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the "pedagogy" second episode of the Countess

a couple of weeks ago, in a popular television program, a middle-aged woman, part of the Roman upper classes, claimed to have given a slap in a "rude boy Neapolitan" to educate them. CONGRATULATIONS

Countess made a statement added, explaining that he brought his daughter to the sound of slaps in the face ... in fact she is very polite!
I really wanted to comment on this fact. The UGLY
gesture that has made a Roman noblewoman against the rude boy is absolutely deplorable ... who are you to afford to "educate"? If I were the mother of napoletanino I definitely made a complaint ... how dare you touch my son? How dare you insinuate that I have not brought up in front of millions of Italians?

My comment, larger and more complex, it should be, but in the pedagogy of educational slap ...
I would be more clear and straightforward as possible on this.
The educational role of a child have it only the parents.
They need a team "and be consistent in the education of the child: if he says no one will do the other and vice versa, any disagreements should be discussed separately away from the" sonar-ears "of the child.
the behaviors can be punished only parents have the right to decide how and when the punishment. and only they and I repeat, only the parents, in extremis, may decide to use physical punishment. Whether pat on the ass, slaps or blows, is permissible in the latter event, only the parents.
When the family needs to "help" and decides to let the child continuity to a third person, this will replace in the educational role and must be consistent with the style of education offered by the parents but without resorting to "physical".
Another exception will do it for the grandparents ... their role can not and should not be educational ... grandparents are "made to spoil the grandchildren."
When the child attend school on the educational role of parents is also delegated to the teachers .. is for this reason that schools and families should work together and exchange data constantly on the child's behavior and decide jointly any "strategies" to be taken but ... in complete absence of physicality.
rules as well as the correct behavior, the child must be explained primarily by example. Imitation is the first way to learn a little child ... explain why you have been punished is essential as well as explain why it has been awarded the two things should always be balanced ...
said this: educate with pain can be educational?
The answer is absolutely not.

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sensory laboratory

I brought to school a juicer, I invited the children to remember how it was good as was the orange and lemon sour and then I opened the orange juice and I have a part. I compared the half juice and the supplements and I showed the children that the juice was over in the juicer!
every child has squeezed his orange and then we drank juice! we glued small pieces of orange peel on a design and color of the lemon yellow!

Cooking Raw Shrimp In The Microwave

first episode sensory laboratory

how wonderful! Sin was not able to take pictures! the kids had a great you are!
I brought to class and I have oranges and lemons on tables, one for each child;
I asked the kids if they knew the name of the fruit ... all repeated their names. Then I removed the orange and I only worked with lemons, I asked the children what color they were lemons and they all answered "yellow" and then I did manipulate the lemons say the word SMOOTH ROUGH which opposes the table. Then I picked oranges and I did the same thing ... no one knew the orange, so I took the items from orange to show them. I then "played" to the "juggler" and I showed that the orange was round and finally I cut lemons and oranges and I did try!
children you are fun to crush the pulp in your hands, get it to drip on the table to eat the orange and lemon with snort and said the word "sour" ... even the kids you are more reticent and have fun involved ... and I am having more fun than them!

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sensory laboratory nursery

Educational proposal through the 5 senses
The child's kindergarten receives and responds to all messages through the "self" and therefore through the whole body.
The child is constantly immersed in a world made of various sensory stimuli (visual, auditory, tactile, olfactory, gustatory)
E 'is therefore necessary to accustom the child to recognize and discriminate between different stimuli, and help them to good use, creating exciting educational experiences.

The project stems from a desire to accompany the children to explore the 5 senses and thereby the acquisition of perceptual skills and the ability to express feelings and emotions
This workshop also was born from the need to highlight, through recreational activities, numerous capabilities that allow the child to express themselves creatively through the use of the 5 senses.
The route will originate from stories and nursery rhymes are easy to understand and storage that will allow children to live through the manipulation of sensory experience, verbal language, graphic activities - painting, the "experimentation".
The sensory sphere is closely related to the affective sphere, therefore, the activity will take place on a route that involves both knowledge of reality, objects, materials, but also the emotional participation taking into account the feelings, expectations and desires.

will be a cross-cutting methodology involving all fields of experience-based Proposals for recreational-type motor based on the principles of "doing to learn" and "learn to turn." Purpose

Development, control and maturation of the sensory system, highlighting any sensory deficits in both diagnostic and emotional.

Time Every Tuesday from 10 am to 10:30 am. During the months of December, February and April, at Christmas, Carnival and Easter will be made two additional monthly lessons for making sweets in the classroom. At Christmas, we will prepare the "gingerbread man" like the cartoon Shreck, to prepare the carnival frappe and chocolate Easter egg packaging.

General objectives and refine
Distinguishing sensory perceptions
Sort - sort - compare the different sensory perceptions with those of fellow
enrich the expressive capabilities

Interacting verbally express their feelings through language: verbal, pictorial and graphic-
manipulative and Exercise develop tactile memory - visual - sound - smell - taste
Cooperate
socialize and share experiences
Specific objectives of the activity record of an experience

Expressing feelings and emotions
describe journeys
rework experienced in motor
Knowing, recognizing and discriminate 5 senses
Knowing the function of the 5 senses
Identify similarities and differences
Recognize and name geometric shapes
Understand and use correctly the topological relationships: open / closed, inside / outside, up / down, big / little, long / short; High / Low
understand the spatial relationships: front / rear, near / far
Recognize dimensions: thick / thin, wide / narrow, heavy / light
Recognize and discriminate auditory sensations: weak / strong; deaf acute ...
Recognize and discriminate smells: smells / perfume ...
Recognizing and discriminating taste sensations: sweet / bitter tasty / insapido ...
Recognize and discriminate tactile sensations: hot / cold, hard / soft ...
establish temporal relations: before / now / after
handling various materials in a creative way
Use the material available
participate in the proposals, work in Group, in joint activities

The project gives children the opportunity to follow five routes of discovery / knowledge of more specific meaning, namely:
-TUTTOTOCCA for touch-
TUTTOVISTA for Sight-
TUTTOSENTO to hearing
-TUTTOGUSTO for the taste-
TUTTOLFATTO to smell
divided in units called stages and characterized by creative and playful experience for testing and consolidating knowledge.


UNITA 'I "TUTTOTATTO"
• Discover and recognize conflict sensory

rough-smooth soft-hard heavy-light

• Handle and process the materials creatively.
• Find, recognize and internalize the conflicts sensory

rough-smooth soft-hard

often heavy-light-thin
what will we do?
• Listening to the history through which they develop throughout the course. • Activities
handling and decanting of miscellaneous.
• Games for the sensory perception of touch.
• Paving surface and object construction with recycled materials.

UNITA'II "TUTTOVISTA"
• Acquire knowledge of basic colors.
• Research and monitoring forms in the environment.
• Recognize and name: shape, color and size.

what will we do? Games
-mixing colors. Stories
-on colors.
-Activities' manipulation of colors on the detection of different grades.
-games with the forms of the Rhyme-
forms.
-Construction of billboards with the forms.

UNITA 'III "TUTTOSENTO"

• Perceiving the contrast: noise-silence.
• Making noises with the body and the environment.
• Recognize sounds and noises outside of her.
• Perceiving the intensity of the noise.
• Perceiving the source of a noise.
• build vocabulary and use words properly.

what will we do?
• Games rhythmic music with hands and / or foot.
• Games rhythmic music with kitchen utensils.
• Recordings of sounds and noises in the various environments (home, school, street).
• Knowledge of some musical instruments through images that reproduce them.
• Representation graphics of musical instruments known.

UNITA 'IV "TUTTOGUSTO"
• Distinguishing tastes bitter, sweet, salty.
• Recognize and name the tastes bitter, sweet, salty, bitter.
• Express with the body, gesture, graphic and pictorial expression, taste sensations.
• build vocabulary and use words properly.


what will we do?
• Experience taste and taste some foods.
• Recognition of the four primary tastes by preparing solutions in water (acidic, sweet, salty, bitter). • Construction of the billboard
Emoticons eprimono that the feelings experienced.
• The program preferences of children across the four flavors.

UNITA 'V' TUTTOLFATTO "
• Sensing odors and scents. • Recognize and name
odors and scents.
• Recognize and discriminate odors.
• Express with the body, gesture, graphic and pictorial expression to the feelings.
• build vocabulary and use words properly.

what will we do? •
smell some elements (flowers, coffee ...) and express the feelings with the already known "emoticons" on the scale hedonistic.
• Observation, description and graphic representation of food smelt. • Construction of the olfactory
table.
• Experience of olfactory exploration of the environment.

ACTIVITIES '
through the senses, children can feel the surface of various materials and to describe verbally all the tactile and visual sensations transmitted: the color, shape, surface quality (smooth, rough, hot, cold ...) .
Every sensation is not always closely related to other and often the feelings are "evocative."
In addition, some materials can also be tasted or at least smell ... So
each child can:
TOUCH - caresses - SEIZE - MIX - MIX - MODEL - LISTEN - ASSOCIATE - TASTE - ODOUR - evoke - CREATE ...
Materials provided: •
white flour and yellow ...
• Pongo, plasticine, das ...
• coarse salt and sugar until

• • •
spices ground coffee beans ...

• • • citrus ...
vegetables
• pasta, rice ...
• buttons, thread, cord wood and metal ...
• ... •
paper cardboard, sandpaper ...
• glue •
foam, textiles, cotton, wool, recycled materials ...
• •
various audio-visual ... ... and much more ... fun-curricular activities



GAME <>
Each blindfolded child must guess the various materials touching with only the help of touch.
guess when the group sings a little song chosen to reward the winner.

GAME WITH BOX
pair of objects, one to put one inside the box, the other on a table to be able to observe and manipulate.

Items must have the following characteristics: •
hard / soft , Smooth / rough, small / large
• pungent, square / round / rectangular
children take turns putting your arm in the "hole" of the box to find the same item identified by the teacher.


GAME OF TOUCH
tactile, hands with feet or other body parts, some different materials: wood, paper, flour, metal, salt, I ask ... to describe the sensations experienced.
Construction of "strips" tactile.

GAME "FEEL WITH YOUR FEET"
We have ropes on the ground giving different forms: one looks at the figures obtained in turn and then blindfolded, the children walk barefoot on the strings, keeping the location and direction data: the teacher is next to support if needed. •
verbalization of feelings and difficulties. • Verification of individual graphics
game situations experienced.

GAME AND SOUNDS OF SILENCE ...
known discriminate sounds, animal sounds, familiar sounds, noises of the city, distinguishing sounds from natural and artificial, to classify the sound intensity and duration trying to indicate the duration and intensity of various sounds. Try to reproduce the sounds heard.

PLAY IN THE KITCHEN ...

Prepare, throughout the year, simple recipes to look at, touch, smell ... all together.
Wine
The roasted citrus juice

pandolce
Milkshakes
Macedonia
... And everything will come to mind ...

We will also use part of the meal, to find out what i like and what Our kids just do not like.

will try to understand all the reasons for their "food preferences" and eventually try to change his opinion.

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EVERY CHILD HAS ITS TIME: MY "first hunt"

last month, how many children his age, Matthew has developed an allergy to components of the diaper. My pediatrician had diagnosed a candid diaper or giving me Canesten Trosyd as a cure, while my favorite pediatrician, who is also a dermatologist, he diagnosed a simple irritation giving me eozync ointment as a solution. I've tried everything but the situation in the area of \u200b\u200bpudenda of Matthew was not improving so I decided to leave it in a little "freedom" ...
When Matt has to make the poop goes to hole up in his castle or in a corner of the kitchen, so when I saw that it had reached "time x" I tried to put the gear on the cup ...
THE HISTORY OF THE POTTY
like all mothers of the world even I have made groped by various eccentricities that exist in the market ... I came into a shop for children to buy this model ok baby:

I had chosen for the s ua versatility, is easily transformed from potty to toilet in gear and there was also the step so that the child could climb on my own ... but, after entering the shop I saw this:



the King's musical potty fisher price! this is serious! sensors placed inside the potty emit sounds exciting every time the child goes to his needs!
The educator in me makes fun and launches unedifying jokes every time he sees! the first educator is absolutely contrary to the potty: time is already very delicate, the child must first get used to the potty to the toilet and then ... might as well go directly to the toilet with the gear ... "but this potty ce 'has the gear! " Mom answered the umpteenth joke educator looking Matteo put all sorts of objects in the potty to make it sound! "the potty is not a toy and should not be treated as such" pedagogy is indeed right time and my mother beak 3 and 5 ave maria pater noster !! But I still have an ace up its sleeve ...
so, when poor Matthew, unaware of the ongoing battle between mother and teacher, goes to hole up in his castle to find the "concentration" potty wonderful break from the king's party who acts as a regulator, position it on the toilet and bathroom is in port Matteo it as the funniest games ... (I must say that when there is complete fusion of education and maternal instinct in my head, I feel the best of mothers!)
Matthew looks at me curiously while he hums his favorite songs, but still nothing ... . then go to the directory of "unknown" ... begins to tire ... then give him the brush, comb, and I see him as he focused e. ..

make it!!
The exaggerated praise, he's happy, I embraced, rewarded him with a sweet congratulating him that he was very good.
do not think it's time to get rid of the diaper but now I know that is not difficult nor traumatic ... just a little imagination in proposing the new, a little patience to accommodate the timing of the child and a piece of candy to make him happy .. .