North Star Academy

A minimum of retention is demanded so that if it can recognize the existence of the process. Therefore infancy is, without a doubt, the phase that more is learned, however the learning can be given in any age. If the conception will be true of that at certain moment the vital functions start to describe, is true also that such fact to give itself also depending it on the disposals of the person, its interests, its necessities. After all, innumerable discoveries of science had occasioned in sufficiently advanced age of its researchers. The learning is, in such a way, a process continues throughout the life.

Ahead of as many carried through educational jumps and conquest throughout the historical trajectory, one has noticed the attentions attributed to the space of classroom since the decade of 60 ties the present time. Thus, so that the classroom comes to be one favorable environment the construction of the knowledge and equacionamento of the learning difficulties that porventura if to present are necessary that the engaged, creative, dynamic educator either, and that it respects the individualities of each educating, valuing the reality you live deeply and them of the same ones, so that, in a joint action and integrated, it can favor and stimulate to the cooperation, the dialogue, the democracy and the autonomy of the individual and the group, where the pleasure of this in the common classroom either all. When bigger he will be to the affinity between professors and pupils, more good will be the fluency of the process teach-learning, therefore more easily the pupils will understand the direction to study what he is being presented for the professor and will have the curiosity to search new information that can complement the lesson, taking it a moment of dynamic learning for both, pupil and professor. For Carl Rogers, ' ' the auto learning initiate who involves all in such a way the person of the apprentice its feelings how much its intelligence is more durable and impregnante' ' , (ROGERS, 1978).

The RELEVANCE OF the LUDICIDADE WHILE PEDAGOGICAL RESOURCE IN the EDUCATION OF the DEAF PERSON Arenilda Lopes Da Silva Graduated Pedagogia for the Facultieses Is Marcos de Paulnia. Teacher of Infantile Education in the City of Paulinia. arenildalopes@ uol.com.br Summary: The studies told here focus the importance of the ludicidade, and its contribution for the learning and autonomy of the child-deaf person, allowing its socialization and interaction with the other. The child learns and develops its cognitivas structures when dealing with the playful one, therefore the freedom to imagine and to try, inherent to the universe of the trick it is a valuable instrument in the formation of the individual. By means of the playful activities, the child unprovided of words initiates its entailing with the world and in function of the enjoyed experiences, she starts to construct to its representations of itself and the other and the apreensvel reality in its context affective historical partner. To play and to play are leisure sources, but they are, simultaneously, sources of knowledge this double nature takes in them to consider playing integrant part of the educative activity. Words key: deaf child; ludicidade; learning.

Abstract: The studies reported here focused on the importance of playfulness, and its contribution you the learning and autonomy of the child-deaf, allowing to their socialization and interaction with to other. The child learns and develops to their cognitive structures you the deal with the playful, because the freedom imagines and to you experience, inherent in the universe of the play is valuable tool will be the formation of the individual. Key words: Deaf child; playfulness; learning. The question of the deafness In the antiquity, the education of Deaf people in accordance with varied the conception that if had of them. For the Greeks and Romans, in general lines, the deaf person was not considered human, he says therefore it was resulted of the thought.

Does this mean that everyone all right? No! In fact, many simply Feel free to ask questions. But questions need! This gives the student space for reflection, a chance to question the accuracy of the words the teacher. Between students and teachers will be put in a useful and very constructive dialogue. Strong schoolchildren are able to form their own views on the matter under consideration, and the weak – better understand the material. Moreover, it is no secret that teachers themselves also make mistakes.

The most obvious of these are easy finds even the most inexperienced student in mathematics. And it will be very good if the students time corrected his teacher with a simple question: "Why?" Try to learn the material at the highest possible level mathematics, there are several levels of understanding of the material. We must strive to rise to as high as possible from them. Elementary. Expressed in the ability to solve problems by well-known model, a theory as it given in the textbook. Here it is enough just to solve some common tasks and firmly know what to write in academic .Prodvinuty. You can easily and without prompting the theoretical stuff? Solve non-standard tasks, as well as those that are marked in the textbook "asterisk" as sophisticated? This means that you have mastered the material at an advanced level. Elementary knowledge there is not enough, because when non-standard tasks, you will find that in Mathematics has a large number of complex and non-obvious momentov.Tvorchesky.