“Computer games in the lives of children of senior preschool and younger school age”
1. The differences between computer games from traditional
Modern children, choosing between traditional and computer games, often prefer the latter. In terms of content, the computer games are in many respects similar to traditional, but they also have fundamental differences:
– many computer games are based on the principle of gradual complication of gaming and didactic tasks, like holding the child in the “zone of proximal development”;
– “phasing” in the programme, often allows the child to progress to the next stage without performing the tasks of the previous level. In some games you can use “menu” to arbitrarily choose the level of difficulty of the job. In other games, the program adapts to the child and offers him a new job with the light of his previous answers: more complicated if the jobs are successful, and Vice versa; Continue reading
The technique is intended for diagnostics of interaction between parents and children. The questionnaire allows us to determine not only the evaluation of one party — the parents, but also the vision of interaction with the other side — from the position of children.
Description of the method
Questionnaire “Interaction parent – child” is a “mirror” and contains two parallel forms: for parents and for children. In addition, there are two versions of the questionnaire:
Option for Teens and their parents;
Option for parents of preschool children and Junior pupils.
Thus, the questionnaire has three forms: one baby and two adults, 60 questions each.
The text of the questionnaire includes 10 scales – criteria to assess the interaction of parents with children. For each scale version of the questionnaire for adolescents have equal number of questions, except for two, which allocates the majority of researchers, and which can be considered basic in the parent-child relationship. This is the scale “autonomy-control” and “rejection-acceptance”, was composed of 10 statements, and in the rest of the scale — 5 claims. Continue reading
To Teach children attentive and eager to listen; using a variety of techniques to promote the formation of emotional relationships to a literary work
OBJECTIVE: to Teach children attentive and eager to listen; using a variety of techniques to promote the formation of an emotional relationship to the literary work.
MATERIAL: the book “tales from the taiga and tundra of the beasts and the birds” p. 5, cone.
Teacher: Tell us about how you met the Forest Sparrow with a Gray Mouse?
What blanks did for the winter Gray Mouse? (dried mushrooms butter, berries
cured and dried, the roots are sweet and sour, pine nuts oil, fragrant grass)
A division of the company: giving each other the lump and calling the words “mouse”, “Sparrow”.
Teacher: How has lived a Gray Mouse and the Forest Sparrow first half of winter? (Tales amused. Songs sang. Danced in the snow. Feasted every day and told each other sweet words)
Exercise “the perfect host” (Dramatization of the passage. To think of what sweet words they spoke to each other).
Teacher: What was I served Continue reading