Play, Development Education and Games. Development Education Paper No. 16.

Autor/in	van Oudenhoven, Nico
Institution	United Nations Children's Fund, New York, NY.
Titel	Play, Development Education and Games. Development Education Paper No. 16.
Quelle	(1980), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Attitude Change; Change Strategies; Childrens Games; Cultural Awareness; Developed Nations; Developing Nations; Economic Development; Educational Games; Global Approach; Intermediate Grades; International Education; Learning Activities; Rural Development; World Problems + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Lösungsstrategie; Cultural identity; Kulturelle Identität; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Educational game; Lernspiel; Globales Denken; Mittelstufe; Internationale Erziehung; Lernaktivität; Rural environment; Development; Ländliches Milieu; Entwicklung; Weltproblem
Abstract	Because a pro-social disposition towards others, the willingness to review one's own situation, or an interest in global issues are the sort of attitudes still open to growth and enrichment in children, development education is being directed at 9- to 12-year olds. These youngsters are still young enough to be open-minded yet are sufficiently mature to process relatively complex information. Experience with teaching aids indicates development education materials should give a positive image of developing nations, help children identify themselves with other children and their living conditions, and provide opportunities for action. Development education is not a subject that can be taught in isolation; it is more a way of life or perspective that pervades the school. Issues such as rights of the child, hunger, interdependence, cultural diversity, appropriate technology, infant feeding, energy, and world trade can be readily incorporated into games, simulation activities, and role play. Working with minority groups, handicapped persons, or elderly or disadvantaged people can increase the relevance of development education, clarifying the problems of developing nations as more universal. These educational approaches should be welcomed by game designers and users, because the introduction of community and Third World aspects may strengthen the reality value of games. (NEC)
Anmerkungen	UNICEF, 866 UN Plaza, New York, NY 10706.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC