of the course. This creativity event is called “Wizard’s Workshop” and allows participants complete freedom to creatively express themselves while reinforcing awareness of What and Why I create (based on the Conscious Creativity Concept).
4. Depending on the situation, creativity workshops can combine those participating from a group of steps or all steps together. Workshops are a kind of mini-society – a society in which the communication skills of participants are developed, and conditions are primed for creating situations of success. Here the youngest can share their success with their elders and teach them what they are more successful in, and vice versa.
5. Creativity workshops develop and summarize each course and each of 3 events: Workshops help to reveal the inner creator in each participant, show the importance of a proactive position in life, and the importance of co-creation, regardless of age, knowledge, and experience. An important feature of creativity workshops is that they bring together parents and children, creating a space for co-creation, developing communication skills, and the ability to express one’s own uniqueness while working together as a family team.
6. A circle is the symbol of a cycle there is no beginning and no end, and yet there is completeness the principle of harmony, as in Nature. This is an important principle in understanding the World – not a linear perception, but a circular one.
7. The principle of a circle, and the structure of the classes, are built in such a way that any participant can enter the learning cycle at any stage and feel comfortable. Each lesson is self-sufficient. They are also based on a cycle: participants return at the end of the event to the key phrase, question, or word that was heard at the beginning of the event.
8. The cycle of transition to the next stage – September – corresponds to the natural cycle of Nature and the school year.
9. Circularity is the principle by which the entire program is constructed, each step, course, and event, including weekly homework. This system supports rhythm. Beginning: 1) feeling (activation point), then continuation: 2) thought, 3) action, then completion point: 4) result – answer, summing up and again 1) feelings combined with motivation is the transition to the next level, a new cycle.
All of the program’s events (including homework), courses, and steps are built based on this principle.
This model has no end – it is limitless in the development of each participant. The program model itself, the structure, and the principle of constructing classes allow participants to develop independently in the future, using the same approach. That is the goal of the program – continuous harmonious development of a child’s personality.
10. The cycle is constructed as follows: Feeling-Thinking-Action-Result.
11. The general principle of the spiral or step, essentially consists of 12 spirals inside: for each of the 12 courses. Each event is a mini-cycle, which also develops as a spiral throughout the entire program. Work is a series of progressions according to an algorithm (see lesson algorithm, homework.)
12. Transition from one step to another – transition to the next step in depth and scope: “Let’s open the next door!”, “Let’s take another step,” etc. The entire structure is built on this principle.
13. The principle of interaction between teacher and participant is cooperation. The teacher’s task is to create an educational (from the word “image”) space, where everyone is both a teacher and a student. (see diagram…) One of the differences in this methodology is the absence of evaluation or judging in any form. Words of approval in the form of “Well done!” are excluded, as are “Great!”, and“ Good!”. Instead, the expressions used are, “What did you like?” and “What would you like to improve?”
14. The theme of human intention (will) is emphasized and constantly present in the program, through metaphor, art techniques, tasks, and exercises.
15. Metaphor plays a large role in tasks. It develops imaginative thinking and makes it possible to look at a situation from the outside to develop the ability to analyze and synthesize. Also, metaphor allows for the removal of a framework that creates restrictions: is it possible or not? An example of this is a fairy tale – “in a fairy tale everything is possible” and miracles do become reality. This gives confidence in one’s skills, reveals the ability to dream, and develops creative talents.
16. This program is based on the principle of continuity: in class, only part of the topic is explored., This form of presentation involves independent work during the week supporting the next lesson. Workbooks are used to help, where the number of pages corresponds to the number of days until the next event.
17. Presentation of information in classes is according to the scheme: I know. I can. I do. The teacher’s questions to the participants support them in activating the thought process: “What’s next?”
18. The program contains a system that forms imaginative thinking and encourages the question: “Why?”
19. The main goal of questions is to awaken interest in further knowledge of the World in combination with the development of awareness in one’s actions from a moral basis.
20. The program’s lesson algorithm is based on training technologies with elements of coaching.
21. Duration of events depends on age:
– 2-4 years-0,5-1 hours;
– 5-7 years -1,5-2 hour;
– 9-11 years -2-2.5hours;
– 11-13 years-2.5-3 hours;
– 12-14 years -3-4 hours.
Reality is a mirror of ourselves because we can share only what we have. No matter how important and significant the knowledge someone has in a particular area, without being aware of the responsibility for their actions, their actions will be limited, calling into question the very existence of life on Earth. Our worldview lags behind the pace of economic development. A result is environmental and social degradation, without a sense of involvement in what is happening, and no control of the future.
We often talk about the future, but sometimes we adults ourselves close its doors, shutting out the sense of joy in life, for not only ourselves but also our children, by succumbing to everyday routines. How do we look at the world? What do we tell and show our children? If they determine the future of the Earth by our example, what will the world come to be?
Harmonious development of children, based on ecological culture, by synthesis of humanitarian and natural directions of knowing the world, is a continuous process of worldview improvement, a person’s understanding of their unity with the surrounding world in time and space. The sooner each of us realizes this, the sooner we define moral values and priorities for ourselves, and the more confidently we will follow our path in life, helping and supporting our children in their harmonious development. Childhood is the most important time – it is not preparing for life, it is life. How life develops for a child, what remains in their heart, determines their and our tomorrow. I hope this program will support the harmonious development of children and will be one more drop in the ocean of good deeds for our harmonious future.
About Conscious Creativity concept >
Educational resources based on the Conscious Creativity
Education and development:
– coaching and consulting
– training and workshops
– adult continuing education program
– additional children’s education program
– self-regulation course
The models based on Conscious Creativity:
– Happy Home Studio – Creativity for all
– Wizard’s Workshops
Conscious Creativity Technologies:
– quests, creativity games
– family creativity
– creativity for adults
– online creativity club
– unity with nature
– life balance practices
– fairy tale and fable books
– parenting resources
– nature-based prismatic art
Social and Research Project >
Educational resources © by Olga Darya Verasen
Systemic coach, educator, economist, and biologist.
Writer, screenwriter, and artist.
Member of the American Psychological Association, USA
Expert / Coaching Instructor / Trainer ECA, European Coaching Association, Germany