The spoiled child and lifestyle: insights from a nursery school in Turin

Abstract

Children who have relationship, adjustment, and learning difficulties in preschool are spoiled children who no longer find the opportunity to dominate their environment at school, as they do at home. The cornerstones of education—love and trust (Erikson's basic sense of self-esteem)—must never be separated. When spoiled children start school, they become anxious, shy, weak, or bossy. Since the greatest obstacle to education is ignorance about the child's psychological development, meetings and training sessions have been organized with teachers to illustrate how a child's lifestyle is formed by teleological voluntarism, by the action of the environment (family constellation), and by their creative power, which aligns their actions with their personal view of the world and themselves. Educational action must aim to integrate the child's needs with appropriate collaborative integration into society