The Importance of Games in the early grades
THE IMPORTANCE OF GAME SERIES IN EARLY INTRODUCTION
The preparation of this work is to acquire new knowledge on how to work the early learning games in the series. The main objective is to introduce teachers, and who might be interested in the main concepts, theories and practices of human development through games. In the first chapter we seek the history of Olympic Games, its changes, goals and competitions where "Pierre de Coubertin" insists that sport and physical activity plays an essential role in forming the character of human beings. In the second chapter will talk about how much educational games may contribute to an inherent human activity and approach the game as a source of improvement in the participation of students in classrooms. show the importance of living together in groups where the students will share their prior knowledge and experience gained from other classmates. The third chapter shows how the play is important for the child and what is most profitable for educators to teach in playing because it is essential for us to redeem the work and play traditional games, we can also observe the reactions of the student experience or represent a new game of your role in building a new toy or a joke. Although this chapter we will discuss the role of teacher versus student development. In the fourth chapter will comment on the influence and importance of games has been included discipline, "games and recreations" in school curricula. Also commenting on how the game is important for the acquisition of motor skills and socialization of the individual to the social group in which he lives. We will also introduce some models of games who worked in the classroom will yield great results in teaching and learning of our students. See attachment. We hope to be contributing to a practice in which the understanding, and respect outweigh the conventional standards and that the degree of knowledge is an ongoing and active in human life. 1. The origin of the Games. The Olympic Games concluded in 04 to 04 years at Olympia in Elis, were opened in the spring of 1896, were played in honor of Jupiter and was the undisputed status, and splendor reached Physical Education in Greece old, this meant that each seek to be a Greek athlete, and therefore a hero, a demigod, in order to improve your physique. These games have emerged largely through the efforts of sportsman and French educator Baron Pierre de Coubertin educator and historian also was the beginning of the modern games. Plans for the achievement of the modern games began in 1894 with the founding of the International Olympic Committee (IOC) with headquarters in the Swiss city of Lauseane, and received help from sports organizations and individuals from various European countries. Today has recognized 186 national Olympic committees. The committee reported the competing principles and chose Athens (Greece) to host the first Olympics of the modern era, this seat is usually chosen by the IOC to six years in advance. 1.1 CHANGES IN THE COMPETITION. Since the first modern Olympiad cycle, the number of female participants and the number of sports and events open to increased competition is excluding the competitive sports of the Olympic Games, the number of sports included in the last Olympics was 25, in addition, were added Display other sports such as ice hockey, taekwondo, the Basque pelota, beach volleyball and softball for women. Of the Olympic Games in antiquity the most famous were those concluded in the summer every four years. (Period called the Olympics) is in Olympia to honor Zeus. At that time could only compete honorable men of Greek descent. Converted into a celebration with various events: foot races, wrestling, boxing, horse racing and pancratiun pentathlon. The winner received olive wreaths and bestowed fame to their cities of origin. Reached its maximum popularity in the fifth and fourth centuries BC to 394 AD, Theodosius I, the great suspended them. 1.2 THE GAMES IN GREECE AND ROME. competitions and other public spectacles were a feature of religious and social life. In Greece the four cycles were the main Olympic Games, the shuttle is the nemeus. In the Greek games, the people participated frequently and main event was the competition among athletes. In the Roman games, on the other hand the people were mere spectator, usually only professional athletes participating , slaves and prisoners, there were fights to the death between gladiators and wild beasts were used. 1.3 Classical Antiquity. Olympia, a religious sanctuary of pre-Hellenic Greece, located in the western pelopneso, where the Olympics were held. comprised of an Era sacred grove, the altilis, which were the main religious monuments such as temples of Zeus and Heros. altilis were out of the stadium, the hippodrome, the lecture and the gym. Pierre de Coubertin, French teacher, educational reformer, should his fame to having reorganized the Olympic Games. Tocquville According to the ideas advocated a selective education as the only way to create leaders for liberal democracy. He insisted that sports and physical exercise were essential role in the formation of character. In 1894, he called the Sorbonne representatives from 14 countries, with the aim of reviving the Olympic Games, two years after Athens was chosen to host the first Olympic Games of the modern era. 2. THE ORIGIN OF EDUCATION playful. "The game is for the child an end in itself, it must be for us a means to educate, where his name educational game that takes place in the increasingly maternal language pedagogy" (Girard, 1908, p 199). We know that games and competitions have always aroused interest to human beings either for sport or diversão.Um example is that between the primitive activities such as dancing, hunting, fishing and the fights were taken as a reason for survival and many times was restricted to fun and pleasure. The children participated in games of technical projects and magicians. The body and the environment, childhood and adult culture were part of one world. The games feature their own culture, the culture was education and education accounted for survival. Plato (427-348) one of the greatest thinkers argues that the early years of the child should be filled with educational games practiced in common by both sexes, under surveillance gardens and children and that education itself should begin at age seven. Plato gave the sport so widespread at the time, value education, moral, putting on an equal footing with the intellectual culture and in close cooperation with it in training character and personality. So if you invested against the competitive spirit of the games that often used in an institutional state, causing damage to the formation of children and young people. Plato also introduced a quite different mathematical practice fun, emphasized today. He applied exercises calculations related to specific problems, from life and business and said: "all children should study mathematics, at least the elementary levels, introducing from the beginning, in the form of attractive game." "Plato, not problems that would have only elementary calculus applications; wanted reach a higher level of abstraction. " Even among the Egyptians, Romans and the Mayans, the games served as a means to the younger generation learn from the older values and knowledge as well standards and patterns of social life. With the rise of Christianity, the games were losing their value because they were considered profane and immoral without any significance. From the sixteenth century, humanists began to realize the educational value of games, and the Jesuit colleges were the first to reattach them into practice. Gradually, the good people and lovers of order less radical formed an opinion about the games. Philippe Aries, a researcher at the child's social life and family, said with regard to games, "the priests understood from the outset that no was neither possible nor desirable to suppress them or make them dependent on permissions poor and shameful, in contrast, proposed to assimilate them and introduce them into their programs and officially regulated and control them, so disciplined games, recognized as good, were admitted, recommended and thereafter regarded as a means of education such as the estimable studies. A new feeling came to education adopted the games that were outcast and then tolerated as a lesser evil. The Jesuits in Latin edited treaty that provided rules of gymnastics gymnastic games which provided rules of the games and have recommended to be applied in schools dance, comedy, gambling, transformed into educational practices for learning the spelling and grammar " . Other theories, precursors of the new active methods of education have given importance to play in raising the child proclaims Rabelais in the sixteenth century, "Teach them to love reading and drawings, and even playing cards and chips are used to the teaching of geometry and arithmetic. " Montaigne (1533-1592) was leaving for the field of observation, the child acquires curiosity for all things like a building, a bridge, a man, a place or a landscape Carlo Great or Caesar. Comenius (1592-1671) summed up his method in three basic ideas that were new foundations of teaching naturally, institution and act activity, this natural method, you obeyed the laws of child development, brings with it quickly, easily and awareness learning. Pestalozzi (1746-1827) thanks to the spirit of observation on the progress of the psychological development of students and the exile or failure of pedagogical techniques used, opened a new direction for modern education. He said the school is a true society, the game is a decisive factor that enhances the sense of responsibility and strengthen the norms of cooperation. Froebel (1782-1852) disciple of Pestalozzi, states that the pedagogy should consider the child as creative activity the awakening by stimuli, their own schools to create productive, as Frobel was actually strengthen the playing methods in education a great teacher makes the game an art, a wonderful tool to promote education for children. The best way to lead the child to the activity, self-expression and socialization would be through the games. This theory actually determined the game as decisive factors in education for children. Froebel regarded Children's education indispensable for the formation of the child and the idea was accepted by many educational theorists who came after him, the goal of activities in gardens childhood was to enable creative play activities and school supplies were given in advance to provide maximum and take advantage of educational play activity Froebel drew the circle, spheres, cubes and other objects that were designed to stimulate learning. They were made of soft material and often manipulated with some removable. The games were accompanied by music, poetry and dance; objects created by froelbel were called gifts, or gifts and there were rules for using them that need to be mastered to ensure the open so that the class interact with the environment all play involving the gifts began with people forming circles moving singing as well could achieve perfect unity. For Froebel, it was important to accustom the children to crafts, the activity of the senses and arouse the body the germ of the second work that the educator German would be an imitation of the creation of the universe by God For Piaget, the games become more significant as the child develops, for free from the manipulation of various materials, it is to reconstruct objects, reinventing things, which have requires a more complete adaptation. This adaptation, which will be held for children, is a synthesis of progressive assimilation to accommodation. That is why, by the internal evolution, children's games become gradually adapted to buildings, demanding ever more affective labor, the point of an elementary classes in acting school, all spontaneous transitions occur between the game and work. Concludes, "that in the education of children who require the child to provide a suitable material, so that playing come to assimilate the intellectual realities that remain outside without that childhood intelligence." For him, the man being the subject of his own history, all educational activities should promote their individual relationship with the world through critical consciousness, liberation and its concrete action in order to transform it. Thus no one tossed an activity eminently serious, painful, Manufacturing (vision of a happy future reality) if not, at present, the real joy, or a minimum of pleasure, satisfaction and willingness to do so. The action of seeking and appropriating knowledge requires students to transform effort, participation, inquiry, creation, reflection, socializing with pleasure, relations which constitute the essence of psychological education playful, which opposes the political conception naive, passivity, the spontaneity , the playfulness, the sale, submission, dominant determinants of pedagogy and neutralizing. ludic education was present in all ages, peoples, researchers from numerous contexts, forming today, a vast network of knowledge not only in the field of education, psychology, physiology, as in other areas of knowledge. ludic education integrates theory and practice deep acting. Your goals, and explain the multiple relationships of human beings in their historical context, social, cultural, psychological, emphasize the release of personal relationships, passive techniques for reflexive relations creative, intelligent, socializing, making the act of educating a conscious commitment intentional effort without losing the character of individual pleasure and satisfaction and modifier of society. According to Makarenko, "the game is so important in a child's life work as well for the adult" hence the fact that education is the future citizen develop first of all in the game, you can not make a work of education without proposing an order, an order is clear, well defined, a knowledge of the kind of man you want formar.E this sense that the pedagogical model has a direct relationship with the lived present. The community child absolutely refuses to live a life preparation. She wants a real-life phenomenon, now the child is present and a real joy not promised for later rewards in the short term without opposition next. It is necessary to affirm the joy of the satisfactions personal, based on the individual joy, until the joy of the whole community in a much longer-term future of the nation as a serious object and happy. The action to seek, to appropriate knowledge, require students to turn efforts, participation, inquiry, creation and reflection, socializing with happy relationships that constitute the psychological essence of education play, your goal, and explain the multiple relationships human being in its historical, social, cultural and psychological. Emphasize the passive release of personal relationships, techniques for reflexive relations, creative, intelligent, socializing the act of making a conscious commitment to educate intentional effort, without losing the character of pleasure of individual satisfaction and modifier of society. The playful 2.1 FORMATION OF THE EDUCATOR. The games and toys, while being a living part of humanity. 'games and toys, while being an ever present in humanity since its inception, also did not have the connotation it has today were seen as futile and had as its object the distraction, the playground " of Santa Marli Pires org.p.19.2004 We know that the word leisure comes from Latin and means ludus play and this play is that it includes games, toys and games and amusements that if used correctly and by inductive educator can perform the function of education and opportunity to the student's learning, their knowledge, their knowledge develops its understanding of the world, regardless of age, culture and social class . The teacher who is always seeking to improve their knowledge and know that the games played are part of a child's life because they live in a world of fantasy, wonder, joy and dreams where reality and pretend to confuse the game is the genesis of thought, of self-discovery, the possibility to experiment, create and transform the world today as there are vast and extensive means and sources of information that can update and guide the student, so that it may be entering with the child in the real world of imagination. We can not but remember that the child is always asking: ''Professor, let's play? And we ask:''Why not teach you kidding?'' Issues such as these is present in day-to-day educator and numerous times in the care and causes us to let us in this adventure to experience what is still new for us. Even if we are to do so little space as possible in teaching curricula, therefore it is then all educators launch hands of a very important issue which we may be working interdisciplinary topics like sexuality, environment, citizenship and so on. For we mean education found that there are numerous challenges to be faced in this area may show results even if the long term, but positive. We want to make clear that it is vitally important that we all understand that educating teachers is not limited to transfer information, which matches not only to be played, games to be played, but yes discover, believe and accept that every game, toy or game has values and goals that should be discussed, analyzed and put into practice by offering several tools that the student can choose between many paths, one that is compatible with its potential of longing, and world view, because the play is a necessity of human beings at any age and can not in any way be seen as just entertainment, but as personal development, social and cultural, which collaborates on fundamental part to better prepare mental health and social facilitating the processes of communication, expression and construction of knowledge. The question is always replaced and knowledge, despite the theoretical reflections about the educational process there is much to review and if we make a parallel between traditional education and one that makes use of play in the formation of the educator and the student will always be missing in traditional the last piece of the puzzle, because the teachers' education involving the play rests on the assumption that value creativity, cultivated sensitivity, seeking warmth, nourishment of the soul, providing future students play experiences, body experiences that make use of action, thought and language, both its source in the game proactive. If you come by this sense, the training of educators, we believe in quality would be present in their support were the three pillars of education: the classroom.