Didactic games that contribute to the development of throwing and catching skills in children between the ages of 7-8 years of second grade.
Summary
The difficulties in the learning of the children appear every time, with more frequency, this situation is a problem that worries so much to parents, teachers and specialists related to their education. Muscle control, specifically writing, is no stranger to it. With the following work, the author carries out a systematization that allows her to assess how the game can contribute to the development of throwing and catching skills in boys and girls between the ages of 7 and 8 years.
This work highlights the main problem that the development of skills in primary education in Cuba presents within the current Cuban school. To carry out this work, varied and very useful games are developed through which it is possible to contribute to the development of throwing and catching skills in children aged 7 and 8 who are in second grade.
Introduction
Preschool education in Cuba is based on a Marxist, comprehensive and precise conception for the formation of children, attending to the demands and demands of the new society, increasingly perfect and with a more complete and complex content.
The formation of habits and skills in Physical Education today constitutes one of the essential objectives of the second grade is the programmed activity of the basic games in the first grade where the specific skills are essentially formed for the initial mastery of the basic motor skills in In second grade, this scheduled activity plays an important role in acquiring skills during Physical Education classes.
Physical Education in the first cycle of primary education is aimed at the development of physical capacities and basic motor skills, the strengthening of health and the development of social qualities of the personality. Mobility is a fundamental trait of motor behavior. At these ages, large muscles develop more than small ones, which is why activities involving these muscles and others that are gradually and gradually introduced, such as exercises and games that promote the development of hands and feet, are programmed.
Therefore, the author set the following objective:
Overall objective
Propose didactic games that contribute to the development of throwing and catching skills in children between the ages of 7 and 8 who are in second grade.
Development
Some considerations about the game
The first theories about the game refer to the excess of energy that takes place in children inside and that they expend through play (Spencer 1955) is the most representative author who formulates this idea from an evolutionary perspective.
Gross (1901) suggests that in essence the game would become a preparatory exercise for the development of the functions that are necessary in adult life and that the child is rehearsing. The happiness of the game would be in itself, in the relationship of the activity that produces pleasure.
Stanley Hall (1904) develops a theory on the hypothesis that ontogenetic development is a recapitulation of the phylogenetic evolution of the human being. For him, the child throughout his childhood reflects the history of the human species, performing in the game the same activities as his ancestors.
Cohen, (1904) expresses that aesthetic and recreational activities are a luxury, a waste of energy, and are disconnected from those that serve for survival
Freud (1920) raises another classic theory of children's play from psychoanalysis. For Freud, the game is related to the expression of the pulsations and, specifically, with the pleasure impulse, the child realizes, through playful activity, his unconscious pulsations, that is to say, the desires that have not been satisfied in reality.
Piagetian theory expresses that the different forms that play takes throughout childhood development are a direct consequence of the transformations that occur in intellectual structures.
On the other hand, the historical-cultural theory elaborated by LS Vigotsky was developed by Elkonin (1980), conceives the game as a social activity in which, thanks to the cooperation with the companions, it is possible to acquire other essential roles that are complementary to the role. own that each one has. LS Vigotsky considers that playful activity constitutes the driving force behind development insofar as it continuously creates zones of proximal development. This same criterion is taken up later by researchers such as Cohen (1987), Linanza (1992) and Delval in (1994).
What does seem evident after the aforementioned theories is that play is an essential activity for the child, which the human being does not completely abandon in the course of his life. This important presence of play in the children's behavioral repertoire and its permanence in the life cycle provides some indicators of the importance of play in its development.
At any time it has great meaning for the child to learn by playing, but in the sixth year of life much more because this continues to be their guiding activity.
When the educator, using various routes, repeats the content of a topic and that repetition is entertaining and interesting, what LS Vigotsky called “strong excitations” occurs in the brain, which are only manifested by that repetition.
With this intervention the creation of new images or actions is pursued, because children's play is not the simple memory of an experience, but the creative transformation of the impressions experienced, the combination and organization of these impressions for the formation of a new one. reality that responds to the demands and inclinations of the child himself (a). The game therefore is a spontaneous, serious, free, exciting, organized, creative activity that is not exempt from pedagogical direction.
Researchers such as LS Vigotsky and his followers AV Zaparozhets and BD Elkonin, have always seen the game as an interactive process, which has a central role in the acquisition of language and cognitive development, for the development of thought the game serves the purpose of exchange of ideas negotiation of intentions, etc.
The game offers the child the possibility of being and being active in the face of reality, of growing, surrendering, developing, creating pleasure, affection, enthusiasm and zest for life, generating imagination, ingenuity, providing information, exercising manual skills and mental, in it learns to know its environment, to observe and dominate the world, it enables the stimulation of the regulatory, inductive and executor development of human activity, and even ontogenetic development, it constitutes an element to prevent and attenuate manifestations that may mark the secondary and tertiary defect, makes it possible to direct the work towards the stimulation of the psychic processes, to avoid that the learning rhythm is hindered, it allows the child to spontaneously project themselves, that they reveal their true potentialities,to specify the cognitive deficit of learning and creative potentialities from the analysis of the zone of proximal development and constitutes a mediator of different levels of help through the roles that children perform to determine the possibilities of potential development.
Social value of the game
The game as an activity of great social roots is implemented in the community from its dynamics to increase the happiness of its members. When the game is valued, it is affirmed that through it, the learning of social norms is implemented, but with the particularity that they do not have the real demands of society. For this reason, the game is the form and space through which social canons are rehearsed or experimented, assumed and confirmed.
Through the game, practical and general knowledge is transmitted, as well as elements of technique and technology. Without the first knowledge due to play, the child could not learn anything at school; it would find itself hopelessly separated from the natural and social environment. Playing the child begins in the behaviors of the adult, in the role that will have to play later; develops physical, verbal, intellectual skills and their ability to communicate. On the other hand, the game constitutes an element of communication that goes beyond verbal language as it opens the dialogue between individuals. It is the activity in which the child does not need to know herself to start it, to interact, to carry out her system of actions; even if some stranger does not master the game form,they immediately agree and it starts quickly, just enough that they want to play, socialization takes place immediately.
Psychological bases of physical education in school age
The means and methods of physical education used by school-age children are related to the development of motor activity and the formation of the purposes and motives that drive them to perform physical exercises.
At school age children are very agile, restless; but his movements are still imperfect. In the skeleton of the school there are many cartilaginous tissues and that is why it is very flexible, its muscles are weak, so in this period, exercises that require speed and skill are accessible to children, the more rapidly their muscles develop, the more perfect they are. does the coordination of movements, as shown by the practice of six or seven-year-olds in figure skating, swimming, gymnastic exercises for general development can learn to skate and ski.
In this period in the child, the movements that he mastered in school age become safer: running, walking, climbing, shooting, catching the ball and others. Children at this age also learn to perform some new movements. Schoolchildren are capable of concentrating their attention especially on the movements they carry out, the possibilities of volitional tensions increase in them, they are capable of applying sufficient volitional efforts to achieve even distant ends.
In the successful mastery of physical exercises among five- and seven-year-old children, concrete tasks, their understanding, the effective motives that induce children to perform the exercises play an enormous role.
The game is one of the most controversial activities that man lives and develops. It comes from the Latin Ludus and is one of the most difficult terms to define, this term has frequent daily use, reflecting very peculiar situations, which is why phrases such as "game of pieces" or "game of life" are heard. Those that in their great majority the interpretation will be determined by the educator assuming the form of carrying out this activity.
The author proposes a set of didactic games to contribute to the development of throwing and catching skills in children between the ages of 7 and 8 who are in second grade.
1. Name Earn a star
Objectives: Achieve precision in the throw and coordination in the catch, strengthening the muscles of the hands and arms
Materials: Small cardboard star balls
Organization: The students are placed scattered in the area in pairs with a separation distance of 2 to 3 m and next to each one they will have a surprise box and hold a ball in pairs
Procedure: At the teacher's signal they perform the throws and catch over the shoulder and catching with two hands, the student who throws and catches correctly without dropping the ball earns a star of different colors
Rule:
- Finish the game when the first student behind the target executes his throw. The student with the most stars wins. The pair that accumulates the most stars wins. The team that accumulates the most stars wins. The student who throws is behind the target. The movements are made running.
2. Name: Attack
Objective: Throw and catch small balls.
Materials: Balls made with fabrics and chalk.
Organization: The group is divided into two teams which in two separate sides. The children will be scattered in the area that corresponds to them. One team will have the rag balls and the other team will wait for the pitches to make the catch.
Procedure: At the teacher's command, the team that has the balls will throw over the shoulder and the other will catch with both hands, choosing the correct hand position to effectively catch, so on until the teacher blows the whistle to complete the activity. These throws have to be done with different hands.
Rule:
- The game is over when all the children throw and catch. The team that manages to catch the most balls will win.
3. Name: The player
Objectives: Throw and catch small balls.
Materials: Small balls
Organization The group is divided into four rows, these in turn are placed opposite each other at a distance of 5 meters.
Procedure: At the teacher's signal, the first student in each row to the right throws the ball over his shoulder to the first in the row to the left to catch it with two hands, once he has caught it he is He hands over to the partner who follows him and gets up at the end of his row and so on.
Rules
- The team that throws the ball correctly wins The team that catches with two hands wins, the team that accumulates the most points will win.
4. Name. Pass the rope
Objective: Throw and catch small balls, strengthen the muscles of the arms and hands.
Materials: Small balls, a string.
Organization: The students are formed in two rows with a separation of 30 centimeters and in the middle of the two rows the rope is placed at a height of 20 centimeters from the ground.
Procedure: At the teacher's command, the row that has the ball at that moment will throw from the bottom up until the rope passes, and the row in front will catch with both hands. The activity will end when the teacher gives the order.
Rules:
- The team that throws the best will win. The team that does not drop the ball when catching it wins. The team that maintains discipline wins.
5. Name: Smart Ball
Objective: Throw small balls.
Materials: Small balls.
Organization: Students are placed in two rows and they are placed with a distance of 10 meters one in front of the other.
Development: In the voice of the teacher who expresses "Who loves me". The student begins to throw the ball over the shoulder to the other student who is located in front, who in turn will perform the catch with both hands. This activity will culminate when each student has made the throw and catch.
Rules:
- The team that throws with different hands will win. The team that does not drop the ball when catching it will win.
6. Name: Restless Ball
Objective: Catch bouncing balls
Materials: Large and medium balls
Organization: Two teams are formed in a row, one team with even numbers and one with odd numbers, located opposite each other behind a line at a separation of approximately 5 to 6 meters. Student 1 from each team holds the ball with both hands.
Procedure: At the teacher's signal, the student who has the ball bounces the student number 2 this to 3 and so on until the ball reaches the last of the team that will perform the same action but in the opposite direction until the ball arrives back to the hands of student number 1, this student will lift the ball in triumph.
Rules: The team that finishes first and performs the activity correctly wins.
7. Name: Champion Launch
Objective: Throw and catch small balls.
Materials: Small balls
Organization: The students scattered in the area are formed in pairs with a distance of 5 to 6 meters and each pair will have a ball to make the throws.
Procedure: At the teacher's signal, the students who have the ball are going to throw the other classmate in front of them to catch with both hands. These throws are going to be continuous and they are going to do them with different hands.
Rules: Win the pair that does not drop the ball and maintain better discipline during the activity.
8. Name traveling ball
Objectives: Throw over the shoulder and with different hands.
Materials: Small balls and a string.
Organization: Two teams are formed in lines behind a throwing line, the rope is placed with a height of 30cm and a student is placed after the rope.
Procedure: At the teacher's signal, the student who is with the ball will throw the ball over the rope, the other student who is first in the other row that is located after the rope will catch the ball with two hands and throw and so on until the captain of each row arrives at the front.
Rule: The team that does not touch the rope when throwing the ball and that maintains the organization in the row will win.
9. Name: Bounce and throw
Objectives: Catch and throw small balls
Materials: Small and medium balls.
Organization: The players are divided into teams, each in turn divided into two and separated from each other by a certain distance of 5 to 6 m from each team, a circle is drawn. The first students of each team of a part will have a ball in their hand.
Procedure: At the teacher's signal, the first student in each row bounces the ball off the floor and catches it each time until they reach the circle where they stop, throws the ball to the partner in front of him and runs to the end of his row whoever receives performs the same action and so on until everyone has thrown and caught.
Rule:
- The team that best performs the activity wins and finishes first. If a student drops the ball, the action starts from that same place.
10. Name: To beat the enemy
Objective: Achieve pressure on the throw and improve arm strength.
Materials: Small balls or stuffed sachets and sheets with a tanker ship etc. that serve as a target mounted on a card of 50 square centimeters.
Organization: Several teams form in lines behind a line drawn on the floor. At a distance determined by the teacher and one meter from the ground, a team target is placed and a student stands behind it. The first in each row holds the ball in his hand.
Development. At the teacher's signal, the first in each row executes a throw trying to hit the target and runs to replace the student behind it, who picks up the ball, runs to deliver it to the next one and joins the end of his ice chest. teacher writes down the points that the targets hit add up.
Rules.
The team that accumulates the most points wins.
Conclusions
- The bibliography consulted allowed to support theoretically and methodologically the philosophical, psychological, ethical and pedagogical foundations about the importance of the development of launching and catching skills as a need for the educational change that the Cuban school faces as well as the possibilities that the Physical Education subject provides for this. The proposal formed by didactic games with a developer character from the Physical Education class that is proposed may be used for the development of throwing and catching skills in children between the ages of 7-8 years who are in second grade.
Bibliography
- Armas Prieto, María Amelia de. " The game as an educational medium in preschool ”. Seeds 3-84 No. 3 July - August, 1984. Alnold Gessell F. IL.Gy LB Ames. The child from 0 to 5 years old Bermúdez Seguera, Rogelio. "Theory and Methodology of Learning".- Havana.: Editorial Pueblo y Educación, 1996. Set of authors. Encyclopedia Dictionary, Arogó 385, Barcelona.Contreras González, Eva Josefina. Mec: Motivity, development and Education in preschool age.-In htl, p11 www.galeón.com. In Education / Research html.Chirino Ramos, María Victoria. Theoretical Methodological Design of Research. Fundamentals of research and critical gaze ”. CD From the master's degree: complementary material 8 study guides of Discipline.Cuba. Ministry of Education. Preschool education. First part. Fourth cycle program. Havana.Editorial Pueblo Educación, 1998 Domínguez Pino, Martha. " Main pedagogical models of preschool education ”Martha Domínguez Pino, Franklin Martínez Mendoza- La Habana. Editorial Pueblo y Educación, 2004. Franco García, Olga E, "Essential and preschool education". Education No.106 May-August, 2002.
