Children are active, concrete, experiential education students to acquire information and knowledge with all your senses. Studies have shown that:
* The movement is the child's preferred mode of learning.
* Classes that are physically experienced, have more immediate and more lasting effect.
* The integration of body systems provides optimal learning can take place.
* The senses most used in the learning process, the more information stored.
* Play is offlineto be more creative and problem solving skills, improving reading skills and higher IQ scores.
* There is a strong correlation between the time the children are the most playful and the time when the brain is the most connections.
Given all this, it seems pretty clear that there is no debate: the game is much more suited for a child's first experience of formal academic school. Yet, despite this information, the educational efforts of groups like the NationalAssociation for the education of children, and the fact that for years educators have stressed the importance of educating the "whole child", children of preschool age are now required to do their homework more and more. This includes producing worksheets that purport to demonstrate their learning and the curriculum originally designed for kindergarten and first graders too.
Why are schools dedicated to making children simply sit quietly and learn? Part of the explanation comesanchored by the company has long been convinced that the functions of the brain are the most important functions of the body. In addition, we have worked for years under the mistaken idea that mind and body are separate entities. So schools have insisted on the minds of formation on the eyes and ears only.
In the past, based on what they knew of and observed in young children, early childhood teachers develop their programs to meet their development needs of students. Play and activeLearning were considered important tools to meet those needs and facilitate the education of children. Typical activities include:
* Sorting and stacking blocks and other devices (mathematics).
* Singing and dancing, or acting out a story (emergent literacy).
* Growing plants from seed, air, and the study of sand and water tables (science).
* Trying on different roles and interact with each other in home economics and otherdramatic play centers (social studies).
Today, this kind of lessons are constantly disappearing as the "first-is-better" syndrome attacks affecting the critical early experiences with formal education. Today, the curriculum is appropriate for a time, as the first and second grades, children are taught in kindergarten, nursery school and the curriculum is in children who are not pushed under the age of five.
Even through the nurserythird grade students should be doing less work and more active learning class, seen as evolutionary, they are more like pre-school children of upper elementary as their counterparts. But instead of actively experiencing a higher proportion of primary-quality classrooms, but we make the early training of less developmentally appropriate for each, starting in preschool.
Recent brain research confirms what many educators have always believed: the mind andBody are not separate entities. Eric Jensen, author of Brain-Based Learning: The Science of Teaching and Training, confirms not only that children learn by doing, but also that physical activity activates the brain is much more to do than work in silence. During the session, increases fatigue and reduces the concentration, movement, oxygen, water and glucose to the brain, optimizing performance. Moreover, learning by doing creates more neural networks in the brain and throughout the body, so thatthe whole body is a tool for learning. Active learning is more fun for kids.
Parents should not worry about being left behind if the child in a nursery school, play and discovery stressed members. Studies have found that children who are enrolled in kindergartens oriented game are not disadvantaged compared to those who are enrolled in nursery schools with a focus on academics early. A study has shown, in fact, that it benefits neither short nor long term of the firstAcademics and play, and that there is no discernable difference from the first grade. The only difference was that children who experienced early scholars more anxious and less creative than their peers who were in traditional games based on nursery - a distinct disadvantage. In another study, fourth graders, play-oriented kindergartens, where children often start their activities have taken part, had better performance than those who had attended universityacademically oriented kindergartens.
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