Ha Jeong-yeon et al.: 50 Ecological Play Activities to Save Children and Nature

One principle is to tell kids at play-teaching schools to save children and nature, "Let's go out and play! “Yahoo,” most of them say. “I’m going to go to the Kingdom Hall,” he cheers. That's how much he likes out of the world. Infant-based education should be education that can save the nature of children. So the 2019 revision process that stresses child-centered or play-based education must begin with “out, out” education. Two principles: All the games that are over time are different in quality. The objective, mathematical concept of time is not the way we actually experience time. When the mathematical concept of time enters the child's education site, it produces stalification and uniformity. A day of work, from year to day planning, is carefully divided into free play, organization, new jobs and large group activities. The teacher's best virtue is to be effective in directing the work done, and to be sure it provides security and consistency for the child. Rule three, the play-actual play that takes over space means unlimited play in place. There's no point in defining the inside or outside games, since there's nothing to play. The play that starts in the classroom goes out, and the game that starts out in the room comes in. And all the games that we assume will be played in the classroom can be played outside. For example, in general, fairy tales and cooking games are considered indoor games, but they become more fun outside.

Korean title: 아이와 자연을 살리는 생태놀이 50

Korean author: 하정연 외

Korean publisher: 공동체

ISBN-13: 9791167255358