Post by ayshakhatun on Feb 20, 2024 6:32:10 GMT -5
Above the need to work on realized, through didactic games and teaching games, which arouse the interest of students with special needs, contributing to their education. Therefore, returning to the guiding question, which aimed to answer: how does play favor the learning process in special education? It is understood that playful educational practices favor the teaching and learning process, as they provide children with special needs with greater educational performance, promoting spontaneous interaction. In this context, it can also be seen that games can transmit notions of concepts and knowledge about any subject, using alternative resources that are inserted in the social context of the special student, as a way of relating their reality to the materials that enable significant learning in relation to their knowledge of the world.
In the context of learning playfulness becomes a fundamental mechanism to promote performance and learning, given that the act of playing is something spontaneous for the child. For this reason, playful educational practice emerges as a fundamental piece of mediation in the teaching and learning process, in which its development becomes Phone Number List important for the student's construction and social interaction as a means of strengthening interpersonal relationships. The study also pointed out that the use of playfulness as a teaching methodology in special education, through pedagogical practices that allow the educator to observe the different levels of development that the student manifests, brings several benefits associated with learning mechanisms. Therefore, in the development process, it is necessary for different skills to be awakened to develop affective, cognitive and bodily actions, strengthen relationships between educators and students through practical activities, since it is through play that children develop , from birth to adulthood.
Thus, affective relationships are constituted, as they enable notions of limits and spaces that can be improved according to their development. Given the context exposed above, the question asked previously is answered and it is understood that The 21st century highlights the exponential growth of technology due to globalization and technical-scientific-technological advances. Remote teaching was a set of emergency activities that schools planned and executed through virtual tools and/or other available means, aiming to minimize the impacts of the suspension of in-person classes resulting from the Covid-19 pandemic. Given this, the central question that guided this research emerges: what were the challenges and weaknesses encountered by educators during the covid-19 pandemic, through remote teaching? The objective of this article is to analyze the impacts of the.