Games resembling cultures ii

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TBA Owned Free. Menu Store New releases. Sign in Create account Sign in. The search term must be at least 3 characters long. School is an introduction to the greater world in so many ways, including how to bridge age and cultural differences. One group of 7th and 8th graders in Washington collaborated with 1st graders in an ongoing, multi-faceted project to do just that.

Following a comprehensive training on communication, tutoring, and group work, the 7th and 8th graders began to work extensively with 1st graders in their district. The older students studied a variety of world cultures, then designed and facilitated presentations and activities for the younger students during such observations as Asian New Years, Cinco de Mayo, and Earth Day.

For their part, the 1st graders learned numbers and basic greetings in several languages and taught these to the older students. Both groups also participated in longer term efforts such as peer tutoring. As they progressed through their project, all the students involved worked to develop and maintain a resource file.

They stored copies of their research, activity plans, and contacts from which community members could draw. When one teacher in Washington introduced a diversity and culture curriculum to her 4th-grade students, she discovered few knew much about their heritages. They decided to investigate their cultural backgrounds further, and asked residents of local nursing homes and senior centers to help them. The senior citizens were glad to have regular visitors and people to share their stories with.

They learned how to effectively use electronic encyclopedias and online sources to conduct research. After reviewing communication strategies, such as active listening and speaking clearly, each student partnered with a senior citizen of the same culture. Many of the youths did not have regular contact with the elderly or strong mentors in their cultural communities.

Through these partnerships, the students received positive role models and learned how to gather information from primary sources. Each pair discussed its heritage and created an art or craft project typical of that culture. The student led their classmates in listing beneficial contributions that people from that culture made to the United States.

To conclude the project, they decorated their room with their reports and the art projects; served homemade food; and invited the senior citizens, parents, and other classes to join them in celebrating diversity at the multicultural fair. These 4th graders learned a lot during this project, from how to research using a variety of sources to appreciation for their elders.

Most importantly, they grew in understanding of their own heritages and realized with pride that they too were community resources and cultural representatives.

A question was posted online, asking educators how they encourage the celebration of diversity in their programs and classrooms.

Try these arts and crafts projects, or bring your appetite to your multicultural experience with these food ideas. Deine Freunde. Friends list is currently empty.

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COM kaufen? Keine Aktivierung oder Internetverbindung zum Spielen erforderlich. Sicherheit und Zufriedenheit. In Cultures kan It's important that future studies investigate this finding further, especially in other parts of the world and in modern-day cultures. We don't know whether this effect is still relevant in today's gaming culture. Nowadays, store-bought games and video games have overtaken the traditional games that were played in children's free time. Future studies also need to investigate the specific skills that are learned through games, not just the degree of cooperation in the games," says Leisterer-Peoples.

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By using our site, you acknowledge that you have read and understand our Privacy Policy and Terms of Use. Home Other Sciences Social Sciences. This figure shows the categories of games, in terms of how cooperative and competitive they are. The green box indicates the cooperative games, the red box indicates competitive games, and the blue box shows solitary games.

In the figure, each dot is a player. A dotted line refers to a competitive interaction, a solid line refers to a cooperative interaction between players, and no line refers to no interaction between players. Explore further.