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Preschool Children

Posted by Toni on 13th November and posted in Uncategorized

Most of the methods of training and education of preschool children still adheres to an unwritten rule – 'one thing – a lesson'. Read more from Gerald Weissmann, MD to gain a more clear picture of the situation. Carers or parents telling the child about a phenomenon is usually not trying to consolidate their knowledge by using the temporary switch attention from the subject to complex phenomena, characteristic of the object of knowledge. There is a saying – 'forest for the trees can not see', that this approach to training and education is described best. De shaws opinions are not widely known. An experienced teacher will never pull the object out of context, talking about, say, 'fish' without context 'ocean, sea or river', but still not at the same time consolidating the received child knowledge with the parallel development of language, memory, fine motor skills during a complex finger exercises. Children receiving information from the teacher, can simultaneously engage in applique, painting, designing or modeling on the same subject, which greatly enhances the effect of assimilation of the material obtained. Consider the example of working with children on the topic of acquaintance with nature.

Work with children can be divided into four stages: 1. Formation of view about a living organism. 2. Depending on the assimilation of a living organism from its environment, classification of knowledge. 3. Understanding the properties of a living organism to satisfy vital needs at the expense of other living beings.

Including people to meet their needs as a living organism can only be due to the nature. 4. Formation motif environmentally-purposeful behavior. 5. Fixation knowledge gained in skills by modeling, application, construction paper or scrap materials, learning poems, listening to music. During the period of interaction with preschool natural environment is changing: from a subjective-pragmatic attitude to plants and animals (it is possible to eat, good or bad, beautiful or not) to humane interaction: – the distinction of natural and man-made – the distinction of states of plants and animals – healthy and distressed – care about the inhabitants of the nearest natural environment (feeding birds, growing plants) – expression of interest to work in nature, providing feasible means to create favorable conditions for plants animals, clean environment – compliance with the rules of nature – an understanding that environmental conditions (light, heat, clean air, water, soil) plants, animals, people – it's nature, a living organism. The result of this work are the following indicators: 1. Children are guided in a rich and diverse flora and fauna. Distinguish the most common plants and animals. They know how to organize them into groups (insects, grasses, mollusks, rodents, etc.). Know the name, method of feeding and breeding habitat, interesting features, value for plants, animals and humans. 2. Children are interested in information Natural History nature, the desire to understand phenomena, to reveal their relationship. 3. Children represent the natural history activities in other children's activities (fine arts, gaming, speech, labor). 4. Children are interested in practical action (observation, tests and experiments, taking care of natural objects, the confrontation between those who would harm the nature.) 5. Children possess moral norms humane interaction with nature. Tend to care about the purity of the natural environment. 6. Children are able to see the beauty of nature and try to pass on their experiences (in words, izodeyatelnostyu, movements). 7. Children exhibit cognitive activity in all types of organized activities on the understanding of the program material, interest in ways to achieve the result of observation.

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