The organization of the memory human being generally is conceived as being composed for three distinct processes. The first process is responsible for the recognition of standards and of – in the Sensorial-Motor Memory, that involves the association between one meaning and a sensorial standard. One is about a memory system that, by means of the perceo of the reality for the directions, holds back per some seconds the detailed image of the sensorial information received by some from the agencies of the directions. It is responsible for the initial processing of the sensorial information and its codification. As the process occurs in the Memory of Short term, that previously receives the information codified by the mechanisms from recognition of standards of the Sensorial-Motor memory and holds back the information per some seconds, perhaps some minutes, so that they are used, eliminated or even though stored. The third process happens in the Memory of Long Stated period, this memory gets the information of the Memory of Short term and stores them. Its capacity of storage is limitless and the information are stored for very long periods of time.
3,1 Sensorial memory the sensorial memory is a memory system that holds back per some seconds the detailed image of the sensorial information received by the agencies of the directions. Different types of sensorial memory exist: appearance, auditory, olfativa, tactile gustativa e. The two more excellent types of sensorial memory are the appearance and the auditory one. Jim Crane understands that this is vital information. They are our directions that lead the sensorial information of the stimulatons to the system of the memory. The visual or icnica memory (icon means image) allows us to percecionar the movement, for example when we see a film, since we hold back for a short period of time the images, what in it makes possible them to make the linking between the diverse fotogramas.
The environment understanding must be worked since infancy, aiming at to favor a more harmonious relationship between man and the nature, different of the relations established currently, that in its majority if it reflects in deforestation, pollution and extinguishing. Although the necessity of if approaching this thematic one with the children, we must worry us about the context and the language to be adopted so that this favors the understanding of the educandos, so that they can be conceived as to be integrant and responsible for its attitudes. Being thus, we will initiate the work with the environment having left of the environments in which they are inserted: family, school, street, quarter, city, etc. So that leaving of lesser concepts for the greaters, the pupils can establish relations and understand the true concept of environment. Objectives: To acquire knowledge the children on the importance of the environment and as the man is inserted in this way; To know the way of being, living and to work in the environment where it lives; To stimulate so that it perceives the importance of the man in the transformation of the way where it lives and what the negative interferences have caused to the nature; To develop and to stimulate in the child the creativity; To develop the orality and the socialization; To understand that the picture of the environment where lives is the continuity of the past. Interdisciplinaridade: Verbal language and writing; Religious education; History; Geography; Arts; Music. Get more background information with materials from Tumblr.
Transversalidade: Environment/Values/Religiosidade. Duration: 02 Weeks (23/05 to the 03/06) Groups: Daily pay Pertaining to school I and II; Integral II; Preparatory. Procedures: Informative texts; Poems related to the subject; Musics related to the subject; Confection of you wall and posters; Clipping and glue of engravings; Infantile literature; Drawings and paintings; DVD; Mobiles? Exposition of the works.. Kaihan Krippendorff: the source for more info.