08. July 2014 · Comments Off on Cognitive Childhood Development · Categories: News · Tags:

According to theory of the cognitivo development, the child in accordance with passes for periods of training differentiated in the learning its maturation. The first period of training in intelligence is called sensrio-engine, going until the two years of age, in this phase, is used the directions and its movements are manifest. Gessel (1998, p.168) ' ' of the nine to the twelve years, the children are interested in the group of the school and the idea of the teacher pleases them to be part of this group, likes to correct the errors that it comes to commit during aulas.' ' During the activities they like compliments, also like that the teacher feels it table with them. ' ' The children are anxious to speak and want to answer all perguntas' '. All the children in the end of the initial years of Basic Ensino, as argued previously, need an approach with the adult. E, the professor are the basic part for the learning of the pupils, however it needs the affectivity that is one of the elements that influence this process. These internal procedures (emotions, feelings, values, thoughts) and of movement finish being observed and confused as indiscipline. These positions provoke in the pupils the unreliability and anger, hurt, sadness, fear emotions.

The child gradual goes assuming itself of the culturally established knowledge, and improving cognitivamente passing of the elementary forms of thought for more abstract forms assuming themselves and controlling the reality. Vygotsky (1994) emphasizes the importance of the interaction of the child with the other people for the construction of the knowledge, of the proper citizen and its action in the world. Oliveira (1999, P. 11) understands that ' ' the professor must have empatia, sensitivity to perceive what he is better for the pupil, the success of the boarded either harmonic favorable motivation to be with for the individual rhythm of each pupil.

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