We started the psychological tests on the battery of Nepsi approved tests for cognitive and emotional functions for children from the psycho-educational program of the Association Aici Pentru Tine!
It is one of the greatest successes of the association’s programs and for this we thank the people involved: Kaufland Romania, George Baritiu Brasov County Library and Promedivet Sovata. Without these people, the children in our program would not have had the great chance of becoming perfect people in the future.
Together we do well!
Plan for the development and training of aptitude skills:
TRAINING OF SKILLS AND SKILLS
Thinking through all its features is a constituent element of the human personality and has overwhelming importance. Its degree of development largely reflects the stage at which an individual’s intellectual evolution has reached. That is why the training process and the learning process itself, in its formative aspect, must follow with great care, starting from the earliest age, the development of the child’s thinking in all its aspects (operations, analysis, synthesis, mobility, flexibility, perspicacity, etc.) until determining the topological, vertical-causal types of thinking, lateral thinking, dynamic and abstract complex.
The child’s brain develops largely during the intrauterine period, but he does not stop his development after this period, but develops further through his relationship with the environment.
This relationship allows the formation of neural connections and brain structures to develop and form a complex architecture of the brain, ensuring a wide and correct cognitive development. Cognitive stimulation should be regarded as a necessary element. The more varied the environment, the more involved the child will be in understanding, exploring and controlling it. The natural, natural desire of the child is to seek to understand what is around him. In modern reference research it has been found that in the pre-preschool and pre-school periods, psychic malleability allows a massive educational influence not only in the information field, but also in the formative one, which favors the acquisition and development.
In our psycho-educational project, we use the potential of each child in the three psychological components: cognitive, emotional and behavioral and we actively stimulate the developmental level of each child with the help of the exercise games used during the development sessions. This mode of stimulation through interactive and attractive games at the same time arouses the interest of the children for the execution of some teaching tasks and maintains the effort necessary for its execution. Exercise games are very necessary either in the consolidation of the accumulated knowledge (on the cognitive level) or in the formation of some skills and the development of other aspects of the personality (on the formative level). The work variants may include similar tasks, of the same degree of difficulty, but presented in different forms to prevent boredom and not to settle in the emotional plane of monotony. Exercise games have the quality of being able to adapt to the level of development of each child and to allow the repetition of the exercise in different degrees of complexity as many times as necessary to obtain the qualitative leap on a higher stage of development of the child.
Therefore, from the psychological and methodological point of view, the grading of the tasks of the exercise-games must be done gradually, starting from the stage of development in which the child is found and developing the specific skills of the training sequence in such a way that without it seems tiring, he should be drawn, gradually, from what he knows, to something new, but still easy to achieve.
The consolidation of the new accumulated knowledge must be in accordance with both the interest of the child and the usefulness of this accumulated knowledge and in this way the resonance in the sphere of affectivity is guaranteed by self-gratification and fulfillment that is useful and good in what it does. The mode of action in these exercise games is made according to the psychic process that we mainly pursue to develop. Because the human psyche is not a conglomerate of psychic processes, without links between them, each being unable to develop separately without the help of the others, they influence each other, acting simultaneously. Stimulation through this type of exercise-game triggers in a more visible or less visible form, several psychic processes, even if we explicitly intend to refer to one of them.In order to follow the development of a certain trait or operation of thought, I call at the same time to other operations or traits of its thinking, but from the formative point of view we will only consider that operation or trait of thought, and the task of the game is addressed in greater extent to that formative attribute.
The basic concept in the act of the psycho-educational program is the way of knowing and discovering the human potential that we have as bio-psycho-social beings. The act of knowledge is very broad and complex, constituted by stages of development and understanding, by areas of activity and specific interest for each human being, but the act of knowing the human being remains an open and provocative problem. From this perspective of human knowledge it is very immortal to develop children’s abilities in relation to the potential that each child has and is interested in developing it. Training these skills necessary for life is our central goal in the psycho-educational program that we carry out, a goal that has in mind the development of the capacities of knowledge, relationship and communication, but at the same time the desire to explore, discover and manage the elements. And new phenomena in the world in which they live. In this way we encourage children to understand that they are invited, expected and accepted to discover the beauties and wonders of this planet and of the supreme creation through its spirituality, that is, the MAN of which they belong. Through sustained teaching actions, children will learn to see the benefits and benefits of education, and later they will be the ones who will encourage others to learn. In this way, our educational purpose is aimed at preventing disinterest in education through school dropout, in society through crime and in itself through dehumanization.