What is the developing games and why they are necessary?
our time force to worry about development of our children, already when they peacefully sleep in cradles and suspect nothing about the thoughts tormenting them mothers and fathers. The matter is that in recent years the whole squall of information fell upon parents: Montessori, Zaytsev, Nikitin`s names, representatives of Valdorfsky school at all very famous. To understand such number of schools of sciences and theories, it is necessary to re-read mountains of books, the head goes around because Doman tells one, and Masaru Ibuki another. Often new associates of these ideas, propagandists and innovators grow up from mothers who opened for themselves the world of pedagogical innovations. But what to do to the rest?Buying by
a toy, all of us ask a question more often: “And to what she will teach my child?“ Certainly, each kid has to have a doll, the machine, a ball, an engine and many other things, but we look for something like that that it would be possible to carry to the category of the developing games. Now very many books are devoted to these games and volume as to play them how to make them. B. P. Nikitin`s books “We, our children and grandsons“, “Intellectual games“, etc., written to them together with the wife and the ally Lena Alekseevna can become good assistants. If you are only going to become parents, then read “The first year of life of the child“ and, perhaps, having like idea of “a conscious roditelstvo“, you will be able to give to the kid more. Often rash bans we stop the child on the great way of knowledge, we interrupt those undertakings which could lead to new opening and knowledge.we Will assume
, the first and the most difficult for you year of life of the child already behind and you seriously reflected whether it is time for your peanut to join new knowledge. Time! For a long time it is time to listen to music, to consider pictures, to read with mother of the book, to draw and do a lot of things - many other things that will allow further the kid to become comprehensively developed personality. In B. P. Nikitin`s book “Intellectual games“ several games with which it is already possible to acquaint your child are described. To acquaint because the first results will appear, perhaps, not really soon. But do not despair! The seed thrown into the earth has chance to sprout, but should will never sprout. Sometimes kids strongly surprise: it seems to you that you were turned inside out in attempt to show, tell, teach, and it not only that can reproduce nothing, but also all the time distracts and becomes a pity also for itself(himself), both the time, and the vain efforts. But there passes month, two, and maybe also your child is more, repeating your gestures and intonations, issues all that information to which, apparently, he turned a deaf ear. And then you will understand that your efforts were absolutely not vain. But, before you will wait for this delightful instant of the first victories, you should stock up with patience and wisdom.
Scientists proved that at first children can concentrate on something no more than for several seconds. These moments we should use. All of us observed how the peanut diligently pushes something in an empty small bottle, then without regret shakes out everything and begins with the beginning, turns off or twists traffic jams etc., i.e. does from our point of view something monotonous and monotonous, but for some reason it does not bother it. This age, perhaps, the most suitable to acquaint your child with Montessori`s framework and the game “Put a Square“. A framework was thought up by Maria Montessori who is given by the Italian woman - the teacher which ideas were widespread in Russia the beginnings of the century, then - almost forgotten. The game “Put a Square“ represents a set of frames (16 pieces) with openings in the form of a circle, a square, an equilateral triangle, an ellipse etc. It would seem that here interesting: inserted a circle into a round opening in a frame, took out it? But it from our point of view, and the child sees it absolutely in a different way. For a start small council: do not throw out before the child all 16 frames and inserts to them at once, and select those which are simpler for using (a circle, an ellipse, a square). Having shown to the kid everything at once, you make two mistakes. Cannot “throw out“ and leave a toy on worry at all the child since game will at once sink in his estimation, the reverential relation which you have to try to it to give. It is not simple game. It is intended for strictly definite purposes. It is impossible to build pyramids of it, to throw and throw pieces. If there is though the slightest hint on the fact that game bothered, it should be cleaned till the best times. There has to be a feeling of “nedoigrannost“, similar to feeling of easy hunger. For such games there has to be a special place in the apartment, for example, the shelf which it is visible, but which the child will not reach. But if he suddenly wanted to play, then he can bring you to the shelf and show what game is necessary to it.
When you acquaint the child with the “developing“ games, at first show as to play it, maybe, you should play some time one. Playing, you tell the following:“ Look - it is a circle, what remarkable red circle. Time - and it got to an opening “or“ this window, it round, let`s it close. Oh, look, a round door for a window (or a shutter if your child, of course, knows what is it). Here the window was closed. And this window square is a square (you show a square). Time - and it was closed too“. Perhaps, on it your first lesson will end. At some stage the child will want to join you, and then you have to help it to achieve the first success. The success inspires, and the kid will repeat the actions again and again to reach it to hear a praise, to fix the received skill. Scientists consider that numerous repetitions on working off of any action are necessary for formation of new communications between various centers of a brain which that are stronger, than earlier the child began to study something and than more often it did it. They practically cease to be formed by 12 years and with huge work arise at adults. The fact that the skills received in the childhood are not lost by the person to extreme old age is explained by it.
Here you also learned to close all windows. And further, depending on age of your child, his development and yours with it desires, you can diversify occupations: to lead round contours a pencil, to paint them, to put ornaments. It is possible to acquaint the kid with Montessori`s framework in 1 year and to keep interest in them till 10 - 12 years. The principle of acquaintance of the child with other developing games (“Put a pattern“, “Put a square“) remains to the same: to play gradually, postponing for some time if game did not go. At all not the fact that you will cope with some tasks from the first. And here your kid if begins with simple, by 5 - 7 years will easily master those tasks over which you, perhaps, should pokorpet much. Constant interest in these games consists, probably, that the child gradually passes a way from simple to difficult, and that it will begin to do it in a year either in three or in five - is not important at all. It is important that he got acquainted with these games and he has an opportunity with their help to go forward, solving more and more complex problems, to learn to be consecutive, assidious. Possibilities of these games are boundless as they induce to creation of new tasks and search of new decisions, and it is already a step to creativity. Progress to you in acquaintance to these games and let for you they will become the same dear friends, as well as for us, and will deliver many pleasant hours spent in the bosom of the family.To get acquainted closer with the developing games and to buy them it is possible in our Virtual TOY STORE, or having called by phone (095) 264 - 9302. -->