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Self-Directed Learning Catches On in Peru
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Coaches Across Continents’ Rubén Alvarado writes from Peru about CAC's work with UNICEF Peru, focusing on Self Directed Learning and the importance of trust.

Esmeralda, 7 years old, lives with her family across the street from the pitch in “El Agustino”, in Lima, Perú, where we held our training during the first week. She would cross the street every day in order to beautify our learning space, but also to teach us powerful lessons.

She surrendered to the game in the absence of answers, or when she did not know how to do what the game demanded, or even when she did not quite understand what happened at all. She rested, even if the group continued playing, if her body asked for rest. She played, even if the group rested, if her heart asked for play.

“Will we play more games today?” If she found a negative answer to this (daily) question, she would leave. Why would you stay in a place where all the fun has finished?

We in CAC do not coach children directly, we coach coaches who educate children; Esmeralda joined the training spontaneously. We practice Self Directed Learning, because we believe that it honours our capacity and freedom to decide, even in seemingly irrelevant scenarios. I told you this long story so I could offer you something that, in my perspective, functions as a core component in the creation of spaces for Self Directed Learning to emerge: Trust.

We reflected on this issue with the group. Do we trust our kids enough to make their own choices? Do we think, maybe unconsciously, that we know better than them? How does this idea influence their learning? When does authority enhance growth and evolution? When does it not? How can we respect their freedom to decide at all times while coaching? 



People learn better when they make their own decisions, on how to best resolve their problems and also, how to best manifest their intentions. Creating safe, intentional, containers for this active and explicit decision making process to occur, achieves equal relevance to their learning as the content learned. In this way, the structure enables participants to use their voice at all times, not only when playing games or when reflecting on something, but at all times and in different forms of expression.

The group concluded this session with gratitude and eagerness to continue exploring these topics. Esmeralda got an acknowledgment as an honorary participant of our program. She left to school that day with an even bigger smile and dirt on her face and knees, evidences of major success.


[This article has been edited by the Operating Team]

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Latin America and the Caribbean