Los pasos son los siguientes: activar en nuestra cuenta de Amazon la posibilidad de hacer pagos por teléfono móvil. Luego, a través de un mensaje de texto 262966 (Amazon) buscar algún item que nos interesa, seleccionar el de nuestra preferencia. Una vez hecho esto, debemos esperar una llamada para confirmar la operación.
Suena fácil, pero no salgan corriendo a probarlo, ya que por los momentos únicamente está activado para usuarios de los Estados Unidos.
Pero no solamente promocionan la compra de productos, sino también el pago a terceros a través de otro sistema que llaman AmazonTextPayIt en el que seguramente se quedan con un fee ya que todo pasa por su plataforma.
Creo que éste es apenas un comienzo de lo que muy pronto veremos como usual: el pago y contratación de servicios a través del celular.
In the very beginning books mean nothing to a new baby. The child however is by no means a passive agent, so even small babies can soon be actively occupied in learning about their environment by a continuous process of assimilating and adjusting to new experiences. At some time picture-books can start playing their part in exploring by providing children with simplified images of the outside world. If children under 1 year old appear to enjoy some picture-book it will probably not be because the can recognize the illustration but because other factors (colours, shapes, materials, comfortability…)
By around the age of one and a half they will generally have developed the ability to recognize familiar objects in picture for mainly whole objects (but close attention to detail and naturalistic colour may only be preferred around the age of seven or so). But even quite small children are interested in more than simply recognizing familiar objects, in this way, children should both have books that they can start managing for themselves where they can understand at first glance at least a number of the pictures, and also books which may have more need of an adult interpreter to go through the pages by looking at illustrations that symbolize objects and events in the outside world, children will start developing their own reactions.
NURSERY RHYMES
As well as enjoying pictures, children will also react to the sound and rhythm of language. Children from the very earliest are attracted simply by the sound of the human voice. Long before, children can speak for themselves. They can react non-verbally to adult speech. For some children traditional nursery rhymes may still be the first literature they experience. It does seem that radio and TV have begun to interfere with the transmission of nursery rhymes as favourite nursery rhymes still belong to an oral tradition.
Nursery rhymes are almost always brief simply presenting a situation usually without further explanation or justification. They usually have rustic settings that have now disappeared for most children but their vocabulary is still fairly easy to remember and repeat.
As they grow older children are better able to describe what is actually happening in illustrations. Even so picture-book stories will still have to be simple focusing on the main character and with great repetition stories that attempt to spread the main action into sub-plots will remain too complex. A distinction can be made between picture-books where illustrations complement a generally rather spare text and story-books in which illustrations play a more subordinated role to a longer text. In picture-books where the story should not go much beyond a certain number of words in order to hold a child’s concentration successfully, the economy that can appear when pictures complement rather than repeat a text, is a valuable one because it’s given the young reader the chance to learn to use pictures as an essential part of the story. This possibility of reader involvement is another characteristic of the successful picture-book and is important for children still unskilled in reading words.
COMICS
A good kind of literature available for this age-group can be found in comics, which are normally associated with humour and melodramatic adventure. But infant comics aimed at children between 4-7 are nothing like this. They carry pages of things for a child to do like pictures to colour, dolls to cut out, puzzles, dots that gabe to be joined, games which offer the child an opportunity to experiment with early perceptual and motor-coordination skills.
By now children with experience in books may have learnt to recognize the typical convections of early fiction so that they will expect certain stereotyped characters to behave in certain ways. Perhaps the most typical sort of reading for this age-group is the world of domestic adventure usually set in a world of reality but full of unreal fantasies. These adventures often involve heroic children who act without any real adult help.
Books for these children should normally posses simple vocabulary, short and clear sentences and concrete plots since children’s concentration will still be limited.
JUVENILE COMICS
Books written about children’s literature often omit any reference to comics which are highly relevant. Their kind of humour and even their violence can be enjoyed without worries since it never really seems to hurt.
It’s at this stage too that separate publications begin for boys and girls, now that readers are becoming more interested in establishing their sexual identity.
For all young people who are beginning to grow away from their previous fantasies, but who still want to preserve some of their former sensation of power in the imagination, comics can be a very useful fall-back.
