The Hygienic Habits

FEELINGS AND EMOTIONS

Nobody can help having feelings - they are part of everyone. We feel different things all day long as different things happen to us.
Sometimes we feel sad - eg. when someone we love goes away.
Sometimes we feel happy - eg. when we are having fun playing.
Sometimes we feel scared, angry, guilty, lonely or any of a huge range of human emotions.
It is important not to be ashamed of having feelings. Everyone has them - good and bad.  we can all learn to show our feelings in ways that are helpful to us and to others, not ways that are hurtful.
What counts is what we do about our feelings -
 

motions and feelings strongly influence the Development each child throughout their life and learning, that is why we must take into account the changes and the motivation that is given at home and in school for a better performance

EMOTIONS AND BEHAVIOR

In order to carry out the correct behaviour—that is to say, correct in relation to the survival of the individual and the group—humans and other higher animals developed innate drives, desires, and emotions, and the ability to remember and learn. These fundamental features of living depend on the entire brain, yet there is one part of the brain that organizes metabolism, growth, sexual differentiation, and the desires and drives necessary to achieve these aspects of life. This is the hypothalamus and a region in front of it comprising the septal and preoptic areas. That such basic aspects of life might depend on a small region of the brain was conceived in the 1920s by the Swiss physiologist Walter Rudolf Hess and later amplified by Erich von Holst. Hess implanted electrodes in the hypothalamus and in septal and preoptic nuclei of cats, stimulated them, and observed the animals' behaviour. Finally, he made minute lesions by means of these electrodes and again observed the effects on behaviour. With this technique he showed that certain kinds of behaviour were organized essentially by just a few neurons in these regions of the brain. Later, von Holst stimulated electrodes by remote control after placing the animals in various biologically meaningful conditions.

LECTOESCRITURA

INFANTIL GAME

The form of activity for children is essential in the game, this largely developed their powers. Playing children become aware of the real, are involved in the action, reasoning and judgments made.
The game is defined as a "surrogate process suggestive of adaptation and mastery, and hence its value as a learning tool.

Marginalize the game of education would be deprived of one of its most effective, so the teacher must ensure that the activity of the child or the child is a major source of learning and development, because through the action and experimentation, they express their interests and motivations and discover the properties of objects, relationships, etc.
The role of early childhood educator is to facilitate the implementation of activities and experiences, connecting up with the needs, interests and motivations of children, help them learn and develop.
Here are some features of the game: The importance of play in education
• It is a creative resource, both in the physical sense (sensory development, motor, muscle, psychomotor coordination), mental, because the child during development makes all the wit and inventiveness that has originality, intellectual capacity and imagination.
• Has a clear social value as it contributes to the formation of habits of cooperation and assistance coping with life situations and, therefore, a more realistic world.
• It is a means of emotional expression-evolving, making it a useful Projective psychologist and educator, especially when knowing the problems affecting the child.
• The game also has a value "substitute" for during the first and second child is passage of adult situations, for example, playing with dolls, shopping, etc.

• The game provides the appropriate context in which they can meet the basic educational needs of children's learning. Can and should be seen as mediating instrument given a set of conditions that facilitate learning.
• Your character motivating the child encourages and facilitates their participation in activities that may be unattractive, becoming the alternative for some exciting activities or routine.
• Through play the child discovers the value of the "other" as opposed to himself, and internalized attitudes, values ​​and norms that contribute to social-emotional development and the achievement of the socialization process that begins

 

Kindergarten (German, literally means "children's garden") is a form of education for young children that serves as a transition from home to the commencement of more formal schooling. Another definition, which overlaps with early childhood education and preschool, is education for pre- and emergent-literate children before the age of 6 or 7. Children are taught to develop basic skills and knowledge through creative play and social interaction, as well as sometimes formal lessons.

In most countries kindergarten is part of the preschool system of early childhood education. Children usually attend kindergarten any time between the ages of two and seven years, depending on the local custom.

It is necessary that during this period for parents to spend time and moments of intimacy with them, showing that it began in the garden does not imply lack of affection and time for him. Meanwhile, the educators of kindergarten children should support chatting amicably with the parents, children showing complete mutual trust between parents and educators, who should take the time to get acquainted. 

MONTHS OF THE YEAR

 

GEOMETRIC FIGURES

The geometric shapes are the elements that, whether real or ideal - that exist in reality or mind can conceive - occupy a volume in space thus developed in the three dimensions of height, width and length, and are composed of figures geometric.

There are different geometric figures
cube
rectangle
triangle
cone
pyramid