Formazione & insegnamento
ISSN: 2279-7505 | Published: 2018-04-30
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Title: Environment and contexts to plan motor education in preschoolers
Abstract: For experts and specialists working with children is important to have knowledgeabout developmental theories to better understand what happens with processes associated with motor behavior and child motor and general development. We can describe development, according to Darwin, Edelman and Gottlieb as: a) continuous process of change in functional capacity; b) related to age (but not dependent); c) involving sequential and irreversible changes, result of interactions within the individuals and between the individual and the environment. Newell (1986) emphasizes the influence of experience (task) in motor development and highlights the dynamical, constantly changing interaction between them. There are factors that can limit, discourageor encourages motor activity called by Newell, constraints. The relationship between the organism and the environment offers affordances, that can be useful to a person, related to his/her capacities. When a child exploring and playing experiences new motorskills and acquire them he discovers new affordances. In the article are reported some studies showing examples of affordances and a research realized in the playground "Primo Sport 0246" that highlight the affordances in a specific tool "MonkeyBars". It is fundamental for educators to consider all the aspects related to a movement, as the organization of spaces, of materials and their characteristics are determinant in promoting affordances and motor development.
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Title: Ambienti e contesti per progettare l'educazione motoria in età prescolare
Abstract: Per esperti e specialisti delle attività motorie nell'infanzia è importante la conoscenza delle teorie di fondo per comprendere i processi, il comportamento motorio, lo sviluppo motorio e generale. Possiamo descrivere lo sviluppo facendo riferimento alle teorie di Darwin, Edelman e Gottlieb, come: a) continuo processo di cambiamento di capacità, b) in relazione all'età e non dipendente da essa, c) che promuove cambiamenti irreversibili, come risultato dell'interazione tra individuo e gli altri e tra individuo e ambiente. Newell (1986) enfatizza l'importanza dell'esperienza (compito) nello sviluppo motorio e mette in risalto la costante interazione esistente tra essi. Ci sono fattori che possono limitare o incoraggiare l'attività motoria, chiamati da Newell "vincoli".La relazione tra organism e ambiente produce affordances, che possono essereutili alla persona in relazione alle proprie capacità. Quando un bambino esplorando e giocando sperimenta nuove competenze motorie e le acquisisce scopre nuove affordances.Nell'articolo sono riportati alcuni studi che mostrano esempi di affordances euna ricerca realizzata nel parco giochi "Primo Sport 0246" che mette in evidenza le affordances in uno specific gioco "Monkey Bars – Brachiazioni". È fondamentale per gli educatori considerare tutti gli aspetti relativi al movimento, pochè l'organizzazione di spazi e materiali e le loro caratteristiche sono determinanti nella promozione delle affordances e nello sviluppo motorio.
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Title: Environnements et contextes pour concevoir l'éducation motrice à l'âge préscolaire
Abstract: Pour les experts et les spécialistes des activités motrices dans l'enfance, la connaissance des théories de base est importante pour comprendre les processus, le comportement moteur, le développement moteur et général.Nous pouvons décrire le développement en se référant aux théories de Darwin, Edelman et Gottlieb, telles que: a) le processus continu de modification de la capacité, b) par rapport à l'âge et non en fonction de celui-ci, c) qui favorise des changements irréversibles, en raison de l'interaction entre individuel et autres et entre l'individu et l'environnement.Newell (1986) souligne l'importance de l'expérience (tâche) dans le développement moteur et met en évidence l'interaction constante qui les existait.Il existe des facteurs qui peuvent limiter ou encourager l'activité motrice, appelée par Newell "Contraintes". Lorsqu'un enfant explore et jouant à l'expérimentation de nouvelles habiletés motrices et les acquiert, il découvre de nouvelles possibilités.Dans l'article, certaines études montrent que des exemples de timbres par la recherche effectués dans le terrain de jeu "Primo Sport 0246" qui met en évidence les possibilités dans un jeu spécifique "Les barres de singe - Bracialzioni" sont présentées.Il est essentiel pour les éducateurs de considérer tous les aspects relatifs au mouvement, qui est l'organisation des espaces et des matériaux et leurs caractéristiques sont décisives dans la promotion des réactions et du développement moteur. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Entornos y contextos para diseñar educación motor en edad preescolar
Abstract: Para los expertos y especialistas en actividades motoras en la infancia, el conocimiento de las teorías básicas es importante para comprender los procesos, el comportamiento motor, el desarrollo motor y el desarrollo general.Podemos describir el desarrollo refiriéndonos a las teorías de Darwin, Edelman y Gottlieb, como: a) proceso continuo de capacidad cambiante, b) en relación con la edad y no dependiendo de ella, c) que promueve cambios irreversibles, como resultado de la interacción entre el individuo y los demás y entre el individuo y el medio ambiente.Newell (1986) enfatiza la importancia de la experiencia (tarea) en el desarrollo motor y destaca la interacción constante existente entre ellos.Hay factores que pueden limitar o fomentar la actividad motora, llamada por las "restricciones" de Newell. Cuando un niño explora y juega experimentando con nuevas habilidades motoras y las adquiere, descubre nuevas posibilidades.En el artículo, algunos estudios muestran ejemplos de estampado por la investigación realizada en el patio de recreo "Primo Sport 0246" que resalta las posibilidades en un juego específico "Se muestran barras de mono - Bracialzioni".Es esencial que los educadores consideren todos los aspectos relacionados con el movimiento, que es la organización de espacios y materiales y sus características son decisivas para promover las posibilidades y el desarrollo motor. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Ambientes e contextos para projetar educação motor em idade pré -escolar
Abstract: Para especialistas e especialistas em atividades motoras na infância, é importante o conhecimento de teorias básicas para entender processos, comportamento motor, desenvolvimento motor e geral.Podemos descrever o desenvolvimento referindo -se às teorias de Darwin, Edelman e Gottlieb, como: a) processo contínuo de mudança de capacidade, b) em relação à idade e não dependente dele, c) que promove mudanças irreversíveis, como resultado da interação entre indivíduo e outros e entre individual e ambiente.Newell (1986) enfatiza a importância da experiência (tarefa) no desenvolvimento motor e destaca a interação constante existente entre eles.Existem fatores que podem limitar ou incentivar a atividade motora, chamada por Newell "restrições". Quando uma criança explorando e jogando experimentando novas habilidades motoras e as adquire, ele descobre novas possibilidades.No artigo, alguns estudos mostram exemplos de resistência pela pesquisa realizada no playground "Primo Sport 0246", "que destaca as possibilidades em um jogo específico "bares de macacos - Bracialzioni" são mostrados.É essencial que os educadores considerem todos os aspectos relacionados ao movimento, que é a organização de espaços e materiais e suas características são decisivas na promoção de possibilidades e desenvolvimento motor. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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