The reading in the infantile education is very ample and important, stimulates the child in its emotional, social and cognitivo development. As Abramovich (1997) when the children hears histories, start to visualize of clearer form, feelings that have in relation to the world. Histories work problems typical existenciais of infancy, as fears, feelings of envy and affection, curiosity, pain, loss, beyond teaching to infinite subjects. It is through a history that if can discover other places, other times, other skills to act and of being, other rules, another ethics, another optics Is to be knowing history, philosophy, right, politics, sociology, anthropology, etc. without needing to know the name of this everything much less to find that it has lesson face (ABRAMOVICH, 1997, p.17). To guarantee the wealth of the experience narrative since the first years of life of the child contributes for the development of its logical thought and also of its imagination, that according to Vygotsky (1992, p.128) walks together: ' ' the imagination is a necessary, total non-separable moment of the thought realista.' '. In this direction, the author focuses that in the imagination the direction of the conscience tends if to move away from the reality.

This distanciamento of the reality through a history for example, is essential for a deeper penetration in the proper reality: ' ' removal of the apparent external aspect of the reality given immediately in the primary perception makes possible more complex processes each time, with the aid of which the cognition of the reality if complicates and if it enriches. (VYGOTSKY, 1992, p.129) ' '. The contact of the child with the book can very happen before what the adults imagine. Many parents believe that the child who does not know to read not interests for books, therefore do not need to have contact with them. What it is perceived is well in contrast.

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