DinámicaMente is a programme developed and implemented by the Laureus Argentina Foundation, which aims to help children, through playful dynamics, improve their educational trajectory; incorporate social-emotional values and skills; and become citizens committed to the community in which they live. Implemented across four schools in Greater Buenos Aires, this programme not only benefits over 750 children, it also provides training for the 27 classroom teachers and 11 physical education teachers involved so that they can develop their own intervention tools.

Contributing to the improvement of the situation briefly described above is the challenge posed by the Laureus Argentina Foundation. Improving education requires, among other things, the development of methodologies in schools, which can enhance the appropriation of knowledge by students and mobilize their will to learn.
This is the principal reason as to why DinamicaMente has developed a methodology that encourages children and adolescents to improve their educational trajectory, learn social-emotional values and skills, and become citizens committed to the society in which they develop.
The privileged tools in this intervention are play, physical activity, theatrical methodology and reflection. The aim is that through these tools, significant learning is generated that allows adolescents to identify emotions that others and themselves feel, acquire healthy habits and get involved in helping and helping others, sharing their knowledge and experiences.
Education is an intentionally directed process in which the acquisition of certain skills and not others is facilitated. From this perspective we understand the usefulness of having learning situations based on play, from which children and adolescents will acquire positive skills and values that contribute to improving their personal development.
DinamicaMente's intervention aims to address three dimensions:
  1. The didactic dimension, introducing new features in teaching practices. This reflects the idea that the teacher is a fundamental and necessary agent of educational change.
  2. The organisational dimension, referring to experiences that promote changes in school management, within the institution and outwards, in its relationship with other institutions, the parents of the students and the surrounding community.
  3. The professional dimension, generating opportunities for training and professional development of school personnel, mainly teachers.
What’s more, DinamicaMente proposes to leave installed capacity in the schools so that the intervention is institutionalized beyond the presence of the Programme.

Email Sign up

Email Sign-up

Sign up for all things Laureus

Get regular updates throughout the year