بليز ابي مساعدتكم بنات بحث عن التعلم بالالعاب

انتي بحاجة الى بحث التعلم باللعب "للاطفال"
متى اخر موعد لديك ؟
وبنفس الوقت اود اخبارك ... اذا تريدن البحث جاهز .. من احد المواقع الانجليزية لتعليم الاطفال ..
يعني كذا افضل من ان اترجم البحث اللي معاك
وموفقة ياعمري

هلا اختي الغالية الجوري
تفضلي هذا التقرير عن التعلم باللعب شامل بين الايجابيات والسلبيات وكذلك افضل انواع الالعاب من الممكن تقديمها للاطفال حسب مراحل نمو الطفل المختلفة ... في عدة اجزاء ولكل جزء عنوانه الخاص ... طبعا انتي احذفي الترجمة ...قمت بها لبعض العناوين للتوضيح لك ...
بسم الله نبدأ
هل تود اخباري المزيد حول لعب الاطفال ؟
By : Ask Kytka
Would you tell me something more about children's toys?
August 1, 1999
لعب تعليمية
Toys that Teach: A Lesson in Reverence, Gratitude and Beauty
A toy is something your child invests precious time in and in this way it acts as a teacher. The right toy can teach your child to care, to be watchful and conscious, to be careful, to appreciate, to love. In your child s hands are the keys to learning to be grateful, to appreciate beauty, to have a sense of peace and reverence for life in all its forms By the same token, the wrong toys can teach your child anger, frustration, disregard, insult and mockery. How many times have you seen this at the community playground? Children mimicking the grotesque objects they have been playing with? Making grimaces and bullying the other children. They are putting out what they have taken in, from their toys.
What can a plastic contraption possibly teach your child ? What lesson is hidden within the action figure? When children have a room full of such toys they are often so overwhelmed, that they choose not to play at all. Grandparents come and say they are spoiled. Oftentimes, when they do choose to play, they play in a very aggressive and destructive manner. They show no sense of love or caring for these toys. They show no gratitude for these toys. These toys which growl at you and make grimaces at you seem to be designed to instill or teach anger, frustration, and hatred. Ask yourself "what does my child get from such a toy?" If you closely observe your child you will discover that their play lasts about 5 minutes at most and they end up being frustrated and overwhelmed. They physically look ill after playing this way, with these toys.
The reason for this is that children take everything from their play and it becomes a part of who they are and who they are about to become. Children internalize everything from their surroundings. When they are exposed to synthetic and ugly toys, children are at risk of losing their sense of awe, their sense of reverence and beauty. They begin to internalize the messages that these toys put forth: Hit, Stomp, Slam, and Pound, Throw away. Replace. These feelings then grow within our children. Their relationships become "synthetic" and their play grows ugly.
These children then grow into teenagers who bulldoze through and over their fellow teens. They have grown up to think that just about anything can be replaced. Everything is meant to be handled roughly and without special care. They grow up with fast food and throw away drive-through toys, which mean nothing to them. They blaze through the world without worrying about what gets stepped on or knocked over, believing it can all easily be replaced or that it is the responsibility of everything in their way to be strong enough to last. They break their plastic battery operated gizmos and into the garbage it goes. Sadly, in our mass produced society, it often quickly gets replaced with one exactly like it.
What does that teach our child?
Many parents do not realize that the mind of a developing child takes in everything. These toys have very negative impact on our children and their behavior changes from inherently good and loving to bad and spiteful. The young child learns the most when at play. Play is the work of the child and it is through play that the child learns to be an adult. Why then are we not more careful and more aware when we choose our children s playthings?
The majority of modern toys do not speak to the soul of the child. In this way they can actually damage the child. They not only rob the child of his/her imagination and sense of wonder, but they create a shell over the child s heart. The toys of today are "dead". Obviously, they are not beautiful. They have no energy coming from them. They are just ugly. Don t our children, who only recently arrived and are still so intertwined with the spiritual world, deserve better?
In looking at the writings of Rudolf Steiner, founder of the Waldorf Schools, we discover that the first seven years of life the child should see and experience the world as a place of goodness. The child in this age group learns primarily through imitation. Teachers trained in the Waldorf Education method are taught to be completely conscious of each and every movement, because they know they child takes it all in good or bad. Waldorf Kindergartens are places of simple beauty for this reason. Children from ages 7 through the onset of puberty should experience the world as a place of beauty, because through beauty they will gain a reverence for life, which they will carry through to their adult lives. The Waldorf method of education is based completely on these beliefs.
Children need to have a few simple toys , ones that must be delicately cared for and lovingly attended to. They require toys, which they can wash by their own hand, hang in the air to dry and gently fold. They blossom when playing with toys, which need to be carefully polished, and which can be mended. They thrive when they have toys, which they know they will pass along to their younger siblings. It is through this that they learn to have gratitude, reverence, and a sense of beauty for their environment and surroundings. The majority of modern toys simply do not speak to the soul of the child.
Which toys do speak to the child? Silks, Woods, Nuts, Shells, Seeds, Stones, Crystals, Leaves, Ribbons and little baskets in which to carry their treasures. These are the types of toys, which speak to the child s soul. These Natural Wonders instill awe and discovery, magic and wonder in your child. These toys have been created as "one-of-a-kind" treasures. These toys are special and can become just about anything your child imagines them to be.
Consider pure silk scarves for play. They are delicate and ethereal and they seem to naturally awaken that sense of awareness of beauty and reverence. They awaken the child s imagination and inspire their creativity. Children appreciate their simplicity, and yet take such wonder in the magic that a simple little cloth can be transformed into so many wonderful things.
Wood is another example. It comes from a living, growing organism and has so much potential. Has this wood been carved or "decorated" by the creatures of the forest? What sort of tree did this wood come from? Imagine that two pieces of wood will never be exactly the same and your child can feel this and sense it when holding this toy. What a lesson of gratefulness for this piece of wood which is here play with. What a wonderful discovery when playing outside your child finds this wonderful toy all by him or herself as it was meant to be! Your child will carry this wood as a parcel, build with it as a block, cradle and hold it as a baby. This piece of wood can be turned into just about anything in the imagination of your child. Perhaps grandfather can carve this little wood into an animal friend, or a gnome to return to the garden.
Such treasures are not easily replaced. If you are not careful and you break a wooden toy (especially a hand made or found one) it is truly a tragedy because it is a one of a kind. If the child is lucky it can be repaired and will be cared for even more delicately because it has been weakened. Of course, this will make the toy be loved and cherished all the more for the wounds it bears and the effort that went into saving it.
The children of today have adopted many of their attitudes in life because of the toys they have been surrounded with in their childhood. The mass produced disposable toys of today are wasteful, ugly and harm not only our children but also our environment. They are impersonal and created for one purpose and one purpose only - to make money for their creators. The next obvious reason is for them to break and be replaced easily, teaching your child to want more
Remember, the toy your child is holding is your child s teacher today. It s up to you to decide which lesson your child will learn today by the toys you provide.
يتبع .......

what we can teach our children ?
ماذا نستطيع تعليم اطفالنا ؟
Title: What we teach our Children
Author: Andrea Cyrus, Msc.D., Rev., Mht.
E-mail : mailto:[email protected]
Copyright: 2005 by Andrea Cyrus
URL: http://joyfulparenting.truechanges.com/
URL: http://www.truechanges.com
Word Count: 377
Category: Parenting
What we teach our Children
I am becoming aware how much influence I have on my children and the children I work with on a daily basis. This is big and true for all of us.
I teach them even when I am not aware of it, when I simply flow through the house doing what comes next. Each instant I get involved in their business, each instant I talk to them, when I ignore them, as I am living my life, I am teaching.
What I do and how I respond to my Children, how much I get involved in their life it all makes a difference. The old way of thinking and approaching my children quickly falls away as I witness that as I am fixing their problems I teach them they cant do it on their own.
Even my 2 year old learns that I am not willing to get involved in her business of not wanting to share or not acquiring a toy back. If I do get involved, what do I teach her?
Do not I volunteer to be her persoanl, everyday referee? Dont I inquire of to be included in her battles? Do not I tell her that I will fix her problems because she cant? Dont I take the role of judge and prosecutor by building up my mind about what is fair and not fair (even when my own limited perception may not be accurate)?
If I tell my child that it is not my job to determine who should get the toy, I send her on the way to solve her own problem and to learn from her own mistakes. She learns from her different approaches. She learns about choices.
You can think that this could never work in your home because you have experienced that things might get out of hand, and kids might easily get physical and violent if you dont get involved.
Point taken and I have to admit it is harder NOT to get involved than to get involved AT FIRST. There is fear, and a bunch of what ifs
My biggest what if though would be: What if I prevent my children to learn, to become self-reliant and self-responsible because I let fear get in the way?
يتبع.......

Toys that Teach
العاب تعليمية
By Anna Mulrine
Sherra Kerns recalls the day her daughter, then 6 years old, came to her one Saturday to say she wanted to get something from the top shelf of a tall closet. Kerns followed her into the room and sat down in the middle of the floor. She asked her daughter how they were going to tackle the project. “Certainly I didn't want to do something to compromise her safety,” she says.
She supervised her daughter as she considered using a table as a stepping stool. “I asked her, ‘OK, what's the best way to move it over to the closet? Do you get behind it and shove it, or do you push it?'” Next, they tried a stool. She asked her daughter, “Are you going to fall? Why don't you rock it and see if it's steady?” Kerns and her daughter spent hours on the project. “It's amazing the sense of achievement that kids get from realizing they have created something that makes them a little more autonomous—it's really a feeling of power.”
Today, Kerns is vice president for innovation and research at Olin College in Needham, Mass., and president elect of ASEE. Through her experience with her daughter, and countless students over the years, Kerns has become convinced that immersing children in the world of engineering should begin at an early age. “I think young children are natural engineers—if you've ever seen a 2 year-old figure out how to reach a countertop to get a cookie. They will move things into place, create structures and piles, test them for stability—it really is an engineering kind of a problem.”
Kerns believes that toys and tools —whether used in pursuit of countertop cookies, building forts, or playing with silly putty—can stimulate the engineering instinct in children. “In part, our educational system doesn't identify activities as engineering—teachers don't say, ‘Gee, you know what you just did was an engineering kind of a thing. Those abilities aren't always recognized and stimulated in our children.' ”
Today, however, select programs around the country are showing teachers how to do just that. Mamie Moy is a founder of the SMART (Science and Math Applied Resources for Teachers) program at the University of Houston. Toys, she says, are the key to making science and engineering more approachable—for both students and teachers. “It's science that's being taught with very friendly things,” says Moy, also a professor of chemistry at the university. “You mention toys and they're not afraid of it. Yo-yo's, Slinkys—nobody's afraid of those. You mention a fulcrum, and immediately people freeze.”
Moy scours dime stores for all sorts of toys and gadgets that she can use in the workshops she runs, which teach teachers how to share science with their students. Recently, she began offering workshops for the parents of elementary and middle schoolers, so they could learn how to get their kids excited about science concepts. “We're always on the lookout for fun, practical things,” she says. To illustrate wave function, for example, she uses Slinkys. “You just wave it, and see how it bobs up and down. That way, you can see wave function. You can make it go as fast as you want to, and make the frequency as great—or as short or long—as you want.”
Moy also taught her students how to make that 70's toy classic—Shrinky Dinks—and they learned some important science principles in the process. The kids gathered clear, plastic deli trays (“You can use the styrofoam ones, she says, but they're not as dramatic”). They cut flat pieces and measured their surface area and weight. “Then we heat it, it shrinks, and we mass it again. Has it lost any mass? Has the surface area decreased? Then we do the percentage of shrinkage. It's very easy. We use toaster ovens, and we can also ask how much energy we needed to use to shrink it.” Depending on the time of year and season, the shrinky dink science projects also make good gifts—we do Halloween decorations, tree ornaments, mothers day hearts,” she says.
Likewise, the students play with yo-yo's to learn about spin and mechanics, and silly putty to discuss polymers. “It's not that easy to talk about polymer science,” Moy says. “But we can deal with products that are polymers, and, of course, environmentally, we have a lot of discussion going on with plastics and polymers. What are the benefits? Can we live without plastics? Then we find out our body is just full of polymers—proteins, sugars, carbs, skin—these are all polymers. It's just an understanding of what it is—and what role science plays in their lives.”
Sometimes, the kids make their own toys—like slime, a combination of Elmer's glue and borax. “When we vary the concentrations of glue, we get different products. If we use it straight out of the container, it's hard and rubbery. If we dilute it, it gets stretchier,” Moy explains. The kids can learn what the limits of dilution are in order to get the slime or whatever we're looking for.” And the best part: the kids get to keep the slime.
Making their own toys is what it's all about at Smith College's annual KID TOY challenge. The toy and game design program was created by Smith College last year to encourage children's interest in engineering. In June, 243 teams of fifth through eighth graders took part in the competition. “We got together and decided that what would really excite kids about careers in science is not necessarily the real basic fundamentals, but what you could do with science and engineering,” says Domenico Grasso, director of Smith's Picker Engineering Program. “We decided we'd try to excite them by having a toy design competition.”
For the contest, teams of kids—half of whose members must be girls—partner up with a parent adviser. The toys they created, Grasso says, were nothing short of impressive. One winning toy was called Wet Your Pants, a cross between the game Twister and the electronic game Simon, popular in the 80's. Squares on a stepping pad would light up in different sequences. “You have to step on them—and if you screwed up and missed it, there was an overhead sprinkler system that came on,” Grasso explains. The project brought together solenoid valves, which electrically open and close. Fail to repeat the exact pattern, and the pad sends a message to the computer, and the computer gives instructions to open the valves for an extended period of time. “These were middle school kids, and they were learning about control systems, electrical circuiting—it was a really great experience for them.” Another team created a three-dimensional globe game, complete with hurricanes to blow participants off course.
The competition, in its second year, is an important component of Smith's engineering program, the only one in the country based at a women's college. “When I was hired as the program's founding director, one of the things I thought of doing was making engineering socially relevant,” Grasso says. The result was the TOY Tech program, which brings Smith undergraduates, through their first year design course, into the classroom to help teachers become comfortable sharing engineering lessons with their kids. “Our students had real clients, and they had to understand the basic science and develop something that would demonstrate that for middle schoolers. It's not just revolving around what they had to teach, but who the recipient would be.”
To make it fun, some of his students, teaching a lesson on simple machines, organized a tug-of-war contest in which they gave the mechanical advantage—a pulley—to the students. “We'd have one student in middle school against a teacher or a principal of the school. The students would always win—there was no way they could lose—and that lesson really stuck with them.” The Smith students also used Nerf rocket ships to teach propulsion and trajectories. Since its inception, Grasso says, the program “has benefited everyone—the schools, our students—enormously.”
Miami University in Middletown, Ohio, has seen a decided increase in demand among teachers for programs through its TOYS (Teaching Our Youth Science) program. There, teachers work with K'NEX sets, building toys made up of rods and connectors, to create working models of simple machines. They build ramps and cars to learn the principles of inertia. Attach magnets to toy cars, and they learn about how objects attract and repel each other. Today, the university's Terrific Science program publishes books like “Exploring Energy with Toys,” and “Science Night Family Fun.” They post projects on their Web site, www.terrificscience.org , lessons that describe activities including how to create a snazzy glitter wand and teach kids about solids, liquids, and gases at the same time.
Head Start
Recently the toys program began working with preschool teachers, says Susan Gertz who spearheads creative development. It published its first book for kids: Squishy, Squashy Sponges. The book delves into the ways in which preschoolers can use sponges to begin forming ideas about science. “They can learn about how the world works—that materials in your life, like sponges, behave in certain ways, that things are similar in certain ways,” Gertz says. “They might not necessarily understand why it happens, but they learn that we live in a world where things happen—and we're trying to give that some order.”
< Chris Rogers, professor of mechanical engineering at Tufts University, where he runs the Center for Engineering Education Outreach, finds the developments encouraging. Massachusetts was the first state in the country to require engineering in its elementary and secondary curriculum. The center, now 10 years old, pairs its undergraduate engineering students with elementary school teachers and students. One of their most important teaching toys has long been that childhood staple: Legos. “They're appealing,” Rogers says, “and not nearly as scary as if we're coming in with crescent wrenches.”
The engineering students and elementary teachers teach students how to build a sturdy wall by having their Lego bricks overlap. Then the students drop their creations from their knees, and see where they break. They also build Lego moon rovers. “They play with the gears and the pulleys, but we're not doing gear ratios, and we're not calling it torque,” explains Merredith Portsmore, the education and technology program manager for the center. “We're just teaching them to look for patterns in relationships—what's better for going up hills, or speeding across the rug?”
Straws are used to teach kids about fluid mechanics, and transparencies to build miniature greenhouses. Through it all, Rogers says, “What we've found is that engineering problems are a great way to teach in general.” Portsmore says that one of her favorite moments was overhearing first graders arguing. The source of their debate: their Lego cars. “I heard one say, ‘Your car doesn't move because your tires are rubbing against the frame of your car—there's too much friction!'”
Rogers adds that ensuring the kids graduate without a fear of engineering is the main goal of the center. “If you go to a cocktail party and say that you're an engineer, it's amazing how the conversation ceases,” Rogers says. “Mostly what you'll get is people saying ‘That's way too complicated for me.'”
Ultimately, as programs show both students and their teachers how toys tie into fundamental engineering concepts, they produce students who not only are not frightened of engineering but who might actually love it.
Anna Mulrine is a freelance writer based in
Washington, D.C.
يتبع.......

Toys play a very important role in the life of a child. Playing with toys teaches children how to share, encourages imagination and fun as well as promoting life skills necessary for children's development. Toys can also be a Fun part of every
CHOOSING TOYS
اختيار الالعاب المناسبة للطفل
*
Look for toys that are age appropriate for the child playing with the toy. *
Comparison Shop*
Take into account the child's interests, skills and abilities when choosing toys. *
Read toy instructions before buying the toy to ensure that instructions are clear and review warnings.
*
Inspect the toy thoroughly for quality construction, loose pieces or sharp edges..
*
Try to provide children with a variety of toys that encourage different skills. Toys that encourage gross motor skills like reaching, crawling, throwing, catching and physical activity. Small motor skills are promoted by toys that require the use of fingers and hands such as building blocks, colouring with crayons, smaller toys.
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Games and toys that require directions, cooperation and rules are important in learning sharing and social skills.
*
Role-playing toys can offer an opportunity to build self-esteem and skills that help children with emotional skills while also teaching them more about people and communication.
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Colouring, reading and craft activities among others will help children advance their reading, creativity and imagination.
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Independence can also be bolstered by choosing some toys that children can play with "all by themselves".
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Have fun with your child, look for toys that you can play with together. This gives you an opportunity to ensure the child plays with the toy appropriately, that the toy is appropriate for the child and learn more about your child's abilities while having fun.
*
Toy Suggestions for Children
Toy Suggestions for 1 to 3 year olds
Toddlers are active and interested in exploring the world around them. Toys that offer physical play and coordination help encourage their gross motor skills. Small motor skills are stimulated by puzzles, books, and stacking toys. Interest in role playing toys
and music begins to develop
Toy Suggestions for 3 to 6 Years
Preschools begin to engage in social play and start to master the skill of make-believe. Children oft-times develop attachments to special toys. Creative and craft oriented materials enhance small motor skills for this age group as well as laying the groundwork for printing skills. Toys that offer more physical skills are popular.
Toy Suggestions for 6 to 9 Years
Play becomes more challenging for school-age children as games, sports and the grown-up world draw their attention. New experiences allow children to expand their knowledge of the workings of adult life and careers of grown-ups. Science, magic and animal life are areas that begin to interest these children.
Toy Suggestions for 9 to 12 Years
Team sports, active play, strategic games, detailed arts and crafts and hobbies grab the attention of preteens. As their interests begin to develop, some preteens may choose to dedicate more of their time to specific activities. Computer and handheld games are
popular with this age group
يتبع....

CREATIVE PLAY HELPS CHILDREN GROW
الالعاب االبداعية تساعد الاطفال على النمو
Marilyn Lopes
Extension Specialist, Family Life Education
Cape Cod Cooperative Extension
University of Massachusetts
Copyright/Access Information
::::
Every child is born with creative potential, but this potential may be stifled if care is not taken to nurture and stimulate creativity. Creativity shows one's uniqueness. It is the individual saying: "I can be; I can do." Isn't this what we want for our children? Creativity is the ability to see things in a new and unusual light, to see problems that no one else may even realize exist, and then come up with new, unusual, and effective solutions to these problems.
WAYS TO STRENGTHEN A CHILD'S CREATIVITY
طرق لتقوية الابداع لدى الاطفال
Relax the controls. Adults who constantly exert supervision and control diminish the spontaneity and self-confidence that are essential to the creative spirit.
Inspire perseverence. All the creative energy in the world is useless if the product is not seen through to completion. Show appreciation for a child's efforts. Suppress the impulse to accomplish tasks for children.
Tolerate the "offbeat." Let children know that it is not always critical to have the "correct" answer to the problem - that novel, innovative, and unique approaches are valued as well.
Provide a creative atmosphere. Creative materials should be available to the young child for his use. Some of the basic equipment includes books, records, drawing materials, objects to make sounds with, clay, and blocks. Toys for imagining: Supply preschoolers with unstructured toys and materials. Provide the child with toys that can become a variety of things. Be careful about discouraging daydreaming. Daydreaming is really an imagery process. Some of what goes on in the name of daydreaming is really problem solving.
Planning and problem-solving. Encourage creative problem solving in a variety of ways. Teach a youngster to look at alternatives, evaluate them, and then decide how to carry them out successfully.
Offer - but do not pressure. Resist the temptation to overcrowd children with organized activities in an attempt to cultivate their creativity. Allow the child time to be alone to develop the creativity that is innate in all of us.
CREATIVE GAMES
العاب ابداعية
OBJECT CREATION
Have the children create a "machine" piece by piece. Some players become parts that move and make noise, while other players operate the machine. Others can then guess what it is. Try making a lawnmower with people as wheels, body, and handle, and have another player push it. Everyone can join in the sound effects as it tackles the lawn. More good objects to role play: eggbeater, record player, garbage disposal, toaster, pencil sharpener, and water fountain.
CONTINUING STORY
Someone starts a story and each person adds a part.
CREATIVE DRAMATIC PLAY
One of the best ways children have to express themselves is through creative dramatic play. Here they feel free to express their inner feelings. It occurs daily in the lives of young children, as they
constantly imitate the people, animals, and machines in their world. It helps them understand and deal with the world. Stimulate this spontaneous kind of drama by providing simple props and encouragement.
Animal Cracker Game - Child chooses one cracker; looks at it; then eats it. Then the child becomes that animal for 1-2 minutes.
Read a story and then act it out.
Puppets
CREATIVE MOVEMENT
A child can develop and express his or her personality in his own way - pretending to be animals, snowflakes, fairies, giants, snails, mice, etc.
Role playing family happenings, everyday activities such as a visit to the doctor, store or bank, day care situations, etc., stimulates creative thinking and is a good way to help children see the viewpoints of others, help them explore their own feelings, and handle their emotions.
The following are some creative play activities that require the use of
large muscles and help in the development of those muscles:
Follow the Leader - The leader child moves freely about. He or she may
imitate animals, hop, skip, or whatever. The others must follow the
leader and act as the leader does.
Guess What I Am? - Without saying a word, a child tries to act out the
movements of some object. Suggestions include an airplane making a
landing, a rooster strutting around the barnyard, a cement truck dumping
its load, a clock telling the time of day. The child may think up
things to do, or the teacher may whisper suggestions.
Building with Sand, Mud and Clay - Children use large muscles to build
sand mounds with moats around them. Sand pies and sand forts can be
built in a sandbox, on a sand table, or at the beach. Children use mud
to make large structures. Clay is also used to create structures and
shapes.
CREATIVE QUESTIONING
اسئلة مليئة بالابداع لتنمية الطفل
Ask open-ended questions: Show the child a picture, then ask questions to stimulate and create a thinking atmosphere, for example: What are the people in the picture doing? What are the people saying? What would happen if ...?
Ask children to use their senses: Young children may often have their creative talents stretched by asking them to use their senses in an unusual way.
* Have children close their eyes and then guess what you have placed in their hands - a piece of foam rubber, a small rock, etc.
* Have children close their eyes and guess at what they hear - use such sounds as shuffling cards, jingling coins, rubbing sandpaper, ripping paper, etc.
Ask children about changes: One way to help children to think more creatively is to ask them to change things to make them the way they would like them to be, for example:
* What would taste better if it were sweeter?
* What would be nicer if it were smaller?
* What would be more fun if it were faster?
* What would be better if it were quieter?
* What would be happier if it were bigger?
* What could be more exciting if it went backwards?
Ask questions with lots of answers. Any time you ask a child a question which requires a variety of answers, you are aiding creative thinking skills. Here are some examples using the concept of water:
* What are some of the uses of water?
* What floats in water?
* How does water help us?
* Why is cold water cold?
* What always stays underwater?
* What are the different colors that water can be?
Other concepts: fire, sand, cars, smoke, ice
Ask "What would happen if..." questions. These questions are fun to ask and allow the children to really use their imaginations. Here are some:
* What would happen if all the trees in the world were blue?
* What would happen if all the cars were gone?
* What would happen if everybody wore the same clothes?
* What would happen if you could fly?
* What would happen if no one cleaned the house?
Ask "In how many different ways..." questions. These questions also extend a child's creative thinking.
* In how many different ways could a spoon be used?
* In how many different ways could a button be used?
* In how many different ways could a string be used?
يتبع......

الان طلبك ....
الرأي الشخصي ...
Child Development is important when you are raising your child. As a parent, you feel the need to supply your child or children with toys to help them learn while they are playing. You may also find that playing games and playing with toys along with your child is a good way to foster child development. Child Development is characterized as helping your child grow and develop in a timely manner. A lot of this development comes naturally but you can enhance it by giving your child opportunities, attention and time.
The best way to ensure that Child Development reaching its full potential is to provide toys geared for educational purposes. This could be as simple as blocks that have different shapes and colors to more complex toys that have some problem solving attached. You can even take the old standby toys and enhance their learning potential too. Imagninary toys, classic toys, crafts, puzzles, outdoor toys and blocks are all wonderful toys to help your child learn how to think, manipulate and develop muscles, and have fun. Give your child a chance to learn with toys and not only will your child develop normally, they may even surprise you in some areas.
Many toys can help with child development. There are videos designed for interaction with your child and some videos are great. It is more beneficial, though, to get your child out from in front of the televsiion and get their minds activiely involved in what they are doing. And, yes, toys provide that atmosphere. You can't see it happening, but it is. It is important when fostering Child Development to make provide age appropriate toys. They will find more interest in them and you can even go a step above what the toy suggests. You will want to continue updating the toys for child development, as your child grows older but you will find that the most learning that occurs through play is done before school even starts.
Inevitably your child will develop. They will learn how to eat, sleep and function to get basic needs met. Their minds and body are made that way. Their minds are also made to go further and they are open for learning when they are so young. Think of how a 3 and 4 year old will ask you a hundred times a day the question "why?". Take that intiuitive desire to learn and give them toys that will enhance thier development.
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