PRIORITIES TO INFANTILE PRIMARY EDUCATION – theme to monografias
5ª. PRIORITY: Approach to the new technologies with predominance of the pedagogical criteria.
The history of the century that finishes is prodigal in examples of the enthusiasm with that the education received as potential educative medium to the cinema, the radio, the television, the video and, more recently, to the computer. It seems that each new half meant for some innovators, final answers the accumulated educative problems.
However, to the handle of years of application each way resulted ephemeral how much to the potentialities that if atribuíam, in great part for treating to implant them as educative mechanisms without before taking in account the ends that if they pursue with its application.
Before the new technologies it is frequent to find positions that go since the utopian ones (the technology as panacea deciding main problems in the learning) to the skeptics (the television and the computers can be harmful for the children and stimulate one to learn inócuo).
Both the positions obey a tecnocêntrica vision of the problem, without only considering human, cultural and contextual elements and privileging the technological one, substituting improperly an end for the ways.
The basic question is not that if it can make with the computer or the television set? Or that they make the computers or the television aas children? If not that they can make the children and the parents of the children with the computers or the television? That things can construct with them?
It matters to leave to admit that all new technology does not tend to substitute the previous one. The computer does not substitute to the typewriter nor to the video, this does not substitute to the television set, nor this to the radio. Each one has its function, its potentialities and limitations. What if it deals with is that the children since small know of its existence and is motivated to use each way with alert or considerate mind.
6ª. PRIORITY: Search of the educator of excellency for the infantile education.
This priority can perfectly be the first one and is associated with the good fulfilment of the previous ones.
If we assume the hypothesis of the central importance that has for the human and personal development the precocious education, we will admit the necessity to opt to strategies that a rigorous election and initial formation of this teaching staff as well as giving possibilities to it of constant evolution make possible and dispatches by post to the professional day.
Taking in account the study of the conferred reality and the opinion of the experienced ones in inquiries on the specialization in infantile education, one concludes that the personal characteristics that must possess a specialist in the attendance to the child are basic for its good performance.
These characteristics can be grouped in categories as the following ones:
The relation with the children. This condition is with priority. Demand it this affectionate and affectionate professor to be with the children, active patient being but at the same time to be able to adapt it the intense rhythm of work with children.
Therefore, it designates, with reason, that it is preferable to contract a person who feels love for the children, still when does not possess specialized qualification, to another one with much qualification but without this quality.
AC Monographs and TCC – AD Ready monograph and Education
The relation with the type of work. A specialist in the attendance of the children in precocious age, needs to have affinity for the proper activities of its craft. Its vocation of service would have that to also express in responsibility front to the work, desire to modernize themselves and to learn to offer attendance better. The relation with excessively. Its easinesses of communication and the adequate handling of the relations human beings, will allow a good relation it with the community, the parents of the children and the fellow workers, important aspect for the performance in the area.
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