Classification of the toys In pedagogical and psychological science they have existed varied criteria to classify the toys, which is very related to the assumed theoretical position. In this sense one is between the first classification of Bhler, for that the toys could be designated in three types: – Toys projected for the movement and the provision of activity motorboat, with view to the muscular development. – Toys adapted for the constructive and creative game, whose phase indicates the beginning of the conquest of the boy of the materials that surround to him. – Toys that are lent to the dramatic action, the fiction, and the imitative game and enable to the boy or girl to penetrate in the world of the fantasy. This classification of Bhler, apparently so simple and little updated for this time, has underlying an approach that seen under the light of an analysis again type, offers interesting edges to consider, something that are had to retake when the relation of the toy with the stimulation of intelligences is valued. J.
Piaget establishes a classification of games and toys already mentioned at the beginning of this material, that is very organic and consequent with its theory of the development of the knowledge, reason why reinforces the approach towards the intellectual sphere. Classifications exist that talk about the chronological ages, relating a series of appropriate toys for a certain stage of the development, and it is spoken toys for suckling babies that, for children of early age, those of pre-school age. This type of classification has many limitations, because as already said previously, the age only can constitute a guide, being more important to evaluate the processes and psychic properties that in a while determined of the development are promoted and stimulated by a given type of toys.
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In addition, when paraphrasing, You can find out how has well been listening. As soon as the person has stopped speaking, she says: " What I have understood than You you have said you are " and then it repeats what You simply have understood. Such " controls of realidad" they are more important when You are treating an emotional subject, for example when a subordinate to char it with You on a problem with a fellow worker. The emotion tends to make the less clear person. On You you depend to make sure that it is receiving the true message of the other person. In such occasions, it could ask, " He is this what You are trying to say to me? " and refrasee what You think that the person is trying to say. Then, by his answer, she asegrese that You have interpreted what has been said by the person correctly. By means of these questions, You also obtain that the other person gives to You the elaborations him, corrections and adjustments the expressed thing, that they can, sometimes, to make a difference very important.
A way to prove its progress in this aspect, is to record its telephone conversations. Vulvalas to hear and writes down frequently You how you did you ask and refrase what the other person said. Conquiste the fear of silence. The impulse to fill a silence can be almost irresistible. It is better not to speak immediately after a silence takes place, without mattering what the other person has said. Even though a question has done him for which You have a ready answer, she tmese a little while to think.
If the other part stops speaking, begins to count and mantngase doing it until she returns to speak. One does not hurry to fill silence. It acquires the practice to make pauses when speaking, that allows to think him, to analyze the situation, to pay attention to the tone of voice of the other person, to appreciate the things that can be different than You had anticipated, all of which will allow to listen better and to give better answers him.
– Superproteo of the parents? it does not attribute to the children responsibilities (supplied classrooms)? Entrance very early in the world of the work for the adolescents (popular classrooms) – Difficulties of the parents to place limits – we do not have to say to the one son not to say because. /Based it does not have that to have practical consequences, because without this you demoralize its speech-Oscillation espontneismo/authoritarianism-Family Small Difficulties To educate. Lack of experience of the parents. – Vision Education as investment. Fixed aspiration for the social ascension.
– Many extra activities classroom/swimming, tennis, ballet, jud, etc, without giving to the due priority school 3 – RELATED FACTORS the SCHOOLS – Not educational definition proposal – Lack of educative projects – Lack of professional integration has equipped technique? employees? direction. – Different Positions ahead of the same facts. Not clear norms and absence of dialogue regarding them. – Lack of support professional work – Lack didactic resources – economic Dependence clientele (particular) or of the public power (been) – insufficient Remuneration? disqualified professionals – favorable physical Conditions? barulhentas, hot classrooms, pressed, if do not obtain good discipline. – excess pupils classroom. 4 – PROBLEMS RELATED TO THE PROFESSOR: – Disqualification – Lack of didactics – it reads books during the lesson speaks accurately as it is in books writes time in the picture all.
– Other people’s Questions the lesson? as ideological pregaes, mainly politics/professor is vitiated is enough to touch .em the subject to leave the paper. – Excessively severe, irritadio, aggressive, mal-humorado. Many times the professor hides its incompetence and omission behind an authoritarianism without meaning? Good Mood is essential. – Incapacity Communication/fearful, Unsafe Professor. Shy professor of ibope/the shyness is not a creation of the society, represented per very severe parents, who finish being incorporated with an interior court in charge to evaluate, the all instant, its behavior and its speaks.
Finally, they are joined to the previous factors the intensification of the corporative trend, that it looks to preserve the interests of the steady work force. The crisis of the syndical movement if accents with the development of the individualizao of the work relations; deregulation and flexibilizao of the work market; ideological action and the capacity of manipulation of the capital. The unions beyond making front to the movement of the toyotismo, need to abandon the structure verticalizada for the horizontalizada one, to advance stops beyond a defensive action and with this assistant in the search of a project that walks in the direction of the emancipation of the workers. Ricardo Antunes places the possibility of the precarious, partial, temporary workers or subproletariados, capsizes if to constitute in a social citizen capable to assume bolder actions, searching its space, its rights and representations. In the room and last chapter, the author initiates explicitando that it is absolutely necessary to characterize the dimension when if the question of the crisis of the work society argues. Is about the abstract work or concrete? The first one being understood as more intelectualizado as with artisan characteristics. If the crisis is of the abstract work, translates the reduction of the alive work and the magnifying of the work died, indicated for Marx as trend of the capitalism. The worker already does not transform objects directly material, but he supervises the productive process in machines.
Antunes makes question to leave clear these basic questions, therefore they mark out with buoys the tasks that must be carried through by the workers in the construction of its future, for it, the revolution of our days are, in this manner, a revolution in and of the work. It is a revolution in the work in the measure where she must necessarily abolish the abstract work and restore a society established in the auto-activity human being, in the work concrete that generates useful things socially, in the social work. However, the author little mentions itself to the impacts of the capitalism in the agricultural segment, to the paper of education institutions. It enters the diverse forms of depreciation, the professional period of training is not mentioned. The practical one of period of training act of contract is the new modality of precarizao of the work, therefore, the trainee contracts itself as cheap man power, leaving thousand of diligent is of the work market.
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