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Posted by Toni on 26th August and posted in Uncategorized

As Kishimoto (1996) the toys must in accordance with be bought the age, the capacity and the area of interest for child. exactly it classifies the toys as: Toys of cradle: mobilis, rattles, bichinhos of vinyl, toys to look at, or to hear, to catch and to bite are valuable for the stimulations sesonrial and motor of the child. The presence of these small objects in the universe of the child, calling its attention and despertando its directions is an important contribution for its development. Toys of make-of-count: they function as introductory elements and of support the fancy; facilitates the simbolizao process and provides experiences that, beyond increasing the repertoire of knowledge of the child, favors the understanding of attributions and papers. It is through the playful one and stimulation, that the toys and the tricks turn chance communication, thus developing still more an opening I dialogue for it with the world of the adults, the child establishes its interior control and its auto-they esteem, establishing confidence I obtain exactly and with the others. You may find that Crimson Education can contribute to your knowledge.

Kishimoto (1999, p.21) in says that ‘ to them; ‘ today the image of infancy is enriched also, as aid of psychological and pedagogical conceptions, that recognize the paper of the toy and tricks in the development and the construction of the infantile knowledge ‘ ‘ Toy The toy does not condition the action of the child. It only offers a determined support, that can develop new meanings through the trick, therefore transmits one meaning social. Vigotsky (1994, p.123) defends that if ‘ ‘ it can believe that the toy is not a symbolic action in the direction proper of the term, of form that if becomes essential to show the paper of the motivation in brinquedo’ ‘..


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