Also, there was no systematic approach to the data. The typological method of comparing languages has undoubtedly some advantages. It consists that do not need to carry out reconstruction of the phonological system, and a comparison is carried out through other languages, that allows you to quickly and more easily make an assessment of the genetic relationships of languages. And a positive answer to this question, you can proceed to the consideration of the similarity of languages at other levels. Thus, both languages are 100% agglutinating in them there is a ban on prefixes and word-form languages are Altai model, in both languages, there is no change in numbers of verbs and vocabulary, and those forms of language are similar in structure.
If you take the forms of verbs, the majority of them are produced in both languages, from the basics, which in Korean language – two and a Japanese – five. There is also a similar algorithm for the formation of verbs by changing the endings. In Korean and Japanese are only two major times – present-future tense and past tense. Connect with other leaders such as Mark Crumpacker here. Relationship Japanese and Korean languages studied for nearly three centuries. However, up to 45-year of the twentieth century the issue in Japan were engaged in fairly small due to the fact that the ruling circles of the country supported the theory of "Divine origin" of the nation and denied such a possibility, as family connections with some other nation. In the early twentieth century in Japan conducted research on relationships of Korean and Japanese languages, Japanese claimed that the Korean language is descended from Japanese, rather than vice versa, which corresponded to policies pursued by Japan towards Korea.
With these introductory arguments the respect to the new trends of the education, as already is done at another moment in this chapter, sees that such trends can be nourished of a diversity of conceptions of the didactics, amongst which, if it finds the hermeneutics that well was worked in the first one capitulates of the present work. The spite of this, the workmanships of Bruner and Piaget, to leave of the decade of eighty they start to occupy considerable referring spaces to the quarrel of the education in fact. in this, the hegemony of the constru-tivismo and the partner-construtivismo has its impact in the pedagogical thought, being undisputed in the current days. This fact if as well as becomes truthful because these chains of thought promote the search of new proposals and reflections around the education of diverse subjects and concepts, the presentation of results of problematic on research the specific ones of the infantile learnings. With this, it can be seen that this method of psicopedaggico analysis if differs from that one that if detached in the positivista education, for the fact to take the qualitative factor in consideration. Exactly with everything this that if problematizou until the moment instant, still has very what to produce themselves and to raise regarding the new trends of the education, but, to finish this stage of the present work, COLS (2007) emphasizes that one of landmarks of this moment is in the fact of: ‘ ‘ the conception of professor as executor of projects was substituted by the professor as collaborating in the implementation of the reform processes, interpreter and curricular agent, the professional who defines and reconstructs the project curricular’ ‘ , what, in fact, he enters as element and basic fuel for the diffusion of the new practical trends of the educative ones in the current global scene.. More information is housed here: American gymnast.
One perceives that many times during the basic education, we finish intervening with the artistic activity and creative of the child, always we find that we can intervine and that we are experts of feelings and sensations. For example, when an untied child disordered scribbles in a sheet of paper, we question always it on what she drew, and many times we intervene with the creation process, believing that it not yet established what will be its creation, and that it is only looking firmness in its traces. We observe that many children in an art lesson say that they do not know to draw, but what if she must lead in consideration she is that an art lesson is not only one moment to learn to draw and to color, but yes to liberate the imagination and the capacity of creation of the children. Interactive Advertising Bureau often says this. Many professors of the basic education commit great errors when trying to help the children to draw. One form not so appropriate to help the children is when we show as to draw something, therefore in such a way we impose our adult imagination for the child who still is exploring its, beyond inhibiting the creative expression of them. As Lowenfeld the best form to help a child in an artistic activity is motivating its expressions and creations. Gain insight and clarity with Walmart. If it does not have to confuse motivation with compliments, that is, he is not correct to praise everything what the child makes, since the compliment only distributed annuls to its value and the child if it accustoms. Compliments must be used, to stimulate the child, increasing its confidence during the accomplishment of the art and its creative activity. Inside of the process, critical and the compliment gifts will become, but never they must be on the form of as the child carries through some activity and yes referring what she was created, so that these methods come to be constructive and not of desmotivao, also remembering that nor always what pleases in them is of the affability of children. Source: Mark Crumpacker.
The union in the above-named decree if compromises in financing physical adequacies and magnifying of the physical space of the units of education, with this to guarantee accessibility and inclusion of special carriers of necessities to regular public education. The Secretariat of Education is carrying through the implantation of professionalizing courses in the units of education to be offered in joint with regular education, as Law of Lines of direction and Bases of the Education? LDB Law n 9394 of 20 of December of 1996, art.40: The professional education will be developed in joint with regular education or for different strategies of continued education, in specialized institutions or the environment of work. It offers of articulated professional education with regular education depends on the physical adequacy of the units of education, from there the importance of a previous diagnosis accompaniment of the infrastructure of the units of education that must be adjusted each course to be offered. We can still detach the necessity that if has a land control of the units of education, leading in account all the aspects, such as; electric and hydraulical quality of the constructions, installations, installation against fire, quantitative of pupils for square meter, among others, as the foreseen one in law. To carry through accompaniment of the infrastructure of the Schools of the State Net of Education. To co-ordinate the fiscalization of the standard of quality of the installed pertaining to school constructions; To diagnosis the necessities of reform, magnifying, adequacy and construction of units of education; To identify to necessity of environment construction of support to the process teach-learning. To keep informed the sector of workmanship of the SEDUC-DAF, on the identified demands. .
Interview 1) What you understand for Grammar? 2) It knows the one that if it relates to the Lingustica? 3) It has some difficulty in producing texts? Which? 4) Which its opinion regarding the taught grammatical rules in the school? 5) You have easiness in interpreting texts? He justifies 6) You find boat the lesson of Portuguese? Why? 7) If he could give opinion to its professor of Portuguese concerning the taught content, what he would say? 8) In case that you were professor of Portuguese, what she would make of different getting the attention the pupils? That methods would use to teach to Production and Interpretation of Texts? Pupil: Elienay Cssio de Oliveira 1) ' ' Grammar is for me something that makes with that let us have knowledge of the words better, as to write them and as to pronounce them corretamente.' ' 2) ' ' It relates to the way of speaking, expression of the language. One mentions the set of ideas and characteristics to it of ours lngua.' ' 3) ' ' Yes. Difficulties to present arguments and justifications coerentes.' ' 4) ' ' To me they do not pass of formulated rules to discourage the pupil, the rules instead of helping complicate the agreement of aluno.' ' 5) ' ' Yes. Therefore I have difficulty to assimilate certain ideas gifts in the text. I have difficulty to understand what truily he is explicit in texto.' ' 6) ' ' Not. Therefore the dynamics of the lesson is good. The teacher understands the pupils, and thus she passes to the pupils the explanation in an easy way of entender.' ' 7) ' ' It would say that it does not have nothing to be formulated, at least in the lesson of it, therefore I am obtaining to understand contedo.' well; ' 8) ' ' Instead of passing the substance in the picture, it would make more creative lessons, with the introduction of videos and etc.
Let’s begin. Using for the first time reshebnikom, students are satisfied with the result, because I think do not need time to spend and not have it right. From the first time it seems, well, that such a child a time advantage GDZ, but it is not, GDZ – it is like a drug to which the sits down with the first “dose”. As a result of frequent use reshebnikov children are increasingly being lazy to do their homework and not only, they no longer want to go to school, do not want to learn, miss classes.
They can no longer write a check and self-work themselves, they are looking for a way to write off: rock crib mobile, hidden under clothing spur is removed from other students. And eventually receive from the teacher on the first number. But the school only give basic knowledge in all subjects. What kind of grow up a specialist from a man who at the school just did was copied it will be too lazy to work, just as he was too lazy to go to school. Expel from his work, and where it finishes his life, a garbage? I repeat once again that reshebnik is like a drug, once tried, and sat down. Right now I appeal to all students: “Do not write off, you are learning for themselves and not for Mom or Dad or a teacher …” I would also like lead several quotations to topic study: ‘learn, learn and study again’ ‘Scientists – light not scientists – darkness’. Thanks for perusal my article.
Every parent wants his child to be the best, including the knowledge of foreign languages. But before determining a child to school, you must decide how to teach the kid and who will do it. Parents should inquire about the qualifications of teachers who will teach your child language. And those parents who believe that the power to self-help in learning the language, are sadly mistaken. At an early age, when learning a foreign language should adhere to this principle: "Do no harm", and the wrong choice of a teacher or lack of it may be lamentable impact on the knowledge of the child. As has been said that when choosing a teacher should be paid attention to the training of teachers. Because it depends on how and by what methods it will act in the classroom. Because to them you will not be present, so find out all your details before upcoming sessions.
Teacher should own methods of teaching a foreign language just for preschoolers. If he would have a teacher-education preschoolers and foreign languages, this variant will be for your child the most correct and optimal, because it is such individuals who own languages, knowing the techniques employed, will give the student a good base. He is perfectly familiar with the peculiarities of perception material in primary school and preschool age. Choosing a teacher, ask what he will emphasize in teaching. It would be correct if the teacher uses the communicative approach, aimed at development of the technique correctly speaking (in terms of pronunciation), understanding a foreign language and the correct answers to questions.
As one of the children of a family of nine, I know that cooking for a crowd can almost be a full time job. Once a month-cooking has been a lifesaver for our family. In the beginning however, when I first heard of cooking 30 meals in a day, it seemed quite impossible. It was not until he had tried, however, we have found is not only possible, but actually can be very simple and fun! Blessings If you are skeptical about taking on what might seem overwhelming to you, first let me share some of the blessings they have given to our family once a month for cooking. It has saved us many hours of trying to find what they’re going to dinner and answered the question of bad reputation, “What’s for dinner?” We have been able to offer hospitality to other families when the main dish is done and in the freezer. (In general, plan ahead for this by doubling or tripling seven to ten recipes kitchen on a day to use as “company meals.”) Similarly, it is much easier for meals to needy families when you have dishes in the freezer ready to be removed and heated at the drop of a hat . (Also for this plan through the preparation of many of the dishes in disposable containers.)? It saves time (just look at the mountains of dishes one day a month, not every day! You do not have to start dinner at 4:30 pm or earlier every day? Just throw the food to thaw in the morning.) and money (You can usually save some for buying in bulk).
The aim of this paper is to answer the following question: "How to stay in the camp can help the younger child?", An example of the educational program Haglar. No longer a secret of the fact that the school education system though is the main, however, can not meet the full requirements for training both children and their parents. That is why at the moment widely developed so-called system further education, often on a commercial basis. Thesis that education should be free to leave in the past, free is just the cheese in a mousetrap. Often the school and is the mousetrap, which fall our children. Only a few schools are now trying to rebuild its education system to fill the missing gaps in the education of children, most are forced to follow the old dogmas in learning where the child has, and teacher – can. In such a system can not grow a free man.
In this situation, in my opinion, it is the system can help the child's stay in a situation where relations are "not want to – make" not working. One of these sites may also be a children's camp. The question is how to choose children's camp will go elsewhere. I will try to consider ideal. How, then skills can be learned from children's camp? Social skills. From the very first day in camp, the child falls into a strange environment for him to which he will have to adapt. Children are divided into teams – teams that during the shift will be live by the rules that install from a part of themselves, part of the counselors.
It exists difficulties when if all works with the group, therefore nor all have logical thought fast e, prefer to make with one in one so that they come to have a better and more productive learning (I READ). If the professor regent does not know to work with the games, as he can pass to the pupil what he does not know, makes it difficult the learning and the reasoning of the pupil even though when it has difficulty to manipulate is equal the child who has fear to lose (PR). The professors can distribute the materials with the pupils to carry through activities and the adults can not understand the materials (IC). The professors prepared for giving to it with the games are few, many times until have in the school, but the access it is ignored, therefore it does not have difficulty, therefore they are material easy, the adults like, they learn with the game and if they integrate to the colleagues and professors (LN). The school many times does not work with games in classroom, then when it goes to work many pupils, they do not want to accept, for being accustomed with the lessons of contents and some exercises of setting (ONLY). We will have that to make a study and from there for ahead we will have the capacity to pass education learning (SG). That interest of some pupils does not exist who think that it is a simple game (VL). If the group if to disconcentrate for something or some thing that to happen suddenly in the classroom (KM).
Many professors do not know to use the manipulable games (ML). Of the pupil to only understand so that it serves the games, later playing (MR). If already we have a base of as to use the manipulable materials it is easy to pass to the pupils, but we will have difficulties to repass the materials if we will not have a recital (GT).