Play for teaching and learning English

 

Teaching involves creating learning strategies and more in children because it is in childhood when the brain acquires more information and this should be exploited in the best way. Children are like a magnet because they taking everything they see and hear; to facilitate the learning process is necessary the game in general, there are many ways of teaching and learning through play at home and at school.

 

The game allows the child is acquiring language to communicate because is a communication system using sounds or symbols that enables us to express our feelings, thoughts, ideas, and experiences. Language in children six years begins to define because they pronounce many different words with which make sentences, they ask for all the things, write and recognize letter sounds.

 

The game

In the seventeenth century is the modern educational thought, which conceives of the educational game is an element allowing learning. In the eighteenth century educational game as instruments impose hard among thinkers. The search for useful and enjoyable educational system became an obsession for those responsible for education, which was taught mostly by gambling Church. In the  nineteenth century the industrial revolution in progress, the children have little time to play. However, many toys that expand game proposals arise.

 

María Montessori took the game as a learning strategy for which devised teaching materials and stressed the importance of the parents participation in the educational process of their children.

Through the game develops the bases of learning and confidence, security and friendship develop in the child's environment.

 

Montessori education is fundamentally a model of human development, and an educational approach based on that model. The model has two basic principles. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children, especially under the age of six, have an innate path of psychological development. Based on her observations, Montessori believed that children at liberty to choose and act freely within an environment prepared according to her model would act spontaneously for optimal development.

 

Montessori saw universal, innate characteristics in human psychology which her son and collaborator Mario Montessori identified as "human tendencies" in 1957. There is some debate about the exact list, but the following are clearly identified: 

-Abstraction

-Activity

-Communication

-Exactness

-Exploration

-Manipulation (of the environment)

-Order

-Orientation

-Repetition

-Self-Perfection

-Work (also described as "purposeful activity")

 

 The Maria Montessori students says "the children has to find the solution of their problems, at least it can be completely necessary, not provide new knowledge from outside. Allow the children they can construct in base of their experience (Montessori) and live in their environment without knowing the laws but getting them step by step.

 

Thought and language

 

The social context influences learning rather than attitudes and beliefs; has a profound influence on how you think and what you think. The context is part of the development process and, as such, shapes cognitive processes. The social context should be considered at various levels: 1. The immediate interactive level, consisting of (the) individuals who (is) the child interacts at the time. 2. The structural level, constituted by social structures that influence the child such as family and school. 3. The cultural and general social level, constituted by the society at large, such as language, the number system and technology "

Vygotsky proposes that creative function support the creator act that depends on the experience, the needs and the interests, is priority creative and innovational people, where the game has to be the perfect trainer for it.

For Vygotsky the child's thinking will gradually structuring, maturation influences the child to do certain things or not, so the thought that there are requirements maturation to determine certain cognitive achievements, but not necessarily the maturation completely determine the development. Not only development can affect learning, but learning can affect development. It all depends on the relationship between the child and its environment, so should be considered the child's level of progress, but also to present information propiciándole follow progress in their development. In some areas the accumulation of as much learning before they can develop any or manifest a qualitative change is necessary.

 

 

the concept of ZPD (zone development power) allows us to understand the following:

 

1. That children can participate in activities that do not fully understand and are unable to perform individually.

 

2. That in real situations troubleshooting, no defaults for the solution or fixed roles of the participants, ie the solution is distributed among the participants and that is the change in the distribution of activity with respect to steps which is the task of learning.

 

3. That the real ZPD, the adult does not act only according to its own definition of the situation, but from the interpretation of the gestures and speech of children as indicators of the definition of the situation by the latter.

 

4. That the situations that are "new" to the child are not in the same way to other present and the missing knowledge of the child comes from a socially organized environment.

 

5. The development is closely related to the range of contexts that can be negotiated by an individual or social group.

 

Therefore, it is crucial change in the ways of working of the educators and teachers in first grade; they are responsible to provide the necessary support so that, not only in the transition from one level to another, but consistently, children can continue to develop their full potential.

 

 Learning

 

The aport that makes the German pedagogue John Friedrich Herbart is: "The experience in the first base of all knowledge, although it doesn't means that this fact give us immediately the knowledge, it is given by the elaboration of knowledge", this is meant by Herbart as the elaboration of "relationships", it consists in doesn't take nor the ideas' nor the number as absolute, nor the rules of the things.

 

According Herbart, "the education is possible regards to the malleability of the man" the before is binded with the development of strategies for learning as the playful, the game, the handwork, etc, which allow the subject try out throughs the senses; where it has in mind that in the moment of educate and train not only has to introduce deep knowledge, but together with it implement the experience of the person as knowledge construction, giving possibilities to the subject of advance in their cognitive process, going beyond of the simple repetitive knowledge without dynamic.

 

Through the learning of the person can adapt to the environment and answer front the changes and action that develop, the game privilege the constantly relation with the other; it also shows how the subject confront the several problematic in the middle of the activities of educative interventions. According to Gomez (2009) his book traditonal recreational games of the sreet: An educational tool, talk about the games as a social manifestation that let knows the reality by a simulation" that just show that the games not only should be for fun, but it could be used as a good tool to be objective and makes the student advances, and it showed when the student can apply the games in the real life.

 

Didactic

Piaget views of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. His research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigators, his importance comes from his overall vision.

 

He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum. Whether or not should be the case is a different matter.