In a well organized family functions

The game is important in a child’s life has the same value as what is an adult activity, work, service. What is the child in the game, that in many ways he will be at work when they grow up. Therefore, the education of the future figure occurs primarily in the game. And the whole history of the individual as worker and employee can be represented in game development and in the gradual shift in her work. This transition is accomplished very slowly. In the very youngest age, the child mostly plays, his working functions are very minor and do not go beyond the simplest self-service: he begins to feed himself, to cover himself with the blanket to put on pants. But even in this work he still makes a lot of games. In a well organized family functions, these workers gradually become more complex, the child is assigned more complex work, first for the sole purpose of self-service, then such works, which are important for the whole family. But the game at this time is the main occupation of the child, its the most passionate, interested in. At school age the work already occupies a very important place, it is associated with more serious responsibilities, and it is associated with more defined and clear ideas about the future life of the child, this is the work of this sort, which is related to social activities. But in this time, the child is still very much playing, loves the game, he even has to go through the rather complicated conflict, when the game seems so much prettier than the work that I want to put work and play. If such conflicts occur, it means that the education of the child in play and in work functions was wrong that parents had made some exaggerations. Hence it is evident, how important the game guide the child. In life we encounter many adults who long ago graduated from school, whose love of the game prevails over the love of work. Here you need to include all people who are too actively chasing pleasures that you forget about work for a good, fun company. This class of people should include those posing, airs’re being facetious, lie without any purpose. They are brought from childhood to grave life gaming setup, they have these units were not correctly converted to the operational setting, this means that they are poorly educated and that bad parenting was the result of incorrectly organised games.
All this does not mean that you need to distract a child from games and to be translated into the working force and working care. Such translation will benefit, he will are child abuse, he will cause his aversion to work and strengthen commitment to the game. The education of the future worker should not be in the elimination game, and in such organizations it, when the game remains a game, but the game brought up the quality of the future worker and citizen.
In order to lead the game of the child and to educate him in the game, parents should think about what the game is and how it differs from work. If the parents do not think about this question, not understand it properly, they will not be able to lead the child will be lost in each case, will be more likely to spoil a child than to educate.
You need to first of all say that play and work there is no such big difference as many people think. Good game like a good job, a bad game like a bad job. This similarity is very large, you can just say: bad work is more like bad play than a good job provided for the post by International Adoption research blogger and columnist.
In every good game has a first operating force and the force of the mind. If you buy your child a windup mouse all day will wind it up and throw, and the child will spend all day looking at this mouse and be happy – in this game there will be nothing good. The child in this game is passive, all his part is that he’s staring. If your child will be engaged in only with such games, from it and grow passive people are used to looking at someone else’s work, devoid of initiative and accustomed to work in new, unused to overcome difficulties. Play without effort, play without active work – always a bad game. As you can see, at this point the game is very similar to work.
The game gives the child joy. It will be or the joy of creativity, or the joy of victory, or the aesthetic joy – the joy of quality. The same joy and good work. And here the full similarity.
Some people think that the work differs from the games that have the responsibility, but in the game it is not. This is wrong: the game has the same great responsibility, both at work – of course, the game is good, right, this will be discussed in further detail below.
What is it that distinguishes a game from work ? This difference is only one: work is the participation of man in social production, in the creation of material, cultural, or social values. The game is not pursuing such purposes, to public purpose, it has no direct relationship, but is involved indirectly: it helps the person the physical and mental effort required for operation.
It is now clear that we must demand from parents in guiding child’s play. The first thing is to make sure that the game is not made only by the desire of the child. To not distract him entirely from public purposes. The second half brought up the mental and physical skills required for the job.
The first goal is achieved, as already mentioned, a gradual distraction of the child in the area of labour, which are slowly but steadily replacing the game. The second objective is achieved by proper management of the game, choice games, using a child in the game.
I have very often seen the wrong actions of parents in guiding the game. This incorrectness is of three kinds. Some parents are simply not interested in their children and think that children know how to play better. Such parents children play, how they want and when they want, choose their own toys and organize the game. Other parents pay much attention to the game, even too much, all the while interfering in the kids game, show, tell, give game problem, often solve them before you decide baby, and I am pleased. Such parent-to-child nothing choice but to obey their parents and to emulate them; here, in essence, play more the parents than the child. If the parents of such a child something is building and it is more difficult to build, the father or mother sits down next to him and says, “You are doing wrong, look, how to do”. If the child cut something out of paper, the father or mother stares at his efforts, and then takes from him the scissors and said, “Come on, I’ll cut. See how well I out?” The child looks and sees that the father came out really better. He hands his father a second sheet of paper and asks something else cut, and the father willingly it makes, pleased with their success. These parents have children repeat only what parents do, they don’t get used to overcome difficulties, to improve the quality of very early and get used to the idea that only adults can do well. Often these children develop self-confidence, fear of failure.
Third, parents believe that the most important thing is the number of toys. They spend a lot of money on toys, throw children a variety of toys and proud of it. Kids corner parents such similar to a toy shop. These parents just love clever mechanical toys and fill them the life of their child. Children of such parents have at best become collectors of toys, and in the worst case – the most common – without interest go from toy to toy, playing without passion, spoil and break the toy and require new.
Proper management of the game requires parents to be more thoughtful and more careful attitude to the game children.
A child’s game goes through several stages of development and each stage needs a special way of leadership.
The first stage is the time room game, time toys. She starts to move to the second stage at the age of five or six years. The first stage is characterized by the fact that the child prefers to play alone, rarely allows for the participation of one or two comrades. During these years the child loves to play her toys and plays with toys reluctant strangers. At this stage, just developing personal abilities of the child. No need to be afraid that playing alone, the child will grow selfish, you need to give him the opportunity to play alone, but need to make sure that this first stage is not delayed to it in time moved to the second stage.
For some children earlier, in others later, this preference alone the game begins to grow in interest to the friends, go to group play. We must help the child with the greatest benefit to accomplish this rather difficult transition. Need to expand the circle of friends took place in the situation most favorable. Usually this transition happens in the form of higher interest of the child to the movable outdoor games, games in the yard. We believe the most favorable that in the group of children in the yard there is one more senior who enjoys total authority and acts as organizer of the young.
The second stage of the children’s game more difficult to guide, because in this stage children do not play in front of parents, but have a wider public arena. The second stage continues up to 11-12 years, capturing part of school time.
The school brings a wider group of friends, a broader range of interests and a more difficult arena, in particular for gaming activities, but it brings and ready, more clear organization, specific and more accurate mode, and, most importantly, the help of qualified teachers. In the second stage, the child appears as a member of society, but society still children who do not have the strict discipline nor public oversight. School brings both, and school is a form of transition to the third stage of the game.
At this third stage, the child already acts as a member of the team, the team not only gaming, but business, training. Therefore the game at this age takes more severe collective form and gradually becomes a game of sports, i.e. associated with specific sports goals, rules, and most importantly – with the concepts of collective interest and collective discipline.
At all three stages of the game the influence of parents is of great importance. Of course, in the first place by the value of this effect you need to put the first stage, when the child is not yet a member of another team in addition to the family, when, in addition to parents, not other leaders. But at other stages the influence of parents can be very great and useful.
In the first stage, the material center of the game is toy. Toys are of the following types:
– the toy is ready, mechanical or simple. This is different cars, steamboats, horses, dolls, mice, etc.
toy semi, requiring the child some finishing touches: different images, split images, cubes, boxes design, collapsible models.
toy-material: clay, sand, pieces of cardboard, mica, wood, paper, plants, wire, nails.

4 thoughts on “In a well organized family functions

  1. If “dismissal” categorized as a situation that can be easily overcome with which the subject can handle, which does not cause strong emotions, it is likely that the subject will engage in constructive coping strategies. If the situation will be on the “opposite pole”, then there will be categoryoffice as a situation that is difficult to overcome, which causes strong emotions, then coping behavior will be unconstructive or will be absent altogether.

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  2. There are two main levels of categorization of difficult life situations: “easy to overcome” and “difficult to overcome”. The “easiness” and “difficulty” attributed to various factors, individual for each Respondent. For example, “ease” may be related to the fact that the subject assigns itself an active role in a number of situations, able to change them by changing his attitude to situations. “Difficulty” can be mediated by the fact that the situation is experienced as a “turning point” in life, can cause “psychiatric disorders”.

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  3. Throughout the life of almost everyone is faced with different events, or hits the situation, subjectively experiencing how difficult that violate the usual course of life, often changing how a person perceives the world and their place in it.

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  4. Hermeneutics – ancient science of interpretation of written sources. This is primarily knowledge of the language. Natural language is a social product. This is a complete and open system of information transfer. Man takes possession of them from childhood, living in society, communicating learning the world, expanding your horizons. Language serves not only as a communication tool, but primarily as a means of transferring knowledge about the outside world. Linguistic understanding must be seen as one aspect of understanding cultural and historical characteristics of the surrounding world. Natural language compared with the language science, has a polysemy is a property of words to have more than more than one value. However, in real life, students have very limited stock of dictionary meanings. Engaging with students 2-3 classes on the program of emotional development, I see in practice, what difficulties students are experiencing, selecting the synonyms to the definition of emotional state, how difficult to describe, especially in writing. At the same time, a wide variety of work on these classes allow each child to enter the complex world of human emotions, to give them title and to live a certain emotional state. All this will allow students to create their own “emotional Foundation” through which they can verbally Express their emotional state.

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