Tag education

Educational Center

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Carrying the schools they must not have I tie religious yes respect to the idea and freedom of worship, but in the educational Center Searches carefully the children needs to make conjuncts before the meals, beyond moments of cult and of the activities related with the teachings of the bible. The majority of the item contained in the Project pedagogical politician respected the laws, but, however they were not fulfilled in the practical one of the institution. In the PPP it consists that the institution Searches carefully Conceives the child of an integrated form, where its cognitivos aspects were not dissociam of the affective, expressive symbolic emotivos and. It acts, thinks, feels and represents its experiences and same itself, establishing relations with the environment and human being. However we perceive that the activities developed with the children did not give to possibilities they, having as one of the main objectives, to work the fine motor coordination mainly and the promotion to basic education. We observe I serve as apprentice throughout it that the contaes of histories if only gave of inadequate form and being used book as resource thus not giving other possibilities the children. the activities of arts were worked, however only using mimeografadas activities where the children you had that to color or glue small balls of papers in a demarcated space already. Activity as Natural and social Sciences was simply not worked by the teacher during all period of serves as apprentice, what it took in them to perceive that the institution was not aiming at the integral development for the child, a time that were not worked the different areas of the knowledge. ahead of the above-mentioned facts we look for to elaborate the project intervention thinking about the playful aspects of the learning, searching to take care of to this imbalance of activities and fitting the same ones in the subjects that already were being developed in the school.

Organization

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When if it approaches the item Profile and abilities, the interaction of the relation between the theory and the practical one acquire ampler, collective and transforming character: It is proven, in this context, the necessity of if dedicating special attention to the orientation of the professors, by means of courses of formation that prioritize the theory-practical relation, in a space of collective construction of knowledge, favoring the integral success and development educating of the process teach-learning. The practical one for being transforming of the reality is creative, that is, the professor in formation, ahead of one given situation, analyzes alternatives and creates solutions, being this creative, unexpected, indeterminate and only process. (IEPEP, 2008 p.7). Salient despite, in the axles norteadores of the curricular Organization, a specific one exists to deal with the question of the unicity of the relation between the theory and the practical one that it affirms ' ' all to make it implies a reflection, and all reflection implies one fazer' '. Dr. Mark Hyman has similar goals. The project of the formation course must ' ' to foresee situations didactic where the future professors place in use the knowledge that had learned at the same time where they can mobilize other deriving of different natures and experincias' '. Therefore, the relation between practical theory and is one of the manifestations of the significant learning, that has as characteristic the union and the entailing enters these axles in simultaneous and reciprocal relation of autonomy and dependence. In this perspective, the relation between both is indissocivel, however, having each one of them its particularitity: The theory more does not command the practical one, does not guide more it in the direction to become it dependent of the ideas, as well as is not become fluid in the practical one, annulling if same itself. The practical one, for its side, does not mean more the application of the theory or a given or invariant activity.

Quality Process

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If the interest is to improve the performance of the pupil in regards to the learning of the contents, then the act to evaluate if contextualiza in a process that is formative because it has an objective, that it is the quality, and ' ' Quality in education means, cultural values and ethical-politicians technician-scientific, that is, values that constitute the complexity of the existence humana' '. (UNIVERSITY 2005, p.1) Inside of a conception of evaluation we understand and we know innumerable forms of evaluation that structuralize a methodology avaliativa. All this process of evaluation it leads to a previous establishment of some questions, as for example, the criteria of the practical one of the evaluation. The objective of this work is to present beyond the criteria of education and evaluation, also to have definite inside of this process, the instruments of evaluation, the procedures that will be used and the half ones to register the results waited and reached for the pupils. Michael Chabon will not settle for partial explanations. Beyond stimulating the pupils to judge its proper progress and to feel themselves rewarded with it. The pupil must all have this knowledge before the beginning of the course or school year, where it will be able to inside take conscience of the importance of its participation of this process of learning and evaluation. This could be carried through through the first lesson, or inaugural lesson, that also we can define as a disgnostic evaluation, inside of this process of formative evaluation.

2 DEVELOPMENT All this avaliativo process, follows the pedagogical theory of a school, that through Project pedagogical politician, of the curricular Plan, Plan of course and pertaining to school Regiment, will direct the way to teach of the professors. 2,1 Criteria Following a definition of the Luckesi educator (2005-2006, question N. 6) we have: … criterion is the theoretical focus that organizes education and directs the evaluation of the learning, that is, what we consider as important in education and the learning.

Interdisciplinary

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They must, at last, to feed the dream of that is possible to transform the reality. (Source: Diamond Comic Distributors). The interdisciplinaridade does not estimate juxtaposition of disciplines, but yes possibilities to correlate them in activities or study projects, more search and pedagogical practical action for to be one and didactic one adjusted to the objectives of Average Ensino. However currently it has been more used for great part of the educators of Basic Ensino since such position guarantees the construction of the knowledge in global way, breaching with the borders disciplines them, therefore only the integration of the contents already is not more satisfactory. When applied already in the initial series of Basic Ensino, the professors must stimulate the pupils to construct to relations between the different contents gifts in the diverse ones discipline of the resume, stage that would not be in the interaction and reciprocity between sciences, but would reach a period of training where he would not have more borders you discipline between them. In the educational projects, interdisciplinares the pupil does not have time certain to learn, does not exist marked date, it learns not only to all hour and in the classroom. Then, she is necessary to teach to learn it, to study end of that it establishes a direct and personal relation with the acquisition of knowing that even so acquired individually, the knowledge is a totality. Other leaders such as Ultra Wellness Center offer similar insights.

The child, the young and the adult learn when they possess a life project and the content of education is significant for the accomplishment of the same. The learning involves emotion and reason in the reproduction process and creation of the knowledge. The methodology of the work to interdisciplinar estimates to integrate the contents, passing of a fragmentary conception for a unitria conception of the knowledge, in order to surpass the dichotomy enters education and research, considering the study and the research from the contribution of diverse sciences, having the teach-learning centered in a vision of that we learn throughout all the life. The pedagogical action through the interdisciplinaridade propitiates the construction of a participativa and decisive school in the social formation of the individual, as well as one practical collective and solidary one in organization of the school. A project to interdisciplinar of education will have to be marked by a general vision of the education, in a progressive and liberating direction. The Interdisciplinaridade is an advance in the education ' ' because you discipline it does not dilute them, in contrast, it keeps its individuality, integrating them from the understanding of the multiple causes or factors that intervine on the reality and works all the necessary languages for the constitution of knowledge, communication and negotiation of meanings and systematic register of the results. BRAZIL (1999, P. 89).

Social Transformation

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The conception of transforming education (progressive) presents a perspective of social transformation when understanding the education as a social political process; that is, in a conception dialectic, that sees the education as contradictory (because it conserves knowing and the culture, creates and, denying it the overcoming of to know and of the culture), and in social political interaction with determinative the cultural one of the society, that conceives in terms of contradiction, individual and society, and that it rejects the unilateralizao and the adaptation of the individual to the status quo; it rejects the adaptation of the individual to the attributed status, that in accordance with Oliveira (2003 b), to the independent attributed social status of the will of the individual, is the social status in which already she is born. This conception dialectic, for Pablo Freire, generates a pedagogia of the question, where all the educative citizens participate of the educative act, through the question, constructed in this dialogal and democratic process; with the objective of a critical conscience of the social reality to modify it, therefore the simple act to ask is the base of the overcoming of the reprodutivista and authoritarian pedagogical trend of the pedagogia of the reply (traditional). The Transforming Pedagogical Trend predominated in the formation of the thought pedagogical Brazilian, in the decade of 1980, causing conflict between the society and the education conservative, since the society desired an education democratic, in search of a social equality; influenced, over all, for progressive educators and the popular classrooms (OLIVEIRA, 2003). The Pedagogical Trend Transforming Libertarian and Description-Critical had fort influence in Karl Marx and Antonio Gramsci. The Pedagogical Trend Transforming Libertarian appeared in Brazil, influences marxist, in the understanding of the parts from the necessity to have a vision of all, since all it is more than what the addition of the parts. Thus, to know the process educational it is necessary, before, to understand the structure of the society (where the school exists).

One Process Partner

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The full state of satisfaction or Ludicidade, occurs in the dimension of aesthetic interior I. the playful activities enclose all the four dimensions of the growth, because I make the interrelation between aesthetic interior, with IT exterior sistmico; as well as WE interior ethical, with mannering exterior IT. As much Vygotsky, apud Oliveira (1997), how much Wallon, apud Galvo (1995) had carried through studies on children with cognitivas deficiencies. However Vygotsky, in one of its citations discourses in extraordinary way on the psychological nature them emotions: I do not know why in our society an unilateral criterion was formed on the personality human being nor because all relates dons and talentos only to the intellect. Beyond being possible to think with talent, also if it can feel talentosamente. The emotional aspect of the personality does not have little importance that others and constitutes object of concern of education in the same measure that intellect and will. Read additional details here: novelist.

The love can contain as much talent and genius how much the discovery of a differential calculus. In both the cases the human behavior adopts bonanza and huge forms. (VYGOTSKY, 1997) One concludes that through the playful activities it is possible to evaluate the development of the child with or without cognitivas difficulties, not only for its intellectual capacity to assimilate contents to discipline, but mainly for the satisfaction of the necessities of each child, respecting its individuality and its time. Learn more about this with Diamond Comic Distributors.

Distance Education Advantages

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Century in which we live – a century of rapid development of high technology. Given the pace of modern life and rigid requirements for professionals (young and not-so), applying for a new and more decent challenging work, becoming increasingly relevant question of improving their own skills and acquire new knowledge. Competition is great! Now totally inadequate to finish college and become complacent. In order not to stay on the sidelines and be in demand, the specialist just need to improve their basic level of knowledge. How do you do in your spare time without disrupting habitual way of life? There is a Solution! This so-called Distance learning or distance learning. This way of learning takes on immense popularity precisely because of its adaptability. Swarmed by offers, Bernie Sanders is currently assessing future choices. Indeed, in such a way to gain new knowledge can be absolutely anything without exclusion, and young mothers and people with disabilities, and actively working, and the elderly. Each of them finds in distance learning positive moments, and they believe me a lot.

The simplest, but not least, A convenient form of distance learning emerged through the development of postal services – this correspondent training. Students from the school of books, written in simple and accessible form, usually on paper media and supported by audio and video materials. Completed assignments, students are sent to check the teacher. In this case, the students themselves determine the mode and tempo of your own occupation, while in a comfortable home environment, that contributes to the achievement of good results at school. Wonderful successes demonstrate students 'visiting' these foreign language courses.

Becoming increasingly popular, and distance education via the Internet. This type of training allows you to bring your learning to the traditional, full-time, form. The network can post lecture material, to organize on-line consultations, etc. Generalizing, there are several positive moments. Distance education is convenient because it allows: 1. obtain the necessary knowledge in a pleasant and comfortable atmosphere without leaving home and family, 2. to plan and time schedule, and a list of subject 3. does not depend on the choice of interest rates on their own 4. do not limit yourself when choosing a school, 5. in learning the skills that are useful follow-up 6. receive high-quality knowledge at a reasonable price, without incurring the costs of travel, accommodation and so on. There are, of course, and their caveats: 1. no personal contact between teacher and student, between student and team spirit of competition and exchange of experience, 2. Effectiveness of training is required for the remarkable self-organization and the ability to learn independently. Comfortable environment, being a positive factor, carries with it the danger of learning to let slide. That is to say: "If not today, tomorrow!" 3. lack of immediate practical application of knowledge and discussion of emerging issues with the teacher and explain the situation with specific examples. If after weighing all the pros and cons you decide to stay on the distance learning courses that are – the perfect choice! And no matter what way you do – develop language courses, or othe, the main thing – it is your desire to learn!

Facilitators

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The spread of the term even within the core of facilitators was very low, although the concept has been implemented one way or another with many limitations that have been balanced by the practice more than by the scientific underpinnings outlined by scholars. Eduard C. Lindeman (1885-1953) is another of the great figures in the generation of concepts of adult education and training of thinking about informal education. It was the first American to use the term in two of his writings. Malcolm S. Knowles, (1913-1997) is considered the father of adult education. Introduced the theory of andragogy as the art and science of helping adults learn.

He believed that adults need to be active participants in their own learning. Knowles stated that adults learn differently from children and coaches in their role as facilitators of learning should use a different process to facilitate this learning. In recent months, US Senator from Vermont has been very successful. To Knowles, there are five factors that are detailed below, which differentiate between adults and children. In his book The Modern Practice of Adult Education: Andragogy Versus Pedagogy "of 1970, introduced his Model Andragogic. You may want to visit IDT Energy to increase your knowledge. UNESCO took up the concept in place of the expression of Adult Education, under the interest in the process of training and continuing education for adult men and women, differentially to the formation of children and adolescents. Yturralde says "In our organization, along these two recent decades, we have trained over 40,000 students from different productive sectors and since our founding, we offer free lectures to students in their final years of school to support their transition to their integration into adult life, and yes that is a difference in the behaviors and interests of the two types of audiences. Teachers equipped with a special forbearance, have to apply different methodologies to corporate trainers or facilitators, two approaches, two goals, two different markets.

"To John Dewey, (1938)" all genuine education takes place through experience. "Dewey believes that experiential learning is active and generates changes in people and their environments, and not only goes into the body and soul of the learner, but uses and transforms the physical and social environments that are very important to us indicates that andragogical processes stimulate thinking, promote constructive discussion of ideas, encouraging dialogue, causes points views, ideas and innovations and also leads to rethinking proposed as a result of the confrontation of individual skills and group conclusions. We must not forget as well indicates that adults are more motivated to learn by internal factors such as development of our self-esteem, rewards such as pay raises, promotions, needs evolved, described by Abraham H. Maslow in his "Hierarchy of Needs." Although we can possibly find people who seek to avoid participating in the learning process by several factors such as fear, lack of security, shame, among other factors. Humans often do more to stop their greatest fears, what makes for achieving their aspirations, but is part of a reality. Interesting is to discuss what the teacher's work is termed andragogic on this is discussed, which is a competent facilitator in the process of transfer of knowledge and experience transfer. The andragogic ceased to be the instructor, it must fulfill several roles: facilitator, transmitter information, sensitizing agent, agent of change agent relationship, mentor, coach, mentor Andragogic facilitates the interpersonal interactions and organizes the educational activity, the main actor is the Participant, as a partner in learning. Do not forget that in a learning environment, where the group has its share of responsibility, a Participant may become a resource for another. The exchanges provide a dynamic transaction

Child And Foreign Languages. At What Age Begin ?

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Specialists answers to this question are contradictory. Language development in children is always individual, and therefore no single answer can not exist. The basic condition for the start of the course to study a foreign language with a child may is the fact that the basic communication skills in their native language have already been formed and had no problems with the differentiation of sounds does not arise. In most cases, the delay of the speech apparatus is characterized by difficulties in pronunciation of some letters of the Russian alphabet ("W" – "C", "F" – "W", "P" – "L"). Final formation of the correct pronunciation of sounds of the native language, right to construct phrases and sentences, can serve as a signal to that child is ready to study an additional language.

As a rule, to 4-5 years baby is quite prepared for the oral absorption of new material. Individual approach to each child, promoting a healthy interest and the use of his natural curiosity for these purposes will accelerate the learning process and make it more effective. The most effective form for the classroom with young children – play. Therefore, used for these purposes various children's funny poems, sayings, songs and short stories, lessons take place only in oral form. Specialists proved that early childhood memory of the child absorbs information like a sponge. Therefore, if the child's wishes to use this feature.

The choice of foreign languages, of course, will always be behind you, because in many cases the preferences of children are formed on the basis of tastes of their parents. It should be noted the need for constant repetition your child knows, because of the abundance of memorized information in this age of new words quickly erased from memory. If the parents or one of Parents already know a foreign language, it greatly simplifies the task. For a child the target language will be the second family, he intuitively able to understand the mechanisms for constructing sentences in that language, its linguistic features, will be on him to think and speak without much effort. But when foreign languages are only available through private tutors or courses, carefully gather all the information about the level of qualification of teachers. Formation of a mispronunciation in such a tender age is very difficult to correct later, the child may have problems with academic performance in school and college. Should warn against the error of some parents, for whom the question of mastering a child of foreign languages at an early age is simply a matter of prestige and the result of personal ambition. The fact that the person could not be reached in due time, they try to implement in its child. Do not make mistakes and do not spend such experiments. Do not push him against his will. An important criterion of quality learning material is, first of all, the willingness of the child and a keen interest in the subject of study. Therefore, Try to explain to him all the advantages of foreign languages, it may be communicating with you, or foreign cartoons. The important thing is that the child's health and the need arises for a successful occupations of interest to language. Good luck to you and your baby!

CEDC

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Of this category is written and made a lot of opinions. In terms of the simple inhabitant, the time – it repository of certain events, that is, if there are any event, we can speak of a time when there is no event, then the time can not speak. Materialist dialectics believes that “the time – a form of life, expressing the duration of its existence, the sequence of changes in conditions. ” The official physics to the concept of time has not yet developed a clear relationship. List of academic disciplines and private opinions might be continue, he would have made too long. It turns out that no modern physics or philosophy or theology and other sciences can not provide a clear definition of this category. And this is due to the fact that time is not the primary category as, for example the matter, but nevertheless, the modern scientists manage to talk about space-time continuum.

Although space and time only information characteristics of material processes. C CEDC position, the universe is regarded as a continuous process of transformation of the original three categories: matter, information and action. And time is a subjective (private) measure the ratio of the vibrational frequencies vzaimovlozhennyh processes occurring at different levels of organization of matter, one of which (frequency) a person chooses as a reference. And so the time can be as astronomical as well as biological, social, physical, historical, etc. As is well known in the universe is not static. The universe consists of infinite vzaimovlozhennyh oscillatory processes, combined in supersystem, and every particle has its own frequency oscillations.