Temat: pretend play - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Group Dynamics in Play and Games among Pre-school Children
Autorzy:: Malinova, Lucia
Angelov, Bozhidar
Powiązania:: https://bibliotekanauki.pl/articles/507137.pdf
Data publikacji:: 2013
Wydawca:: Akademia Ignatianum w Krakowie
Tematy:: pre-school education
socialization
pretend play
interaction
Opis:: The article covers topical problems related to the group dynamics theory and practice in play and games in nurseries. It offers a brief overview of various research findings in the pedagogy, social psychology, cultural theories and mass media. According to the authors, play activities and games recreate social interactions of people. These activities broaden children’s views and enhance interaction skills. They should be regarded as part of children’s upbringing and education. Activities based on play and games in pre-schools are related to other factors which develop and foster children’s social skills. The findings of the present study verify that group dynamics in play and games among children mirrors children’s social behaviour and helps children build up and enhance their interaction skills.
Źródło:: Journal of Preschool and Elementary School Education; 2013, 4; 13-26
2084-7998
Pojawia się w:: Journal of Preschool and Elementary School Education
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Constructive Empathizing – Educational Competence in the Light of Child’s Play
Autorzy:: Kaczmarczyk, Lech
Powiązania:: https://bibliotekanauki.pl/articles/781255.pdf
Data publikacji:: 2013
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: pretend play
competence
empathy
zone of proximal development
moral development
Opis:: Pre-school play is an important moment in a child’s development. Caretakers play an important role during play. This article presents a structure of educational competence called “constructive empathizing” or “invitingaccompanying competence”. A caretaker’s special task during child’s play is conversion between the third-person knowledge and a subjective, autotelic interaction. The caretaker’s constructive empathizing during a child’s play determines the child’s social and moral development, it helps the child to turn play into work, as a sign of higher spontaneous understanding of cultural norms standing behind cultural correctness actions. Finally, it is evidence of dynamic interaction between abstract-concrete thinking, with the child learning from the caretaker.
Źródło:: Ethics in Progress; 2013, 4, 1; 82-90
2084-9257
Pojawia się w:: Ethics in Progress
Dostawca treści:: Biblioteka Nauki

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