Paper play is both creative and educational fun that children can't get enough of. In constructing easy to make shapes, children create a fascinating world, while developing dexterity and spatial imagination. In other words, the cut-outs presented within make Big Ideas for Little People the most engaging activity book you can introduce to your child. The animal and vehicle shapes found on these pages can be created by your child without any help from an adult...and no need for glue or scissors. The patterns, clear instructions and pre-made pop-out shapes make it easy for little hands to manipulate these fun shapes. The simple stories on each page are an added attraction and suggest how to make the paper models come alive! These three magnificent books are an occasion for children to create their own toys. With the first book, children will be encouraged to discover a farm: ripening fruit in the orchard, vegetables growing in the garden, mooing cows, bleating sheep, grunting pigs and cackling chickens. In second book, they will learn the secrets of wild animals through short descriptions placed amongst the illustrations. And finally, in the third book, motor vehicles and machines will be presented-cars, lorries, and heavy duty machines amongst others. Reading about farm animals, wild animals and vehicles will give parents a great opportunity to join children at play and spend some quality time with them.
This book takes up the agenda of the late (but unknown) L. S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. The manifestation as culture is premised on the existence of the social.In much of current educational psychology, there are unresolved contradictions that have their origin in the opposition between body and mind, individual and collective, and structure and process-including the different nature of intellect and affect or the difference between knowledge and its application. Many of the same contradictions are repeated in constructivist approaches, which do not overcome dichotomies but rather acerbate them by individualizing and intellectualizing our knowledgeable participation in recognizably exhibiting and producing the everyday cultural world. Interestingly enough, L. S. Vygotsky, who is often used as a referent for making arguments about inter- and intrasubjective "mental" "constructions," developed, towards the end of his life, a Spinozist approach according to which there is only one substance. This one substance manifests itself in two radically different ways: body (material, biology) and mind (society, culture). But there are not two substances that are combined into a unit; there is only one substance. Once such an approach is adopted, the classical question of cognitive scientists about how symbols are grounded in the world comes to be recognized as an artefact of the theory. Drawing on empirical materials from different learning settings-including parent-child, school, and workplace settings-this book explores the opportunities and implications that this non-dualist approach has for educational research and practice.Â
Lumphy is a stuffed buffalo. StingRay is a stuffed stingray. And Plastic... well, Plastic isn't quite sure "what" she is. They all belong to the Little Girl who lives on the high bed with the fluffy pillows.
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