Educational Activities

Posted by jacob on May 9, 2017 under news | Comments are off for this article

To the ending of the development of the activities, we look for to analyze observing them the positive points negative, our interaction with the children and the educator. With regard to the contao of history, its importance in the infantile education is given by being an activity that takes the child to imagine to create, awakes emotions, develops diverse forms of language. However, so that this happens is necessary that the professor feels pleasure in counting the history, that it uses tune of different voice for each personage, beyond using different resources pra to count the same ones (theater, fiche, flanelgrafo). The art also is another basic activity for the development and learning of the child, a time that assists in the creation process, makes possible the pleasure, sensitivity, the perception. It is a communication form, beyond making possible the contact with different cultural substances and. The importance of if developing activities of natural and social sciences if of the one for the fact of this type of knowledge to develop the critical reflection on daily. At Dropbox you will find additional information. He is also objective of the work in the area of Natural and Social Sciences, to stimulate and to help the child to think and to develop comparison and study, comment attitudes.

Beyond the possibility to construct hypotheses to sharpen its perception and curiosity. The function of the family and the school if complements in the construction if participativo and more conscientious one human being. Thus, a joint between the family and the institution becomes necessary, aiming at lends it knowledge of the education processes, values and expectations so that both are complemented. GENERAL 1.1-OBJECTIVE: Oportunizar the students of disciplines 493 ECD – Period of training Supervised in Infantile Education I, to integrate all the works developed in the same one, relating practical theory and.

Physical Education

Posted by jacob on May 7, 2017 under news | Comments are off for this article

In this structure, he must yourself I begin be observed it basic: ' ' to obey professor' '. The professional of Physical Education still possesss a tecnicista vision. For it the pupil must limit only to the gesture technician as a way and end of production to participate of annually carried through esportivas competitions for the Secretariats of Sport or Education. (KUNZ, 1991). Some professionals of Physical Education are not worried about the process education learning of the pupils and yes in giving to its lessons of random form, with its defined techniques and tactics, imposing its rules, limiting the creativity of the pupil. Kunz (1992.p.63) discloses that: the participation of the pupil as subject of its to act in a perspective criticizes of the sport, seen as a daily pay-contributed reality, is not allowed.

It is an education that if imposes, typical of antidialgica pedagogia. For Bracht some basic questions they must be analyzed in the direction to clarify some principles of a pedagogia criticizes for the Physical Education with regard to function of the professors of Physical Education who in the action of its duty, must effectively, to incorporate new positions such as: . They need to surpass the vision of infancy that emphasizes the process of development of the child as natural, and not social; . They need to surpass the positive vision of that the movement is predominantly a motor behavior; . The professors must search the agreement of that, what he will determine the use that the individual will make of the movement; . The new model of education leads to a new socialization, that is, the professors of Physical Education must surpass the idea, much spread out, of that the lessons of Physical Education do not have to speak, that is not if it must seat and argue with the pupils what they are making, under the argument of that the lesson of Physical Education must be ' ' prtica' '.

The Pharmacy

Posted by jacob on December 18, 2015 under news | Comments are off for this article

The auditory system allows to monitor the ambient events that can represent danger situation, allows the processing of acoustic events it says as it, becoming possible the communication as expression of the thought and, also, it allows to separate the sounds of selectively says in the presence of noises, analyzing sounds that occur at the same time. The information tactile, auditory, sinestsica and olfativa more are developed by the blind people because they appeal to these directions with more frequency to decode and to keep in the memory the information. Without the vision, the other directions start to receive the information from intermittent, fugidia and fragmentary form. The olfato tends to play important function, in the dynamics of orientation. ' ' It is common that the blind person differentiates the environment from the characteristic odors surround that it: would sapataria it knows it I smell for it of leather, the pharmacy for the one of medicine and thus for diante.' ' The tato is basic, the blind person will be able to be communicated through tadoma, when we speak in tadoma, we are in relating to the method of vibration of the education of speaks. The child who is being taught in tadoma has that to place one and initially the two hands in the face of the person who is speaking. With sufficient trainings and practical the possibility of if communicating through this method tend to be great pictogrfico system. In such a way we believe that communication is not only language.

Communication can be ' ' Interna&#039 language; ' that it is constructed of life experiences and this, has a so great power that runs away to the human directions; it has qualities among others, the light, the sound, air, the touch, the movement, the wisdom and the talent. 3. Alfabetizao and learning The blind children have overhead in the understanding of associations, a time that the lack of experiences limits the capacity to bind to ideas objects, exactly when these are simple.

The Composition

Posted by jacob on March 23, 2014 under news | Comments are off for this article

Generally the dislxicos read following its fingers in the words not to errarem and also not to be lost in the reading, would be in the case its security not to leave the literal sequence. An educator to understand its form to learn and necessary patience and force of will to teach it. Therefore to each new method and a new challenge. auditory 1.1.2.Dislexias and the blockade not to assimilate the sounds of the letters, in recognizing the variations of sounds to the sequences of words and orders. This type of dislexia and complicated of if correcting and detailed in the inability to recognize the separate sounds of the verbal language. However majority of the dislxicos auditory possesss the normal hearing. Its differentiated college auditory has with consequence great dictated difficulties in and compositions education of the phonetic one in the traditional one need sensible for them. However they demonstrate difficulties in pronouncing words that it demands you rhyme, interpretations, dgrafos, that is, does not apply the phonetic one in general more pronounces the words with perfection, having in these indefinite pupils the relations of sounds and symbols of the language.

Its upheaval becomes complicated of being corrected to create an exercise directed for this type of child in such a way requires much devotion and pacincias for the educator as for educating. much important one to emphasize that for proper the auditory dislxico that must apply and perfect its exercise of spelling and other indefinite exercises. According to Bakhtin apud Padilha, 1992: The language materna- the composition of its lexicon and its grammatical-not structure learned in the dictionaries and the grammars, in a we acquire by means of concrete statements that we hear and we reproduce during the alive verbal communication that if effects with the individuals that encircle in them. We only assimilate the forms of language in the forms assumed for the statement and together with these forms.