A aprendizagem do desenho e da escrita: uma experiência com ideogramas japoneses no ensino fundamental

The aim of this paper is to gather research information and studies posted about the importance of social environment in the development of symbolic systems on children. Languages verbal, visual and written are interrelated representation systems, although each one has its own characteristics and elements. The objective of this paper is to elucidate the importance of linking the various existing types of language and therefore the importance of a coordinate approach also in the teaching-learning situations of these systems. The work also intends to disclose how thin is the line that separates writing of drawing, both of them as representative systems. As well as to show how visual information and language are intrinsically linked as thought happens by the connections between them. The work includes the report of an activity with Japanese ideograms done in the author's teacher's training at formal education. It also approaches pictographic, creative and poetic aspects of ideograms that brings up new ways of thinking and representing symbolically just like the methods of artistic language

Desenvolvimento da oralidade em crianças de três a quatro anos: descrevendo jogos e brincadeiras que produzem novas formas de comportamento

The goal for this communication is the speech development in children three to four years, and how games and child's plays can help them in the process. For this, we have set three specific goals. They are: select games and activities that serve as a means of furthering the development of speech; elect three activities, making sure at what point is the extra step to the outbreak of the sign/symbol and identify at what time of play the child uses more talk and no change in psychological structure. These games have been applied to children from three to four years in order to identify and record their actions and speeches during activities. Acquiring the ability to speak, the kids will be able to communicate socially and develop new forms of behavior. From young children already expresses themselves through babbling and even crying, because do not have a conventional language yet. From the social relationship, the child tends to become familiar with the language, and gradually learn how to use it, expressing her feelings and desires. When the development of language and thought intersect, transform the course of action of the child who begins to have control of your action. Such its importance in society, the language became the basis of childhood education and is the duty of teachers and educators to appropriate the necessary encouragement to the child to develop or improve her language