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Living Better Earning Less

Is it possible to live better earning and spending less money? Although the consumerist structure of our society may seem otherwise, many families choose to dispense with a salary or reduce working hours in exchange for greater peace of mind and more time with sons and daughters. The decision to work less despite a reduction of income should be a voluntary decision, aimed at improving the quality of life. If you have read about Kelly Tisdale already – you may have come to the same conclusion. But how to achieve live with less, or less, need when everything points that each day we spend more and more? Here some ideas for a better life spending less: rent instead of buy.-This is not always cheaper, but if you go camping once a year, it may be better to rent equipment which acquire it. Buy second-hand in good state.-furniture and other objects, are perfectly reusable. SWAps.-nothing better than barter! Exchange hours of work products, or products for services, or any other type of Exchange that benefits all parties without having anyone to spend a penny of your money. View shopping in your own home-renew, recover, reuse furniture and old implements, giving them a new life growing inside House-makes your garden into a source of fresh and organic food. If you live in an apartment, you can grow herbs and small vegetables in pots.

Exchange hours.-an hour of your time teaching English to a friend, in exchange for an hour of legal advice, or cleaning your House, or look at your children, etc. Cuisine at home.-prepares bread, biscuits, beverages. Cook at home not only saves you money from purchases, if not much money in health exchanges your House by holiday-if you have friends in another city or country, you can propose them exchange their respective houses for vacation time. Gift time.-how much is worth the time? Time is money, they say. Then, what better gift for our children and for people who want to. You can do your time tickets to give away to your friends, for example. Do about a ticket of 3 hours taking care of their children while your friend has time alone with her husband? It best of spend less money is that it motivates us to make use of our creativity and relate us amicably with other people. It is separate from organic and good for our bolsilo: fun. Original author and source of the article.

Early School Years

Lic. Irma Liliana de el Prado which conceptions about the game in general hold entry-level teachers? Compare the conceptions with new bibliographical contributions that not only address the game as a child’s need, but try to see it as a school instance. In this new conception it serves both the child and the teaching intervention and its educational intentionality. The game at the initial level is approached from many dimensions. That more force has had is that comes from the psychological dimension.

From pedagogy influenced froebelianas conceptions, the contributions of the new school (Maria Montessori, o. Decroly and others) so almost everybody would be willing to accept that the game in school environment is one. purely human expression. .forma of releasing energy. .manera socialize. .

preparation for life. . catharsis. .forma of appropriating reality. All the theories that underlie those definitions were not prepared for, or from school contexts, however almost all were extrapolated to the classroom. The game in the school context requires conceptualizations or singular explanations. This game involves simultaneously attend a: * strategies that the child puts in evidence (look that comes from psychology) * modes of intervention teacher (from look of pedagogy) than many pedagogical theories, transformed the game into an didactic strategy of teaching. ** The school context. ** Social, school, courtly and institutional context in which school activities. Having clear that both games, the spontaneous and the school have common variables and other specific, sometimes can complement and have similar but not identical aspects. Overcome the dichotomy is to affirm that the traits of pleasure, interest, motivation, creation and activity, may be present at the games where the figure of the teacher is not only a facilitative presence of the game, but that purchase committed prominence, because they assume a mediation that can: conflict, coordinating, guiding, collaborate, arbitrate, promote, participate, inform or simply unavailable for what for? * So that the game is not transformed into a simple routine or a mere manipulation. * So that valuable possibilities of reaching educational intentions are not lost in the game, the teacher must extend the play spaces creating situations that allow children to walk the path towards new and richer knowledge. Source: Pastorino, Elvira (1994) teaching and game. Curriculum document. The transformation of the teacher training program. Buenos Aires Argentina Lazaro, Alfonso (1995).X-ray of the game in the school framework.