伦敦代写Essay:建立的活动

2017-05-08 00:34

当然，如果从业人员正在计划和建立的活动，一个孩子在户外玩耍，这不是真正的孩子的自由选择，在某种程度上，它仍然像蒙台梭利的方法。席尔瓦和布鲁纳都认为，在上世纪80年代，结构材料和活动本身的特点。结构化的活动如建筑是最具有挑战性的和非结构化的材料，如砂、水、和开放的资源，缺乏任何明确的目标结构和户外活动，因此，不要挑战孩子们的思想（布鲁纳1980；Sylva等人1980）。乌弗里（2008）提出最大的室外区域同样重要的，所以在设置有最好的机会和资源提供可能的变化应该是每天不同的孩子。此外，重要的是，孩子们有机会探索不同的资源，而不是坚持自己喜欢的所有时间，即自行车。所以布鲁纳和Sylva的研究不是很清楚所有的设置给孩子做户外的环境有许多不同的机会，结构化和非结构化。孩子们以不同的方式学习他们，他们都瞄准了六个学习领域。
伦敦代写Essay:建立的活动
Surely if practitioners are planning and setting up the activities that a child plays outdoors it is not really the child's freedom of choice, in a way it is still like the Montessori approach. Both Sylva and Bruner argued, in the 1980s, that structure is a characteristic of materials and activities themselves. Structured activities such as construction are the most challenging and unstructured materials, such as sand and water, and open ended resources, outdoors lack any clear goal structure and, therefore, do not challenge children's minds (Bruner 1980; Sylva et al 1980).Ouvry (2008) suggests making the most out of the outdoor area is also important, so that the children in that setting have the best opportunities possible and the changing of resources provided should be different daily. Also, it is important that the children have the opportunity to explore different resources and not stick with their favourite all the time i.e. bicycles. So Bruner and Sylva's research isn't very clear as all settings have a number of different opportunities for children to do in the outdoors environment, structured and unstructured. Children learn from them all in different ways and they are all targeting the six areas of learning.

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