It should be noted that he explained this evolution of the levels of knowledge from the observation of the marble game. Often in childhood and just a game of rules with no adult evolution. As a result, there will be no interaction with adults and no pressure from other older players to form a different opinion due to their reputation. That is, we are in an activity clearly characterized by the interactions between equality, so that children educated by Piaget can learn more quickly about their independence. However, in sports or activities such as football or hockey, adult play is always a model and the rules are individually enforced and almost always regulated (referee, coaches, father, teachers, etc.). †
For this reason, follow-up studies
Like Linaja and Maldonado (1987), they tried to understand how children learned to play football. To assess how children deal with their ideas and what they need to play with the 무료스포츠중계 explain what rules they have from their playing experience and what they think football rules are, who invented them and analyze them. Can change and if so how to do it. What they want to know is the continuous steps that children play from the small level until they come to the idea that football is close to adult football. † And a very similar study, based on the previous one, that tried to find similarities in the evolution of rule development with children using other EPL studies in the field of hockey (Garoz, 2005).
Based on the analysis of these studies and clinical interviews
Created by children, the following classification of game usage levels (practical knowledge of the game rules) can be established. While it is logical that not all subjects have studied the functions of the display level, the functions of each level must be adapted according to the specific rules of each level. Sports mode:
Game engine. The child is at a time when his play is only motor, normal coordination is moved through the mobile phone. Because they don’t understand what the rule means, they don’t dutifully think about the rule. It is most common in children between the ages of one and a half to three or four.
Step I: Parallel Actions. The idea of a rule is already appearing. But each child plays their own game with less interest in what other players are doing, with no coordination to achieve a goal.
Children have an idea about the purpose of their actions,
Related to the game’s most relevant actions. So there can be many football matches, for example goals, kicks, passes, dribbles.
The rules are not as big as the rules that describe what you have to do to play.
They are understandable rules that go hand in hand with the obvious role of football players, for example what they play, what they do is a footballer. But this is still the correct set of rules, as his focus shifts from the external model to coordinating his own actions, which seem like a bigger child’s play than Symbolic Play’s fake character.
Improve coordination in the game. From the age of six to eight, there is progressive coordination in the actions of the players. Tasks are already justified by clear rules, they specify what to do, but not so much what to do during the game.
