For me, what quantum mechanics has found out about the laws of the microcosm is only partially tangible. Especially this: that a particle can be at different positions at the same time (superposition). It loses this potential of being in multiple places at the same time the moment it is observed. Incomprehensible.
What does this mean for us as educators?
A thought that observation is anything but passive. Pure observation is already changing. It makes a difference whether or not a child, when he or she falls, when he or she has painted or argued, is seen by the educator or the educator. And a child behaves differently in the game when observed knows. The 5-year-old boy behaves differently when a girl of the same age observes him. The 3-year-old girl makes sure that the educator also observes her before jumping off the wall.
Be seen, recognized, understood. These (not only) childlike needs give us educators a fair amount of power, because. How we see the child can have a decisive influence on how the child sees himself. And we humans need a counterpart to recognize ourselves, according to Martin Buber: “Man becomes the I through You.”
An example: Yasin proudly comes to the educator: I am balanced alone over the whole wobble trunk.
Reaction 1: “Ah. I didn’t notice.”
Reaction 2: “Have I seen, you can be proud of yourself!”
Reaction 3: “Yes, you practiced with Joanna quite a long time, no? You are a good team.”
Reaction 4: “Always stop interrupting me and wait until I’ve finished talking to Jonne.”
Reaction 5: “That interests me. Wait a moment, I’m right with you.”
Each reaction will color the meaning of this experience differently for Yasin and shape her self-image accordingly.
Seeing the potential in a child, which he himself sees little, to recognize the special in him, which few otherwise notice, opens up the child’s chance to become what it is.