The importance of the trick as educative principle in the Infantile Education The majority of the authors affirms that the trick is developed by the child for its pleasure and recreation, but also allows it to interact with parents, adults as well as exploring the way where it lives. As the child is an individual in development, its trick is a construction form and goes if structuralizing on the basis of what it is capable to make at each moment, it creates and recria possibilities and different situations of expression, communication and relationship with the sociocultural environment at which if it finds and with this, is intended to be inserted. Throughout the development, the children go constructing new and different abilities, and thus she reaches the biggest context of practical social, allowing them to understand its position in the world and to act of ampler form in the world. It is from the trick that the child knows, is successful the obstacles and therefore, grow, of this form if it develops and it constructs its experience of if relating with the world in conscientious, active way, allowing an only experience of experiences that takes the taking of decisions. In a game any, it can opt to playing or not, what it is characteristic important of the trick, therefore oportuniza the development of the autonomy, creativity and responsibility how much its proper action.
The trick is a knowledge form, is through it that the individual if prepares for other stages of the life. Of this form, one perceives that, she is necessary this agreement, that professor thus recognizes the importance of the beginning of the trick for the infantile development, so argued today and already established in the National Curricular Referencial for the Infantile Education, what he represents a conquest and efetivao of the rights of the child integrated to the modality of infantile education. References: Kishimoto, T.M. (2002). Playing and its theories. So Paulo: Pioneer Learning. Piaget, J.
(1987). The Birth of Intelligence in the Child. Rio De Janeiro: Guanabara. Bridges, F. the R. & Magalhes, C.C. (2003). The transmission of the culture of the trick. Psychology: Critical reflection and, v.6 n.1, 117-124.
For all the citizens of the Dominican Republic it is of vital importance to know the problems being experienced by our country’s educational system. As we know the education it is vital to improve the quality of people’s lives and improve the development of a nation. Our country is going through serious problems in this social system and is not that the State has only given low investment, but is also that there has been inefficiency in the management of economic resources to education, since they are mostly intended for wages and salaries. Not necessarily to higher expenses we will have higher education, because an example is that approximately 50% of the resources allocated to the different levels delivered to basic education and however the second study comparative and explanatory (SERCE) held in Chile in the month of June, 2008, against the 15 Latin American countries participants got last place. We have deficiency in the preparation and training that It produces teaching and this creates a circle where low training of teachers is reinforced by low wages.
Repetition rates are high and accumulate above students age and the drop is due to the factors of poverty or incomplete schools. It could be said that the main problem of the educational system is the difficulty of retention of students, so that they concluded basic and medium levels. Really in Dominican Republic lack establish mechanisms that evaluate and troubles the implementation of educational projects, as well as greater decentralisation of the school. Educate children and you won’t need to punish men Pythagoras instructs child in his way, and even when he is old will not depart the Proverbs 22: 6 original author and source of the article
This that to say that, or if ' ' finge' ' that a inapropriada behavior was not seen or if restrains without guiding it adequately. Without doubts, in an environment of special education he is necessary, that the professionals are trained to deal specifically with the deficient intellectual, understanding that this is not one aspect to the part of the individual, as well as with the proper sexual education. The intervention must be most intensive and precocious possible, carried through for team to interdisciplinar that it includes psychiatrist of infancy and adolescence, psychologist, neurologist or infantile neurologist, pediatra, professor, psicopedagogo, fonoaudilogo and physiotherapist, amongst others. Unhappyly, in Brazil, deficient and its necessities still frequently they are ignored, rank that the evolution of the society was not enough to move away to the exclusion and the tried difficulties. Of this form, if it makes necessary to establish by means of law and too much programs, rules that can favor the fairness between the people, deficient or not. It wants let us deal with educandos with deficiency or not, the sexual education, in general way, is one of the great problems of the parents and professors, as well as of excessively professional of the education and health that deal with the deficient one, in view of that the sexuality, as manifestation of the being does not choose schedule or place to appear. Currently, the sexual education in Brazil can be given by the professors, but if it becomes necessary that, beyond the related scientific knowledge to the reproduction, the entailed questions to the sexual, individual and social behavior are debated and analyzed. This system of sexual and affective education will make possible to the educators and educandos better agreement of its psicossexuais characteristics. However, the sexual education, in particular, as much in the schools, how much in the homes, still she is precarious.