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READINGS WHERE TO FIND WHO SEEK THE CHILDREN?
Childhood "flies" happens faster than we expect, and in a blink of an eye the children grow, says Maria del Pilar Quintero at About dog Snowy (1). It is obvious that assessment, the age goes, and what we do and not done, but there will always be boys. Let those who are not invent what they left with . seize the powers of sensible observers and serious analysts, to unite our spirits with the encouragement of the child concerned. Let us try that little in their path sufficient stimulus for discover the values \u200b\u200bthat are locked up in books. The game flip the word, is an excellent strategy for developing nutrient energy that sensitivity and help to increase their vocabulary and strengthen their culture.
is very important that both early childhood and in the future, the adult knows to carefully choose the readings will reach of children. Consequently, for welcoming us to a serious pre-text classification we must first know where to look for books and then locate the level of that childhood that grows and flies , observe and study continuously and progressively with the discernment attitude of each child sharing the same environment and you do not have the same language development or the same cognitive ability, but who, as homogeneous group - go daily to the same school or common place laughter and readings.
Kurt Lewin, cited by Munsinger, referring to environmental influences on behavior and child development, noted:
environment about behavior and child development is very
important. In fact, all aspects of the conduct of
child, or instinctive behaviors (...) voluntary play,
emotion, language and expression are conditioned jointly by the existing environment " (2)
maintain active intellect that causes them great expressions (voluntary) of his thought. When I say excellent not qualify the term, as no mistakes in speaking, but of profound significance for the auditor child, so that by hearing the word "upon execution of the processes of assimilation and accommodation-mental the pictures, you settle in the soul, as it sedimented in 1993, Ana Maria Gonzalez, a 7-year Nursery itinerant school "Domingo Savio", who at the end of reading the story The Night of the Stars, Douglas Gutiérrez, 1990 (3), exclaimed "The night we got / to look at the sky / the Stars seemed horses / and the moon / was like a peeled orange / with a mirror inside " (4) . Perfect poem, published in the journal The children Solar No. 14.
Richmond Rereading find a theoretical explanation to the above phenomenon by pointing out that "Assimilation is the application of past experience with this. Accommodation is the adjustment of that experience to take
consideration of this " (5 )....
Consequently, if the child has any reading meaning because he associated with prior experience, then it will be unable to fit this experience to their mental model. This means that in the present case, Ana Maria related her experience of the night sky observed with reading the story The Night of the Stars. The readings selected, they must be used by the child at every stage of their intellectual development (no ignore individual differences) to stimulate thought processes. The texts are able to fraternize with the interests of the infant are more acts for the construction of conceptual representations and which must be related to the acquisition of language. Rafael Lopez in this sense tells us that: "The emergence of conceptual representations running parallel to the formation of language" (6).
In this delicate task of searching, my notes differ markedly from those of some essayists to whom the object of observation in the selection of good reading are his children or grandchildren.
compare this postulate with the emotional responses of a large number of disparate groups that I found on my long journey through childhood, and their reactions-to certain criteria of choice, opening deep grooves in the pages of my notebooks . For us the matter observed is intertwined with the home environment not defined solely by it.
is contradictory to the idea of \u200b\u200ba pre-selection of books guided by our young son, grandson or nephew, or the more advanced or the most intelligent of the group. Griselda Navarro says about that: "In this task, intuition should be advised to reason, logical analysis and critical thinking " (7) .
Navas This assertion can be tested in our field, because there's something stronger than the simple adult sensory intuition, and continuous daily observations that force us to take note of tastes and needs of children, and they are like compasses that direct our attention to the texts that truly attracts the interest of the children.
Addressing the theme of the forum ... I have concluded that the selector trade texts must be supported by the consistent reader of texts. Evil can have the task of selecting readings for children who know the infinite world of literature.
The master must read every day, must be a master reader of texts circulating for children so you can take a critical attitude when making the pre-selection of reading materials that will lead the meeting with the guys, the parlor or place class of the party. It should also be a teacher imaginative (creative) to develop their own anthologies, and attractive to the ear like the watchful and curious children. Many times not be current texts used in anything approaching the reading of small tasting.
Any reading that is chosen for the little ones should be put into operation and to facilitate their participation in the comments that arise during and after reading .... Must loosen the bonds that imprison the child has capacity to act freely in their encounters with the characters and all situations that pose such a reading, which is precisely what they find in the text small playful and happy and Douglas of course, those of other authors who know the child's soul.
The children we serve in Los Viveros Literary readings like that also make you laugh, let them play and create characters that marvel. The pre-selection we do here is supported by those needs.
This pre-selection task is concerned (in the place where I study) that a high percentage of teachers in Preschool, First and Second Stage of Basic Education is not interested in reading. Especially in small rooms of the preschool space for the library lacks the most basic.
This distresses me immensely for the future of our children. Teachers-mostly-supporting parents and caretakers do not read, nor read to the children ....... Without daily exercise in this work do not learn to have criteria and generally accepted complacent any text. The latest figures on illiteracy appeared in newspapers, hurt me deeply.
What alternatives do to ensure that the adult who shares with the small number of daily activities, become accustomed to reading ?...... No doubt the fault is not with the children .....
Therefore what first thing to do is to educate adults about the importance that reading has.
The teacher should be passionate about reading to convey that passion to his students. A teacher who does not read a lot of effort needed to read to children. This activity, for him, he becomes forced and boring task, and reading to bear fruit, it must flow from the need to read. If you are not reader can not have that need.
That's enough for now, looking back to childhood to deliver small readings that they seek. And so wisely to fill the gaps between play and school obligations.
All quotes: Ines Cuevas, Literary Hatcheries. Reading rooms School. Legal Deposit lf 2521999800280, ISBN 980-6394-27-5. Edt. The Frost Blue, Merida-Venezuela, 1999.
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