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怎么写英国教育学assignment?Experienced education for children

论文价格: 免费 时间:2019-08-09 11:00:45 来源:www.ukassignment.org 作者:留学作业网
户外游戏是人类和某些动物特有的一种行为方式,它与现实生活息息相关。大人和小孩都喜欢玩游戏。游戏在成人和幼儿的生活中扮演着不同的角色,赋予不同的含义,扮演不同的角色(Dahlberg,2006年,第16页)。对于成年人来说,玩游戏必须遵守所谓的“游戏规则”,而成人游戏则有相应的制度作为约束。对于幼儿来说,游戏没有制度,没有规则,也没有限制,只要游戏的目的是快乐的实现。
The outdoor game is a special mode of behavior that humans and certain animals have, and it is closely related to the real life. Both adults and children like games. Games play a different role in the life of adults and young children, giving different meanings and playing different roles (Dahlberg,2006,p.16). In the case of adults, playing games must abide by the so-called "rules of the game", and adult games have a corresponding system as a constraint. For young children, the game has no system, no rules and no restrictions, as long as the game feels happy to achieve the purpose of the game.
“幼儿园教育应尊重儿童的人格和权利,尊重重法重学的儿童身心发展特点,在游戏中作为基本活动,王力宏同等重视,注重个体差异,促进发展。所谓基本活动,有以下两个方面的含义:一是在一天的生活中满足基本的生存需要的活动,二是关于主体的生活活动或生长发育有重要影响。在儿童的生活中,游戏是满足这两个条件的活动(Katz,1996,第78页)。
"Kindergarten education should respect children's personality and rights, and respect Heavy law and learning characteristics of children's physical and mental development, in the game as the basic activity, wang pay equal attention to, pay attention to individual difference, promote the development of each child rich character." So-called basic activities, have the meaning of the following two aspects: one is in one day in the life to meet basic survival needs of the activity, the second is about the main body of life activity or growth development has an important impact. In the life of children, games are the activities that meet these two conditions (Katz, 1996, p.78)..
 
在老师的位置上,我相信户外活动可以接近蛇形动物,这是经验学习的一部分(Siraj Blatchford等人,2012年,第26页)。此外,游戏是儿童的一系列感官和身体的运动功能,利用儿童生理器官和身体系统在游戏中处于有意识活动状态的过程,获得协调和自然发展(Siraj Blatchford等人,2012年,第26页)。例如,可以增强心脏、肺和循环系统的功能,增强肌肉力量和弹性,发展大脑结构,发挥功能。特别是脑科学研究表明,幼儿是大脑发育的关键时期,在此期间,大脑的结构和功能在具有较强的适应能力和重组能力,容易受到环境、关键时期、适当的刺激和经验的影响。NCE是运动、感觉、语言等大脑功能正常发育的重要前提,也就是说,大脑可以通过环境和经验的改变,在外部环境中经历并在不断的作用下塑造其结构和功能。因此,无论环境刺激与经验的刺激与经验是否丰富,建立正常的脑功能对建立正常的脑功能具有重要意义。丰富多彩的游戏可以为大脑提供足够的刺激和体验,是儿童最容易接受的方式。行动的发展是儿童的主要任务,是儿童认知发展的重要基础。运动的发展与儿童的空间认知、概念形成、社会互动和权力下放密切相关。动作的发展主要包括大动作的发展和基本位移、动作、平衡等小动作的发展。行动能力不是单纯来自个人的成熟,而是通过教学和实践来培养的。
In the position of the teacher, I have believed that outdoor activities could get close to the animal like snake, which is a part of the experienced learning(Siraj-Blatchford et.,al, 2012,p.26).  In addition, games are children's series of senses and the body of motor function and using the process of children's physiology organs and systems of the body in a state of conscious activity in the game, to obtain the coordination and natural development (Siraj-Blatchford et.,al, 2012,p.26). For example, the function of the heart, lungs and circulatory system can be enhanced, the muscle strength and elasticity can be increased, the structure of the brain can be developed, and the function can be played. In particular, brain science research has shown that early childhood is the critical period of brain development, during this period, brain structure and function in has a strong ability to adapt and restructuring, easily affected by environment, the key period, the suitable stimulation and experience is movement, feeling, language, and other brain function normal development important premise, that is to say, the brain can be modified by environment and experience, experience in the external environment and under the action of constantly to shape its structure and function. Therefore, it is of great significance for the establishment of normal brain function to establish normal brain function, whether the stimulation and experience of environmental stimulation and experience are rich or not. Rich and colorful games can provide enough stimulation and experience for the brain, and it is the easiest and easiest way to be accepted by children. The development of action is the main task of children, and it is an important foundation for children's cognitive development. The development of the movement is closely related to children's spatial cognition, concept formation, social interaction and decentralization. The development of action mainly includes the development of big movements and the development of fine movements, such as basic displacement, operation and balance. The action ability is not purely from the maturity of the individual, but is to be developed through teaching and practice. 
In these games, the children's vision is broadened, the thinking is broader, and can learn more knowledge. However, they also have a large defect, which is lack of physical movement, lack of cooperation and practice. Before children to play with scratch gravel, for example, do your own small toys, finger is very smart, now a lot of children's ability to grasp it more and more weak, write too slowly, investigate its reason, it is because the small game doing too little, fine muscle caused by underdeveloped.  
Fun is the most important for the children’s habit in the view of the teacher, so that game is a way to make children happy, fun, fun, and make young children for this purpose, active investment, actively engaged in the activity, is the child will have learned the knowledge, skills, and emotion through fun activities. Teaching is the teaching of the external knowledge and skills to the young children, the purpose is to make the children from unknown to the knowledge, never to the meeting. Different from teaching, the game has its own basic characteristics and education value, which determines that education must play the game as its basic activity form.
 
The basic features of the game.
1. Autonomy. Games are the active and voluntary activities of children. Children always choose to play games and how to play games. The autonomy of the game ADAPTS to the internal needs of children, which is the most fundamental attribute of game essence. 2. Fiction. The game reflects the life around it in an imaginary situation, which is a kind of imaginary and imaginary activity. Young children want to finish their reflection on real life by taking a vacation. 3. Non-utility. Games have no social utility, no compulsory social obligations, and no direct wealth creation. Children are satisfied and happy in the game. From the analysis of game purpose, children pay more attention to the process of the game rather than the final result of the game, so the game is super utilitarian and surreal.
Although the essence of the game emphasizes intrinsic motivation and free choice, the physical environment, social environment and adult participation also play an important role. Only by providing safe, comfortable environment and supportive agents can children be more happy in the game world. Due to the development of the society and people life style changes, today's children, lack of game partners, time and venue of the game, which directly affects the quality of the children's game. This requires parents to create as many games and opportunities as possible for their children, especially to create conditions for their children to find suitable game partners. For example, take extra children to outdoor activities, go to relatives with children, or choose a family in the community to play with each other's children. In addition, parents should give children enough time to play games. Children can only find partners, choose characters and design game plots in sufficient time. If the time is too short, children will not only play a high-quality game, but will gradually give up the content of the game.
The impact of games on cognitive development, the playmate is influenced the learning outcome from the view of the teacher. In terms of cognitive development, general is refers to the individual in perception, memory, imagination, learning and thinking, judgment, reasoning and problem solving) aspects of development, its meaning and the meaning of intellectual development. "Playing and hearing stories are the two cornerstones of children's cognitive development," said Pierce, a prominent American psychologist. The children in the game have the operation of the object, have the communication with the person, in the direct experience that accumulates continuously, the child to the environment and the self knowledge and the understanding, the experience and the perception has expanded and deepened. Rich games can not only cultivate children's curiosity, improve children's memory, observation and judgment, but also increase children's imagination, creativity and problem solving ability. For example, games are not a simple version of real life. It can be a unique combination of imagination and real life. Children can fully expand their imaginary wings in the game, imagine toys as other objects, and imagine themselves or their peers as others or objects. In the game, free to make symbolic transformation, make its association, logic, abstract thinking ability to get exercise and strengthen. Children in the game is not restricted by the conditions in the real life and customs, to try different sports game, and the game can increase children's choice of behavior, which can help you deal with the problems in the reality, to promote its ability to solve the problem in the future.#p#分页标题#e#
The size of the game space and the characteristics of the game site will have an impact on children's games. Therefore, parents should consider whether the space is conducive to the development of children's games. Enough space can make children play in the game, and narrow space can cause the children to produce nervous, depressive emotions, and it is easy to cause children to cause disputes with each other.
Under the premise of ensuring safety, kindergartens can develop outdoor playgrounds using their own and surrounding environment. For example, the surrounding area of kindergarten, walking street and even park plaza can be used as outdoor playground for some folk games. In addition, some places in the kindergarten can also be developed into a playground to meet the needs of young children.
The impact of games on language development is critical for coping from the playmate and also responsibility for the outcome in the position of the teacher .Language ability is one of the most important human abilities, and it is an important basis for children to develop other advanced cognitive activities (such as abstract thinking) and sound personality. Once children have mastered the language, they can communicate their needs, feelings and thoughts, and then control their own lives. Rich language environment is very important for children's language development. Children in the game, not only can the opening of wow I interactive game partners get more language imitation and strengthen opportunity, can also be in communication with the companion's initiative to familiar with new language skills, increase the understanding of language rules. This shows that games can promote the language development of children (Stephen, 2010, p.23)..
In the game, children consciously use specific parts of the body to enable the movement to develop continuously and rapidly. In conclusion, children who are often involved in free games can coordinate and develop the various physiological organs and systems of the body.
Friends together playing house, drive train, caught the robber, hide and seek game, is actually the life step by step closer to the society, is the children in the growth of life experience and even exercise, can learn skills, cooperation, and rules. Television and video games are virtual worlds that lack face-to-face communication compared to these traditional games. Long-term indulge, the child does not experience others, the somebody else, is becoming more and more self, not patience, lack of basic moral education, "emotional intelligence" is more and more low, after be brought up easily produce interpersonal conflict, is not conducive to personal development.
Children are the main body of game activities. Teachers can not play the game of children. Under the basic premise of ensuring safety, the autonomy of the game must be given to the children to the maximum extent. First, teachers can let children choose their own games. Teachers should guide children to choose or set their own favorite games according to their interests and hobbies, so that children can feel the fun of the game. Second, the teacher can let the children make the rules of the game themselves [9]. In the games of the past, set the rules of the game tends to be teachers, young children may find it difficult to understand or unwilling to comply with, in this case, the teacher can organize children together to formulate the rules of the game, the rules of the game can tend to be more developed for young children. To be clear, teachers can only serve as observers and facilitators in game activities, and cannot interfere with the game process at will.
The impact of games on social development, in the children’s mind, they are getting to save water sense in mind in the position of the teacher. The process of forming an individual to adapt to the social personality and mastering the behavior of social recognition is called socialization, also known as social development. The game is not only integrated into the process of children socialization, but also a primary simulation form of children's social activities, which is a channel for children to acquire social knowledge and skills. Children in the game activities into two types of relationships: one is outside of the game itself as the reality of the partnership, the other is a through the role play within the game as the role of the virtual relationship. In processing on the relationship between the real and simulated between people and their behavior criterion of experience and feeling of children get opportunities to practice social interaction skills, set up the initial rules consciousness, through mutual conflict, solve the game learned to take turns, sharing, communication, negotiation and compromise.
As a result of the limitation of physical and mental development, the low age children don't need to learn too much knowledge "dead", and they also hard to accept too many cultural knowledge, so the kindergarten need to do is to develop children's brain, cultivate children's learning interest and learning enthusiasm, to lay a good foundation for the children in primary school. Game just determines the characteristics of its unique role of young children, such as, children tried to solve when they encounter difficulties in the game, which can continuously to cultivate their creative thinking,and help them form the habit of the lines in the study( Lemon, 2007, p.182). In conclusion, children can develop intelligence and cultivate creative consciousness while enjoying the fun of the game, which is the same as the education goal of kindergarten.
The impact of games on emotional development, they enjoy the work in the teamwork, the leadership skill is enhance in a position of the teacher. Games play an important role in children's emotional satisfaction and stability. First of all, the game is a way to express their feelings, children is a means to overcome nervousness, with free, free games, children to adjust their mood, alleviate the inner anxiety and unease. Through games, children develop self-esteem and self-confidence. They learn to respond to fear and stress in a non-threatening situation and learn to control and manage their emotions. At the same time, the game's role play to provide children with the rich emotion experience, based on their experience and feeling of the role of learning from others' position to take ideas, agree with others' emotions, to learn to get rid of self-centeredness, learn to understand other people. In a word, game is the way of children's emotional life. It cultivates the temperament of children and shapes the individuality of children.
From the point of body development, sports game can drive the children to the activities of the whole body organs exercise, the body parts effectively from the body and promote the coordination and bone development, enhance the immune system of children; From the point of psychological development, young children through various experiences in the game, not only can know the objective world, can learn to communicate with people, a preliminary complete socialization, to enhance children's self-confidence and sense of responsibility, so as to improve the children's healthy personality (Siraj-Blatchford, 2009, p.82).
In summary, outdoor games, which are usually played in a sense. But children's game is different from adult play, it has its unique meaning and value. Through games, children exercise their limbs, improve their intelligence, train their minds, enrich their emotions, and learn how to interact with others. It can be said that children grow up in games. However it is important to note that with the speeding up of the social development and social competition intensifies, early education in our country's reality, driven by adults will and utilitarian consciousness, ignore children need, violation of children's nature, deprived of the rights of children's game phenomenon is very serious. More and more parents are involved in early education boom, all sorts of what claims to be able to make one or two year old child to read and count how many, how many tang poems "child prodigy" deprivation of the rights of children's game. Various kinds of knowledge and skills training such as piano, painting, computer and so on, occupy the children's game time. Parents are expected to get ahead in the future social competition by training them in a variety of early knowledge and skills. But have parents ever thought that doing so could result in "encouraging" and "driving the wrong way"? Research and practice of education and psychology show that by the child set the pace, self control of the game is the best way to their learning and development, lack of opportunity and experience, game will influence the development of children in all aspects. In this issue of "special attention" to launch "let children grow up in the game, parents and education aims to remind the broad masses of workers, only from the point of view of the entertainment is not enough to know and understand the meaning of children's game. The importance of games for children's physical and mental development makes it necessary to protect children's game rights as a guarantee of their learning and development rights. Parents, teachers and society should be realized to protect the rights of children's game as his own responsibility, to the children's game time, environment and opportunity for them to create games, let the children happy grow up healthily in the game.#p#分页标题#e#
 
Bibliography
Dahlberg, G., Moss, P., & Pence, A. (2006). Beyond quality in early childhood education and care. Postmodern perspectives. London: RoutledgeFalmer
Gelfuso, A., Dennis, D. V. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, pp. 1-11.
Katz, L.G., (1996). The contribution of documentation to the quality of early childhood education, ERIC Digest, EDO-PS-96-2.University of Illinois, Urbana. 
Lemon, N. (2007). Take a photograph: teacher reflection through narrative. Reflective Practice, 8(2), pp. 177-191. 
Manning, J. P. (2005). Rediscovering Froebel: A call to re-examine his life and gifts. Early Childhood Education Journal, 32(6), pp. 371-376. 
Moss, P. (2007). Bringing politics into the nursery: early childhood education as a democratic practice. European Early Childhood Education Research Journal, 15(1), pp. 5-20.
Project Zero/Reggio Children (2001). Making Learning Visible: Children as Individual and Group Learners. Reggio Emilia Italy: Reggio Children.  
Siraj-Blatchford, I (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: a Vygotskian perspective.  Educational and Child Psychology, 26(2), pp. 77-89.
Siraj-Blatchford, I, Sylva, K. Muttock, S., Gilden, R. And Bell, D. (2002). Researching Effective Pedagogy in the Early Years. Research Report no. 356. Department for Education and Skills.
Stephen, C. (2010). Pedagogy: the silent partner in early years learning. Early Years, 30(1), pp. 15-28.  
Tarr, P. (2010). Curiosity, Curriculum and Collaboration Entwined: Reflections on Pedagogical Documentation. Canadian children, 35(2), pp. 10-14.
Tarr, P. (2010). Curiosity, Curriculum and Collaboration Entwined: Reflections on Pedagogical Documentation. Canadian children, 35(2), pp. 10-14.
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