The voices reach the uterus, estimuladora matrix of sound vibrations where the embryo lives. Mainly for the voice human being, the auditory capacity of the children is better that the visual acuidade. In relation to the learning of the language, children have the capacity to discriminate sounds of speak not native, suggesting that children can make the same discrimination of sounds, displayed the different languages, of the diverse cultures, propitiating they an opening to any cultural group. In this direction, she can yourself be said that the child has ' ' instinct for aprender' ' , according to Bridges. For the development of the bond, specifically, these perceptuais capacities of the infants if characterize, as well as also of the high priority of the interaction. For return of the third week of the baby ' appears; ' smile verdadeiro' ' , different of ' ' smile reflexo' '. In the mandate of this behavior, the stimulatons most efficient are associates to an affectionate individual. The stimulaton most powerful, initially, is the affectionate voice materna.
The man being one to be social, or socializvel. In this way child neurologically is prepared to socially identify significant to the social events in the environment, being the activated child, and consequentemente its learning is developed in its process of interaction. ' ' The innumerable allotment seems to open a communication channel with other possibilities. To place itself the same in rhythm, to enter in tune with the other, to create similar levels of activation, makes possible to feel what the other feels or the least facilitates a common perception which allows the child to acquire the language more easily and, in general way, cultura' '. Dade is evidenced that mother-baby as proximal activity and intense, it serves footing where such interaction is essential for the infantile development being condition even for the establishment of future strategies of relationship. The pointers of the preference of the children for its pairs happen of evolutionary psychology (necessity of living in small groups, of affiliation) and social, beyond the anthropology and not simply of the etologia. In this direction, in a trick context, the infantile interactions tend to occur privileged inside of a group.
' ' The social trick is a fascinating topic that combines studies of the area of the cooperation, communication and learning. Intelligence is an adaptation for social life (BYRNE & WHITHEN, 1988) ' '. It is estimated with this affirmation that the social trick influences in the cognitivas abilities that occur in the interactions. Thus, it is through the trick that the child develops its abilities and social knowledge.
The man being one to be social, or socializvel. In this way child neurologically is prepared to socially identify significant to the social events in the environment, being the activated child, and consequentemente its learning is developed in its process of interaction. ' ' The innumerable allotment seems to open a communication channel with other possibilities. To place itself the same in rhythm, to enter in tune with the other, to create similar levels of activation, makes possible to feel what the other feels or the least facilitates a common perception which allows the child to acquire the language more easily and, in general way, cultura' '. Dade is evidenced that mother-baby as proximal activity and intense, it serves footing where such interaction is essential for the infantile development being condition even for the establishment of future strategies of relationship. The pointers of the preference of the children for its pairs happen of evolutionary psychology (necessity of living in small groups, of affiliation) and social, beyond the anthropology and not simply of the etologia. In this direction, in a trick context, the infantile interactions tend to occur privileged inside of a group.
' ' The social trick is a fascinating topic that combines studies of the area of the cooperation, communication and learning. Intelligence is an adaptation for social life (BYRNE & WHITHEN, 1988) ' '. It is estimated with this affirmation that the social trick influences in the cognitivas abilities that occur in the interactions. Thus, it is through the trick that the child develops its abilities and social knowledge.
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