Child Training
The early intensive training, is totally wrong and away from children's biological and psychological needs.
Early learning, which produces rapid increases in performance, is often wasteful and useless, as it establishes dynamic primitive attitudes and stereotypes, that result subsequent stagnation and underdevelopment in later stages.
The idea of performance - health, must be attached to the development of the child and be supported by an ongoing educational process, systematic and variable.
Each student is a unique being, is a reality in developing and changing because of their personal and social circumstances, and so the teaching-learning process should be an individualized process.
Not adjusted its methods (focusing mostly on the demonstration and repetition as a means of acquisition of skills), the pace of development of the child and their interests, ways of understanding, care, etc., Often became a just training (a "minientrenamiento" mimetic from adults) and not a true education, resulting paradoxically not very motivating for many children who wanted more free driving game that rigidly scheduled learning sessions.
"One thing is that you can and one that should be"
Sport pedagogy must control not only the implementation of the actions of learning, but also the future consequences of those actions, because obviously not interested in "spring flowers but one way for more than one crop"
Not always mature enough to start a sport is basically biological maturity, but the psychological and they do not always coincide perfectly with the evolutionary age.
It is necessary to create a child's training methodology, training for the child, ie, training and acquisition of motor skills development that differs from the high performance training.
This is not to eliminate the training of education, but their methods do not contradict the purpose of it.
Something about the game ...
We seek to develop a game concept and the principle of sport where victory at any cost is not the main guiding strands.
We must try to make our students understand the competition as an opportunity to excel and to assess, and that the competitive situation is experienced as a confrontation with ourselves or with others and not against others.
The atmosphere of freedom and spontaneity that exists in the game, having no preset rules, the possibility of creation, exploration and expression, will provide an opportunity for those who play, child or adult, get rid of a false conviction, realizing with admiration and joy, things and relationships need not be and are.
The human and the inhuman dependent on man, and inhuman who despises the ludic dimension of life.
Physical education oriented man must return to sport as a fun festival area, you must recover and revalue all sports and leisure events.
Something about driving training ...
The general driving training and educational way off, consider the need for stimulation led rationally based on the initiative, spontaneity, autonomy, in a climate of respect and responsible freedom.
Educational practice, properly channeled sport not only serves to prepare the child for possible future career, but provides key elements for development and intellectual and mental stabilization, forming a base to stay, and applied life .
Facilitate adequate growth, maturation and learning, build a rich and broad, present and future use and allow transfer to specific motor training as a way of dealing with the sport with more choices for success and a wide availability of resources, applicable to all areas of life motor.
Without the construction of basic motor skills, it will be for children and adolescents very difficult to build more complex motor skills, such as in sports.
Motor learning is multifaceted, affecting the individual fully in all his being, feel, think and act, and is a dynamic process, because the path is traversed is not linear, involves crisis, stagnation and setbacks, achievements and leaps .
The "train driving" is not only to train children for the competition, but a scheme for development and control of the child's motor skills, so can not be reduced only to the acquisition of necessary automation for these may seem.
The weather is very bad adviser in education, even in sport pedagogy, not always "wasting time" on learning that seem far from the stated objective is really to lose, but win.
The best athlete is one who has acquired better automation, but one that is capable of breaking at a given moment and make a success of it, for which obviously makes it necessary to have adequate resources and this is the task of teaching and learning.
Movement and Physical Education
The movement is human, and Man is a dynamic unit bio-psycho-social.
The motor and can not analyze it solely from the biological standpoint, but we must assume that it has impact on all dimensions of human beings.
Children are individuals with special features (not miniature men), in which the movement is a natural element of vital importance in the conquest of the environment and the formation of his personality.
The movement is not only part of the child but that it is the child: Child and movement are inseparable. The motor represents a foundation and an important, not only physical, but also intellectual and socioemotional development.
Any limitation or neglect of the motor aspect has lasting effects on other dimensions of personality, on the contrary, if we encourage, organize and direct and appropriate early child motor activity, will encourage the multilateral development of his personality.
The development of Physical Education and Sport in childhood, either in its manifestations recreational, educational and competitive, objective, systematic and programmed the preservation and development of health.
The movement, whatever its style: motor task, game, sport, dance, or any other form of it in our area is the medium or means for education, but will never be an end.
We should not hurry and worry of getting good performances and / or sports results, but must allow the student to face his own difficulties and find out, helped by us, the best solution for him which will benefit its self .
The Company has today granted, exercise and sport, in its manifestations recreational, educational and competitive, an important role in the preservation and development of human health, which is why the sport should manifest as a form of culture, education and health promotion at their highest goals.
Physical Education is the science of education that educates man through movement, from and in psychomotor development, to the cognitive - social and emotional design according to the man that tends and to which it is built.
In Physical Education is central relevance faithful the need to respect the principle of individualization, the selection of media and science-based methods, along with the pedagogical control of the process.
We must be clear that the purpose of education is not only the acquisition of certain knowledge or skills, but the development of a human being fully human, free, creative and re-creator of their own culture, with the ultimate aim of improving their quality of life.
Child Autism is a complex disability of childhood. Professionals and parents are confused with autistic children, and failing miserably in any task of daily living but are able to solve a complicated puzzle for adults with ease.
Until early 1960, very few people who were not doctors, psychologists, special teachers, had heard of autistic children. But then even more so in recent decades the problems of these children have been studied and discussed.
In 1943 an American psychiatrist, Leo Kanner described the syndrome as "infantile autism" to explain a "childhood psychosis." The word "autism" comes from the Greek word "autos" meaning "itself." Kanner used the term because the children went through a stage where they were very focused on themselves, and showed no interest in other people.
This concept has changed and now we talk about autistic syndrome to designate "an evolutionary developmental disorder can be defined as difficulties in verbal and gestural communication, impaired reciprocal social interaction and a restricted repertoire of activities and interests repetitive patterns of behavior "(APA 1994)
Males are affected 3 to 4 times more than girls. The disease begins at birth or during the first three years of life.
Approximately 30-50% of children with autistic behavior, they also have a neurological problem, such as spasticity or epilepsy, this is known as co-morbidity of autistic syndrome.Studies in the United States and Britain have indicated that autistic children have parents with higher education than the average population, but this is a matter of controversy.
Causes of Autism
In the study of the causes of autism have developed several theories that attempt to explain the origin of the autistic syndrome. None of them alone has done it, now it is considered that the etiology is multifactorial.
Among the most widely accepted theories have had are, genetics, neurobiology and psychological.With regard to the genetic etiology, initially hailed as a mechanism of autosomal recessive (by family segregation analysis, and findings in monozygotic twins concordant), but is currently thought that there are fewer than 10 genes that act in a multiplicative, so that one speaks of Multiplicative inheritance.
He also noted the so-called fragile X syndrome, ie the lack of substance at the distal end of the long arm of chromosome as the cause of the autistic syndrome.
With regard to the neurobiological etiology of the abnormalities is spoken in neurotransmitters, specifically serotonin, which is increased in children with autistic syndrome (hiperserotoninemia) that alters brain function.
Other studies speak of changes in the cerebellum, specifically changes in the number and size of neurons in the cerebellar nuclei, suggesting a developmental disorder in the synaptic relationships of these nuclei. Neuroimaging studies have shown abnormalities in brain volume (decreased) in the cerebral cortex and the limbic system. There are also immunologic findings demonstrating altered immunoglobulin levels, specifically low and immunoglobulin A deficient activity of the complement system.
Psychological theories that have been used to explain the problem: the socio-affective, originally proposed by Kanner and then reassessed by Hobson in the 80's, the cognitive and Frieth Lesli and a third is the cognitive affective.
Socio-affective theory of Hobson (1989), says that autistic people lack the constitutional components to interact emotionally with other people, such reactions are needed for "setting up a world of its own common" with others. The lack of results in social experience "fails to recognize that others have their own thoughts, feelings, and" severely impaired ability to abstract, feel, think symbolically.
Cognitive theory posits that cognitive deficits are due to a disorder called metarepresentacional, which is responsible for children to develop a simulated game and can attribute mental states to other content.
Cognitive-affective theory, suggests that communication difficulties and social, have their origin in primary affective deficit, which is closely related to cognitive deficits, this would explain by Mundy (1986), difficulties in assessing mental states and emotional needs of others.
Behavioral characteristics of autism
Based on the definition of the American Association of Pediatrics, Childhood Autism features are:
* Abnormal Social InteractionAre given by the following:1 - Deficit in nonverbal behaviors, prosocial: no eye contact, changes in facial expression, body postures and gestures abnormal.2 - No relation to their peers.3 - Lack of spontaneous sharing games, entertainment or interests with other children.4 - Absence or very important gap in the social or emotional reciprocity.
* With regard to the Communication Disorders are:1 - Delayed evolution of language that can reach what is called verbal agnosia (an alteration of the encoding and decoding of language)2 - repetitive and stereotyped use of language, immediate echolalia and / or delayed (it is the repetition of words that tells the caller).
* For restricted and stereotyped interests are determined by codes of ritualized behavior, motor stereotypes and over-attachment to certain objects, which causes resistance to change, often expressed violently.
* With respect to cognitive impairment, there is great variability from a profound mental deficiency to superior capabilities. In some autistic irregularity was so marked that an exceptional talent (memorizing lists of phone numbers, addresses, music, drawing, etc..) Can coexist with a global mental incompetence.
The role of the pediatrician in the diagnosis of Autistic Syndrome
The pediatrician is perhaps among physicians, which has a greater responsibility on the health of the population and must be a great clinician to diagnose and treat a patient, often by their degree of development is not able to communicate clearly.
It is recalled that the doctor is the specialist doctor who is closest to the child and family, and who exerts more influence on them.
So the doctor comes as a major element in the early diagnosis of autism is of great value for the prognosis of the disease, and should be part of the multidisciplinary team for treatment.
Parents of autistic children Having a disabled child, whatever their problems (physical or mental), it is very hard to accept and manage. Parents may feel guilty, anxious, confused, and hopeless about the future of the child. All these emotional reactions are valid and legitimate, this is when the doctor comes to play an important role on the one hand provide emotional support and the other to provide professional help to try to overcome the problem.
Autism is not very common to find in the street, in malls, in parks, in addition to many autistic children appear normal. Most people know little about it, making parents feel alone and strange in society. There is that partnerships have emerged aid and attention of parents of autistic children, to gain acceptance of the problem and subject to appropriate therapy for each case.
Autistic Syndrome Treatment
So far there is no curative treatment of infantile autism, however there has been progress in the prevention of this disease to find possible causal factors.
It is also used drug therapy for treating some coexisting conditions such as insomnia, hyperactivity, seizures, aggressive behaviors and etc..
Currently using behavioral modification techniques, teaching social skills, social language training, operant conditioning, teaching specialist, etc., In short, a series of unique therapeutic strategies to minimize weaknesses and better social life.Do not forget that the parents of these children require much assistance, training strategies and resources for proper management of these children at home, and that autism occurs disabilities throughout life.Autism epidemiology Studies conducted in developed countries like England, Denmark and the United States have indicated that 3 to 5 children in 10,000 have autism. In the U.S. there are about 60,000 autistic children under 18 years, most school age.
In the child's action is articulated all his emotions, desires and possibilities of communication
The concept of motor skills is not clearly defined since gradually include more activities and is spreading to new areas. At first it was a set of exercises used to correct a weakness, difficulty or disability. But today, figures prominently in early childhood education, especially in early childhood, as there is a strong interdependence between the motor development, the emotional and intellectual.
Psychomotor is the action of central nervous system, which creates an awareness in the human being on the moves made through the motor patterns such as speed, space and time.
Movement and mental activity The term psychomotor is divided into two parts: the motor and psyche, which is the process of developing the whole person. The word refers to the movement driving while psycho psychic activity determined in two phases: the socio-affective and cognitive. In other words, the actions of children is built all his emotions and desires, but also all its possibilities for communication and conceptualization.
Piaget's theory states that intelligence is built on motor activity of children. In the first years of life to seven years or so, the child's education is psychomotor. All, knowledge and learning, focuses on the child's action on the environment and the experiences of others through their action and movement.
Principles and goals of the childhood psychomotor Psychomotor, and stimulation to the child's movements, has the ultimate goal - Encourage the sensitive capacity through the feelings and relationships between the body and the outside (the other and things). - To cultivate the perceptive capacity through knowledge of the movements and body response. - Organize the ability of the movements represented or expressed through signs, symbols, drawings, and the use of real and imaginary objects. - Enable children to discover and express their skills through creative action and expression of emotion. - Expand and evaluate the identity and self-esteem within the plurality group. - Create safe to express themselves through various forms as a valuable, unique and unrepeatable.
