![](bg4.png)
remains in the clipboard until putting another item in
the box – every new item deletes the item that was in
the clipboard. The item that is put in the clipboard
can be used multiple times by different programs.
Figure 4: Explanation of the command Cut.
The illustration of Figure 4 presents the way of
execution of the Cut command. The girl cuts the
grape cluster and puts it into the crate.
Figure 5: Explanation of the command Copy.
Figure 5 illustrates the Copy command. There is
a magic in this act – after the execution of the
command, the grape cluster is still on the vine, but
there is one more in the crate as well. That’s why the
boy is presented as a magician.
Figure 6: Explanation of the command Paste.
On the last illustration (Figure 6) the
grandmother takes the grape cluster from the crate,
no care if the grape is real or not, and puts it into the
plate. In all tree pictures the crate symbolizes the
clipboard.
After giving the students this basic knowledge
about making copies or moving objects, their skills
can be enriched, applying Copy, Cut and Paste
commands not only for text and graphic but for files
and folder as well.
4 CONCLUSIONS
The main accent in teaching the young students to
work with the informational technologies is
primarily on the formation of the ICT skills. Even
that, it is of substantial importance to give them
basic knowledge of some fundamental process and
objects from Informatics.
The curiosity about the nature of the things in the
world that is typical for the pupils must be support,
intensify and develop.
REFERENCES
Guest, G., Postsethwaite, K., 2000. Development of the
science curriculum. Improving teaching and learning
in the core curriculum. In Kate Ashcorft and John Lee
(Eds). Falmer Press.
Saylor, G., Alexander, W, Lewis, A., 1981, Curriculum
planning for better and learning. 4th ed. Canada, USA
Manev, K, Papancheva, R., Mollov, A., Dimitrowa, K.,
Yovcheva, B., Garov, K., Maneva N., Angelov, A.,
Harizanov, K., 2009. Informational technologies for 2
grade. Izkustva, Sofia
Manev, K, Papancheva, R., Mollov, A., Dimitrowa, K.,
Yovcheva, B., Garov, K., Maneva N., Angelov, A.,
Harizanov, K., 2009. Informational technologies for 3
grade. Izkustva, Sofia
Manev, K, Papancheva, R., Mollov, A., Dimitrowa, K.,
Yovcheva, B., Garov, K., Maneva N., Angelov, A.,
Harizanov, K., 2009. Informational technologies for 4
grade. Izkustva, Sofia
Dugan, S., Gott, R., 2002. What sort of science education
do we really need, In Journal of Teacher Educational
and Training, Vol. 24.
Бабаева, Ю., Войскунский, А., 1998. Психологические
последствия информатизации. In Психологический
журнал, т. 19, 1
Jonane, L., 2005. Taking the experiential path in science
teaching, In Journal of teacher education and training,
Vol. 5. AACTE.
Jonane, L., “Taking the experiential path in science
teaching” in Journal of Teacher Education and
Training, Vol. 5, 2005, 50-60.
Papert, S., 1980, Mindstorms: Children, Computers, and
Powerful Ideas, Basic Books, New York
Коул, М., 2000, Социокултурна психология, Sofia
University Press, София
CSEDU 2010 - 2nd International Conference on Computer Supported Education
188