WORKSHOPS FOR PARENTS

PRESENTATION OF THE PROJECT WORKSHOPS FOR PARENTS.

Language is the basis of all school activities, oral communication, which is

indispensable in socialization that influences the learning process. The children who have
lived their preschool years taking advantage of parents' learning opportunities and
Educators will be in the best position to achieve success in school and at home.
Language is the key to full participation in life.

Therefore, to develop the language that is the basis of oral communication addressing to the
the need of preschoolers proposes the realization of Workshops for parents
family in the space of the School Library with the aim of providing tools to the
parents to improve communication, behavior, reflection, and discipline of students in the
preschool from the family environment.

Theme: Workshops for Parents.

Workshops for Parents as a teaching tool that intervenes in

the socialization of oral language in preschoolers as an indispensable element for
improve the learning process, key factor for communication, self-control,
self-regulation and reflection from the family environment.

Delimitation of the Topic

In the Official Kindergarten Profra. María de Jesús Ibarra Vigil during the 2012-2013 school year
Workshops for Parents will be held to contribute to the execution of family activities for
promote oral practices in a way that impacts the increase of vocabulary, the
listening ability, reflection, socialization from the family environment for students
preschoolers.

Foundation

Regulation: Art. 3. Constitutional.

The education provided by the State-Federation, States, Municipalities, will aim to develop
harmoniously all the faculties of the human being and (…) will contribute to better coexistence
human, (…) in order to strengthen in the student, along with an appreciation for the dignity of the
person and the integrity of the family, (...).[i]
Diagnosis:

Within the first two months of the school year 2012-203 at the Official Kindergarten Profra.
Maria de Jesus Ibarra Vigil observed preschoolers during everyday activities that
they develop during recess or in brief group activities encountering some students
who have language problems, which are also associated with behavior issues
violent, little tolerance for frustration and low acceptance of rules that we recognize
how important the intervention proposal through Workshops for parents that involve
awareness activities in the following aspects for language development and
behavior regulation in preschoolers

Importance of family coexistence and recreation as frequent practices to enhance

language development.
The game as a strategy to regulate the initial impulses of preschoolers and internalize
social norms.
· The game as a tool to increase tolerance to frustration.

AUTOR. LIDIA ISABEL DURÁN GARCÍA

[i]Guide to Developing Workshops for Parent Orientation

[Link]
2012/three/Presentation Workshops Topic [Link]

WORKSHOP: "WE GET TO KNOW THE SKY AS A FAMILY"

FIELD OF STUDY: Language and Communication.

ASPECT: Oral Language.

Purposes:

Introduce the child to the knowledge of some phenomena, such as the sky and the clouds,
the colors, associated with the sunny or cloudy day and at night.
 Foster concentration and enhance expression with support through playful activities
relatives.

ACTIVITY

START: It is suggested that with your preschool child(ren) in an open space

When the sun is not at the highest point in the sky, look up at the sky.

DEVELOPMENT: Start the dialogue with the child by mentioning the importance of never looking.
directly at the sun because the sunlight is very intense and as in the case of eclipses it could
cause damage to the eyes, if it is a cloudy day it can be observed and commented on:

What shapes do you see in the clouds?

What colors do they have?

Are they all the same?

What are the differences?

Is there smoke in the air?

What else can you observe or feel?

CLOSING: On a sheet of paper, the children will draw what they observed in the
clouds or the colors and they will discuss it in the plenary session of the reading that corresponds to their
grade and group.

Evaluation: In describing orally and sharing with their classmates and teacher during the
reading session the preschool will show the knowledge acquired in the family dynamic to
same time as the level of concentration he has when listening to his classmates with the
language practice carried out.

Expected learnings:

Improve the concentration of preschoolers by observing natural phenomena.

Increasing the vocabulary of children through oral language practices via

narrative of what was observed and heard.

Let the students relate what they hear to their own experiences.
interpret the information.

The learners reaffirm that through language they can find answers to their
concerns, besides being used to invent stories and argue points
from sight.
[Link]
2012/three/Presentation Workshops Topic [Link]

Parents are invited through a circular communicating and encouraging attendance at the workshop.
indicate the topic to be discussed.

On the day of the workshop, parents are divided into groups and given flipchart paper.
markers, glue, scissors, and construction paper, so that they according to their own
experience write sentences explaining how children should be stimulated, what their
social development, the language at the ages they are in.

3. Each group will present the ideas that arose and will discuss and explain them to the other parents.

4. Once all the groups present, the teacher is responsible for guiding them to draw the conclusions.
most important conclusions, providing them with a document that summarizes and offers advice
tools for parents to be able to closely monitor and support their children's development.

ADDITIONAL INSTRUCTIONS: With this workshop, the fundamental idea is for parents to have
an important approach with the teacher so that she can know more about the reality they live in
your students.

------------------------------------------------------

Every trimester, a sheet with the songs and poems they learned is sent home.
At home with the help of mom and dad, they stick it in their songbook, they look for a little figure together.
they stick or draw and color it in magazines or used stories.
No one can imagine the number of surprises we have when they bring us their notebook.
adorned.
We thus put into play the creativity of the parents, the enthusiasm of the children, and we make it so that
spend a pleasant moment together.
By carrying out this type of activities, what we seek is the active participation of the
parents in the educational process of their children; but not as intermediaries, but as part
integral to education.

7.2.- Storytelling Day:

Every Wednesday, dad and mom are invited to tell the story in their child's classroom.
the activity turns out to be wonderful for everyone, for the children observing their parents recounting the
A story that at home they decided to share with the little friends; for the parents who, although in a
At first, they feel nervous, but seeing the expressive faces, they enjoy being able to provide for them.
these moments.
After telling the story, the parents have a surprise for the children that is double.
Purpose: to invite you to perhaps some cookies in which they have to spread sweet milk,
jam, etc. or finish preparing lemonade. When trying to sweeten, the same
By serving ourselves, we are fulfilling several objectives at our level.

The Early Education Gardens and Daycare Centers become part of family life of the
small but the family (especially the parents) remains the main and most important factor.
persuasive that influence the social development of the child, therefore, the Kindergarten cannot
disconnect from them and must integrate them into the work with your child.

But we must clarify that by involving the parent in the educational activity, it does not
It means that he will replace the teacher who will carry out the activities of
preparation, the father's activity must be such that the child feels close to him
presence, as a being that approves of what the teacher does but at the same time must discover
through their work in the garden, their true mission (to love, to share, to educate, to dialogue)
that sometimes due to the fast pace of life, it lets pass.

The father's work in CEI should serve to help him learn to value the work being done.
creating in your child; for example, that play is not just entertainment, but that it is the
main means of learning.

These activities were sent by the

Kindergarten 'Victoria Barcia Boniffatti'

You can hold a workshop on traditional games, or on stories and songs where the parents...
reproduce the games for your children or tell the stories from your childhood and act them out
disguised.
It can also be a workshop on family values, respect, family harmony, friendship, the
cooperative work, communication, etc.
You can also do theatrical performances involving the whole class, give them a script and
Let them make a play where everyone participates in one or two acts. Everyone will be happy.

Source(s):

my experience as a teacher

Free workshop: 'Reading and Creative Stimulation in Children'

preschool and primary
forCultural Center of Spain in Lima(Note

WORKSHOP OF TRADITIONAL GAMES

[Link]

InitialEducationProject'Games
Traditional
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Bolivarian Republic of Venezuela

Ministry of Popular Power for Education
Initial Education Center 'ROSCIO'
Caucagua-State. Miranda

PROJECT 'Traditional Games'

Group II, section 'E'. Shift: Afternoon

Matrícula: 15 niños, 11 niñas.
Edades: 4 y 5 años.
Fecha de inicio: 25-01-2011 Fecha de Culminación: 18-02-2011.

Justification
Being the game the most suitable and realistic strategy to promote development
the integral development of the child, as this act enhances their potential
cognitive, socio-emotional, and physical. Children with play activity
they promote vital activities that guide them towards a productive life and
pleasant. He gives them the freedom to create and recreate a possible world where
it combines imagination, fantasy, thought, and action, the game will connect them
myself favoring the formation of a personal philosophy, likewise
with generations, customs, that constitute their family and socio-cultural heritage,
through which you will learn your relationship with ethics and values. That is why
It is relevant to take into account the importance of 'Traditional Games'.
from our region and make them known to children from education
Initial.
In Venezuela, there are various traditional games and toys that are products of
the mix of influences that acted upon the formation of the creole culture of
this country.

Diagnosis
During the planning period of the daily schedule, the teachers observed the
the need that boys and girls had to know some games
Traditional like parrot, this is because some had seen them fly.
several of them in the vicinity of their homes, from there the teachers took
that concern to form this valuable project and thus make known to those
boys and girls a great variety of traditional games, songs, and stories.
Areas of Learning
Personal and Social Training
Identity, gender, sovereignty, and interculturality.
Local, regional, and national history.
Plastic, body, and musical expression.
Imitation and role-playing.
Customs, traditions, and values.
Oral and written expression.
Objective
Personal and social education, customs, traditions, and values.
Manifestar actitudes de valores por los juegos, juguetes, comunidad, historia,
customs, traditions, cultures, and symbols that represent their country.
Expected Learning
That the boy and the girl learn to:
Value, recognize, and participate in traditional games and toys
Take an interest in traditional games.
Identify outstanding facts about the history of traditional games.
Objective
Plastic, body, and musical expression.
Express and create freely based on different environmental experiences.
that promote imagination, invention, and transformation.

Expected Learning
That the boy and the girl learn to:
Expressing creatively through graphic and plastic activities: drawing, painting,
plasticine, finger paint, crayons, brushes, chalks among others.
Objective
Develop a musical attitude through experiences and skills in rhythm.
which enhances respective discrimination, auditory memory, and production
of sound with the body itself.

Expected Learning
That the boy and the girl learn to:
Move to the rhythm of the sounds and music and identify rhythms, sounds and
songs typical of their environment.
Reproduce different sounds with your voice.
Objective
Progressively advance the role play, channeling emotions and games to
through actions and situations in which I use imagination expression
creative, fantasy, and interaction with other people.
Expected Learning
That the boy and the girl learn to:
Invent games and dramatizations.
Participate in dramatizations and games that highlight values,
customs of their regional community.
Objective
Initiating the use of reading and writing as an instrument of information
and communication.
Expected Learning
That the boy and the girl learn to:
Use oral language to sing, tell anecdotes and stories about the games
traditional toys.
Value written language as a means of enjoyment and as a tool for
transmit information, write freely, lines, scribbles, little circles, sticks.

Relationship with the Environment

Technology and Quality of Life:
To initiate the boy and the girl in exploration, observation, understanding, and use of
resources related to their experiences with traditional games.
Expected Learning
Let the boy and the girl learn to:
Use traditional games and toys as a tool to
promote their learning and improvement of their quality of life.
Use technology: recorder, magnetic whiteboard.
Recognize and use simple processes to create games and toys.
traditional.

Fecha: 25-01-2011
Estrategia | Recursos | Evaluación |
Welcome: * Talk about the project you will be working on. * Give
to know the importance of Play, and Traditional Games. * To Sing
songs, present sheets with drawings of the different traditional games
Planning free work in the spaces. Free work in the
Spaces to Express and Create: A worksheet will be provided with the image.
of a parrot, for the child to color and fill in with the provided material
by the teacher, and write down the name of the Traditional Game. Period of the
Collective Activities Day: Reading a story about the Games
Traditional, show images related to the topic. | Human: * Teachers. *
Child-child. Material: * Worksheets. * Colors. * Tissue Paper. * Pencils.
Plasticine. * Glue. | * Direct observations of the children taking in
count attitudes and expressions. * Estimation scale with indicators of
skills acquired by children through the project.

Fecha: 26-01-2011
Estrategia | Recursos | Evaluación |
Welcome: Free works in the spaces Express and Create: You will be given
a worksheet with the image of a Spinning Top, for the child to color and
fill in with the material provided by the teacher, and write the name of it.
Traditional game aimed at helping children develop different expressions.
Plastics. Period of the Day Small groups: Place groups of four
children, present them with colored tacos with the vowels, the children must identify
each of the vowels and the color of the taco. Collective Activity: Then in the
The teacher will write the names of different traditional games on the board.
each child will go to the board and must identify the vowels in each one
the words. | Human: * Teachers. * Child-boy-girl. Material: * Work Sheets. *
Colors. * Grains and Rice. * Pencils. * Felt-tip pens. * Glue. * Markers of
Magnetic board. Classroom Material: * Educational game, blocks of
plastic. Technical Material: * Magnetic board. | * Direct observations of the
children taking into account attitudes and expressions. * Assessment scale
with indicators of competencies acquired by children through
project.

Fecha: 27-01-2011
Estrategia | Recursos | Evaluación |
Welcome: Free works in the spaces Express and Create: You will be given
a worksheet with the image of a Gurrufío, for the child to color
fill in with the material provided by the teacher, and write down that name of the
Traditional game aimed at helping children develop different expressions
plastics. Period of the session Small groups: Place groups of four
children, present them with colored tacos with the vowels, the children must identify
each of the vowels and the color of the taco. Collective Activity: Place in the
player, traditional songs, so that the child can express
Different emotions. | Human: * Teachers. * Boy-girl. Material: * Sheets of
Work. * Colors. * Yarn. * Pencils. * Glue sticks. * Glue. Material of
Aula: * Juego Didáctico, tacos de plá[Link] Técnico: * Reproductor. *
CD. | * Direct observations of the children considering attitudes and
expressions. * Estimation scale with competency indicators
acquired by the children through the project.

Fecha: 28-01-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces Express and Create: They will be presented
a blank sheet to the child, and they will be asked to draw the Games
Traditional ones with which they worked on the previous days, in order for the
recognize. Period of the Collective Activity: It will be presented to the
children the following Traditional Games: * Spin. * Gurrufío. So that
Learn the utility and function of them. | Human: * Teachers. * Child-
girl. Material: * White sheets. * Colored pencils and crayon colors. * Pencils. Game
Tradicional: * Gurrufío. * Trompo. | * Observaciones directas a los niños(as)
taking into account attitudes and expressions. * Estimation scale with
indicators of competencies acquired by children through the project.
|

Fecha: 31-01-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces Express and Create: You will be given
a worksheet with an image of a Yoyo, for the child to color
fill in with the material provided by the teacher, and write that name of the
Traditional game aimed at helping the child develop different expressions.
Plastics. Duration of the Session Small groups: Place groups of four
children, the teachers will present them with a poster indicating that they are going to
Encircle the vowels in the following way: a) Red color. e) Color
yellow.i) Blue color.o) Green color.u) Orange color. These will be carried out
on a poster board that will have different names of Games written on it
Traditional. | Human: * Teachers. * Boy-Girl. Material: * Work Sheets. *
Colores. * Estambre. * Lápices. * Pega. * Papel Bond. * Cartulina. * Marcadores
in colors. | * Direct observations of the children taking into account
attitudes and expressions. * Estimation scale with indicators of
skills acquired by children through the project.

Fecha: 01-02-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces Express and Create: You will be given
a worksheet with the image of a Perinola, for the child to color
and fill in with the material provided by the teacher, and write that name of the
Traditional game aimed at helping the child develop different expressions.
plastics. Period of the Day Small groups: Place groups of four
children, you will be given in gloss paper and yarn the three parts that
they form a spinning top, this is in order for them to assemble it and stick it on a
cardboard and each group must present it to the other classmates.
* Teachers. * Boy-girl. Material: * Worksheets. * Colors. * Palettes of
["colors","pencils","glossy paper","cardstock","yarn","glue"]
Direct observations of children considering attitudes and
expressions. * Estimation scale with competence indicators
acquired by the children through the project.

Fecha: 02-01-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces Express and Create: You will be given
a white sheet, and then different materials will be given to it such as shiny paper,
magazines, construction paper, with pre-marked circles, the child
he is going to cut them out and then paste them on the white sheet representing some
meters of different colors. Period of the Day Small groups: They
they will form teams of four children, each group will be given a
number of meters, then the teachers will ask them to count and will go.
colocando los números o cantidades en el pizarró[Link] Colectiva: Colocar
in the player, traditional songs, so that the child can express
diferentes emociones. | Humano: * Docentes. * Niño-niñ[Link]: * Hojas
blancas. * Papel lustrillo. * Revistas. * Cartulina de construcción. * Tijeras. *
Lápices. * Pega. * Marcadores de pizarra magné[Link] Tradicional: *
Technical Materials: * Magnetic blackboard. * Player. * CD.
Observaciones directas a los niños(as) tomando en cuenta actitudes y
expressions. * Assessment scale with competency indicators
acquired by the children through the project.

Fecha: 03-02-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in spaces Express and Create: It will be delivered
a worksheet with the image of a Hopscotch or Airplane, then they will cut it out
pictures on glossy paper and stick them in each square of the Rayuela, of the same
way to identify each square from 1 to 10. Period of the
Small groups: Place groups of four children, they will be given the
number and image bank in the form of a puzzle, it will have
magnets on the back, the children will have to assemble them by associating numbers
and quantity and then stick them on the magnetic board. | Human: * Teachers. *
Boy-girl. Material: * Worksheets. * Pencils. * Glossy paper. *
Teaching Material: * Game made by the teachers, with foam and
number sheets and magnet. Technical Material: * Magnetic board.
Direct observations of the children taking into account attitudes and
expressions. * Estimation scale with competency indicators
acquired by the children through the project.

Fecha: 07-02-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces Express and Create: Preparation of
top spinnings, each child will receive their materials for making them,
They will also receive glossy paper in squares, for the child to stick.
at the top of the spinning top, using your [Link] of the
Small groups: Place groups of four children, they will be given the
a bank of numbers and images in the form of a puzzle, it will have
magnets on the back, the children should assemble them by matching numbers
and quantity and then stick them on the magnetic board. In order to reinforce the
number with that activity. | Human: * Teachers. * Boy-girl. Material: * Glass
plastic, transparent * yarn * veradas * glossy paper. * adhesive material
Didactic. Done by the teachers with foam, number booklets, and magnets.
Direct observations of the children considering attitudes and
expressions. * Estimation scale with competence indicators
acquired by the children through the project.

Fecha: 08-02-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces. Express and Create: Development of
Gurrufío, each child will receive their material for its preparation. Period
from the Small Groups Session: Place groups of four children,
the bank of vowel letters and words will be delivered in the form of a puzzle, the
it will have magnets on the back, the children will have to assemble them
associating letters and words and then sticking them on the magnetic board.
* Docentes. * Niños (as)Material: * Botón * EstambreMaterial Didáctico: *
Made by the teachers with foam, letter booklets, and magnets. Material
* Magnetic Board. | * Direct observations of the children
taking into account attitudes and expressions. * Estimation scale with
indicators of competencies acquired by children through the project.
|

Fecha: 09-02-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces. Express and Create: The child is
will deliver a worksheet that will have groupings of related elements
the project, which they will color and then start counting and placing the respective
amounts. Period of the Day Collective Activities: Reading a story
traditional, 'Little Red Riding Hood', and then the teachers will carry out the following
preguntas:¿Cómo se llaman los personajes del Cuento?¿En qué paisaje se
Develop the story? How many characters are there in the story?
Teachers. * Children * Material: * Worksheet * Pencils * Crayons Material
from the Classroom * Story | * Direct observations of the children considering
attitudes and expressions. * Estimation scale with indicators of
skills acquired by children through the project.

Fecha: 10-02-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces. Express and Create: The child is
will deliver a worksheet, with a landscape, and the child must color, and
associate with reality. Period of the Journey Collective Activities: The
Teachers will instruct each child to choose an object from a space in the classroom.
which will describe according to the following questions: How does it
Llama? What is its use? Color? Size? Texture? | Human: * Teachers. *
Children Material: * Worksheet * Pencils * Crayons Classroom Material *
Various. | * Direct observations of the children taking into account attitudes.
and expressions. * Estimation scale with competency indicators
acquired by the children through the project.

Date 11-02-2011
Estrategia | Recursos | Evaluación |
Welcome: “Each child will throw the Traditional Games Dice”, and from
According to Game T., the one that comes out is the one that will be done on a sheet.
White. Free work in the spaces. Express and Create: The child is given
You will deliver a blank sheet, where you will draw the Game T. that you rolled on the die.
of the Traditional Games. Period of the Day Collective Activities: The
teachers will provide children with different traditional games such as:
Top, Spinning Top, Yo-yos, Strings, for playing with them.
Humano: * Docentes. * Niños (as) Material: * Hoja de trabajo * Lápices *
Crayons Educational Material * Image dice created by the teachers,
with cardboard, drawings, foam, glossy paper. Traditional games * ropes *
Top * Yo-yo * Spinning top | * Direct observations of the children taking
take into account attitudes and expressions. * Rating scale with indicators of
skills acquired by children through the project.

Date 14-02-2011
Special Activity 'Day of Love and Friendship'
Estrategia | Recursos | Evaluación |
Welcome: It will start with songs related to friendship, then continue with
A conversation about what is celebrated that day and its importance. Free work
in the spaces. Express and Create: The boys and girls will make themed cards
every day, they will copy the text from the board for those cards, draw a heart and
coloring. Period of the Day Activities in outer space: The teachers
previously they had notified the representatives, and children to carry a
chocolate for that day, in order to have a gathering among the three groups
from the afternoon shift of Early Childhood Education, so that the children
they made friends, shared, and formed new friendships. | Human: * Teachers.
* Children (boys and girls) * Material: * Worksheet * Pencils * Crayons * Markers of
{"magnetic_board":"Magnetic Board","technical_material":"Technical Material","observations":"Observations"}

directly to the children considering their attitudes and expressions.

Date 15-02-2011
Estrategia | Recursos | Evaluación |
Welcome: Free work in the spaces. Express and Create: Development of
children's paper mache with the material provided by the teachers. Period of
The Collective Activities Day: Place songs in the player
traditional, in order for the child to express different emotions. Farewell
The kite will be given to each child so that each representative
participate in the completion of said kites, and return it the next day to
colegio. | Humano: * Docentes. * Niños (as9 * [Link]: * Papel
of silk. * Verada. * Pega. * Wick. Technical Material. * Player * CD. | *
Direct observations of children taking into account attitudes and
expressions. * Estimation scale with competency indicators
acquired by the children through the project.

Date 16-02-2011
"Psychomotricity Festival", by the Education Specialists
Physics.
Delivery of Invitation to the representatives, informing the day of the activity of
Project closure, where they will participate with the children.

Fecha: 17- 02- 2011

Strategy | Resources | Evaluation |
Welcome: Free work in the spaces. Express and Create: The boys and girls
They will create drawings on white sheets, according to the traditional game that they like the most.
Pleasure. Collective Activities Period: Conversation with everyone
the children, about the project and the closing activity where they will share
with their representatives. | Human: * Teachers. * Children Material: * Sheets
white * Crayons * Pencils. | * Direct observations of the children
taking into account attitudes and expressions. * Estimation scale with
indicators of competencies acquired by children through the project.
|

Estrategia | Recursos | Evaluación |

It will be placed in outer space. * Billboard with the project name. *
Tables with the creations of the girls and boys * Tables with all the
Materials to be used * Musical environment Welcome. They will be welcomed to
the representatives this on behalf of the teachers and the children. Games The
egg on the spoon, this by the children, and then the
representatives. Sack races, by the boys and girls. Scavenger hunts of
Jump rope, hopscotch or airplane, top, marbles, spinning top among
Others. Snack. Delivery of party favors to the children. Delivery of souvenirs to
the representatives. Farewell. Thank you for attending the
representantes. | Humano: * Docentes. * Niños (as) * RepresentantesMateriales
* Elaborate Games * Traditional games such as: perinola, yo-yo, Gurrufío,
{"metras":"meters","cuerdas":"ropes","trompos":"spinning tops","Cucharillas":"spoons","Huevos sancochados":"boiled eggs","SacosMaterial":"material bags"}

from the classroom * Tables * Chairs * CD Player | * Direct observations to the

children taking into account attitudes and expressions. * Rating scale
with indicators of competencies acquired by children through
project.
Fecha 18-02-2011

Bolivarian Republic of Venezuela

Ministry of Popular Power for Education
Initial Education Center 'Roscio'
Caucagua - Acevedo Municipality

PROJECT
TRADITIONAL GAMES

[Link]

[Link]

The value and place of play in the lives of young children will be the basis from which to start.
for the enrichment and complexity of the perspective they have on the environment that
surrounds him.

Something as everyday for children as games and toys has been changing over time.
of time but at the same time some remained from generation to generation; becoming
thus, in the cultural heritage of human history and identifying as games
traditional.

Likewise, taking advantage of the joy and enthusiasm that was generated a few days ago by the presence
from their grandparents in the garden, we will call them to bring them closer to the idea of changes and
stays. Proposing, on one hand, that they question what have been the
games that their grandparents played when they were young, how, where and with whom they played
with what toys, how they were, which games are still played and which are not, which games of the
They did not know each other in their childhoods; and on the other hand, bringing them closer to the idea that the environment

social was not always the same as they know it, and the games and toys – with which they
they have a daily relationship - they changed over time; some
staying and others not.

In addition to the inquiry into the changes and continuities in games and toys,
also, there will be the conducting of interviews, the search and obtaining of the
information through the observation of ancient objects and photographs; added to the account of the
grandparents.

OBJECTIVES

Design teaching situations that emphasize play as a cultural value, encouraging

its presence in everyday activities.

Promote teaching situations that favor the approach and/or identification of the
changes and permanences in the social and natural environment.

To offer the possibility of observing and exploring various games and toys that they played.
grandparents.

STRATEGIES

Presentation of photographs, bibliographies, images on the web, and different

materials. Enrichment of the game.
Facilitate the exchange of opinions.
Guide the observation and description of objects and elements.
Encourage the child's active participation.

CONTENTS

Natural and Social:

The story: of the children, of their families and of the community.
Identification of changes and permanence in some aspect of their personal stories,
among the games and toys that grandparents played with when they were little and those that they play
children today.
Systematic observation of old photographs and toys.
•Elaboración y realización de entrevistas.
Recognition and appreciation of some ways in which the past manifests in the
present.
Game:
Game with conventional rules.
Knowledge of the rules of the game.
Knowledge of some traditional games that have value for the child's culture, their
community and its family.

ACTIVITIES

Request to send photos of the grandparents when they were small and of the kids to the garden.
with their grandparents, concrete material: toys from the era that they still keep.

- Exchange and record ideas. In small groups, they will share with the rest of the
Friends, what game or toy do you like to play with? Suggest a selection of two or three.
to play the next day and agree on what elements they will need.

Debriefing at the end of each game, highlighting whether they knew that game, if anyone did.
they played in a different way, where and with whom they played, etc.

Constructed together with the children timelines with photographs. Some of them
grandparents and others of the children (both, from childhood to today).

Question to ponder: Do you know what toys or games your grandparents played with?
Were they small like you? Idea log.

Copy with meaning in the notebook agenda, making the request to the grandparents that we
send information about the games and/or toys from when they were little.

Collection of information. According to the responses received, organize a double table.

entry, placing in one column the games that the grandparents played and that are known for
the children today and, in another column, those who remain unknown.

Select different well-known games to play in the coming days.

Select by mutual agreement those games that were unknown and invite the
grandparents to tell us and show us how to play. And, if they still keep some today
from his toys, bring him to the garden to observe him.

Conducting a survey for grandparents.

Where did they play? Who did they play with? What time of day did they play? What elements
What did they need to play? What were their toys? Did they buy them? Did they make them?
What with? Do they keep any of those toys stored in their homes? Will they have any?
Photo of you with your toys so we can see?
 Playing marbles on the ground

Visit from the grandparents to play some games they played when they were young and
that the kids are unaware of. Conducting the interview.

Observation and assembling of a panel with the photographs brought by the grandparents. Recording of ideas
as they arise and guided by questions to refine the observation: how were they
How were the people in the photos dressed? How were they styled? Today, how do you dress and style your hair?
In the same way as the people in those photos? What colors do they see in the photos? Why?
Were the photos that color? What toys are they posing with for the picture? What are they like?
toys?

The golden little chair

 The blind little rooster

Jumping rope

Visit from other grandparents with old toys, photographs, and/or literature.

Observation of images on the web of toys that grandparents used when they were young.
small. Record of ideas (materials they are made of - shapes - colors - etc)
 Wooden spinning top

Top

Metal ring (It was made with the rim of a bicycle wheel and was guided with a
stick. Another variant was the hula-hula, made of wicker.
 Porcelain dolls

Observation and graphic recording of antique toys in small groups.

Select some toys to make them homemade.

Register in a table which ones were selected and what elements and materials we will need.
for its preparation.

- Toy workshop: we will invite all the grandparents who want and can to share
a workshop where we will handmade the selected toys.

- We created a panel with photos of your grandparents.

Closure activity:
1-Conclusion about games and toys, which ones are still being played and which ones are
unknown.
Family journey:
2 - Joint planning and holding a family gathering with grandparents and parents for
play and share the toys.

SOCIALIZATION: Exhibition in SUM

In order to socialize with the other classrooms and families of the garden, an exhibition will be held.
where the toys made in the workshop will be displayed, photographs from before and during
after - posters of prior idea registrations - panels with old photographs, etc.

TIME:
15 days

EVALUATION

Observation instrument: Direct, continuous, and permanent observation.

Evaluation instances: The proposed contents in this project will be evaluated in the
following instances:
Oral exchange.
Participation in the different group and individual activities.

RELATED RESOURCES

[Link]

Video storyGrandma's times

TRADITIONAL GAMES

THE RAYUELA

KINGFISHER

PALM GAMES

THE ELASTIC

The Lantern Keeper

GAMES WITH ROUNDS

EL BARRILETE

THE TOP
THREAD GAME

Porcelain Dolls

IDEAS FOR CRAFTING TOYS

Stilts

Whistle button

top

Drum

Tin can phone

PROJECT

GRANDPARENTS' DAY
RECYCLING
THIS ACTIVITY WAS PLANNED TO RAISE AWARENESS AMONG STUDENTS ABOUT
IMPORTANCE OF RECYCLING ON OUR PLANET, AS WELL AS THE IMPORTANCE OF
USE CREATIVITY TO CREATE AN OBJECT BY REUSING SOME
MATERIALS.

STUDENTS WERE REQUESTED TO PROVIDE RE-USE MATERIAL BY TEAMS, IN ORDER TO ...

I COULD WORK IN THE WORKSHOP APPLYING DIFFERENT TECHNIQUES WITH DIFFERENT
MATERIALS.

PORTRAITS WERE MADE USING: BOX CARTON AND PIECES OF LEAVES

COLOR THAT HAD BEEN SAVED WITH THIS INTENTION.
THE STUDENTS PAINTED THE CARDBOARD WITH PAINT AND CRAYON, TO THEN WITH THE
LEAF TRIMMING WITH HELP FROM MOMS MADE HEARTS AND STUCK THEM WITH
RESISTOL.
WITH CDs. THAT NO LONGER WORKED, LETTERS WERE MADE IN THE SHAPE OF A LITTLE BIRD.
PLACE TO USE AN ENVELOPE.

IN ANOTHER WORKSHOP, PIGGY BANKS WERE MADE USING A SOFT DRINK CAN
PLASTIC AND FOAMY, THE MOTHERS HELPED SHAPE IT TO LOOK LIKE A COW WITH
FOAMY AND THE STUDENTS DECORATED IT, THEY WERE EXPLAINED THE IMPORTANCE OF SAVING
MONEY AND SAVE.

INSIDE ANOTHER WORKSHOP, A PENCIL HOLDER WAS MADE, WITH A PAPER TUBE OF
SANITARY AND PAINTED GIVING THE IMAGE OF A PENGUIN, IT WAS EXPLAINED TO THEM THAT IT WAS
IMPORTANT TO HAVE ONE AT HOME TO ORGANIZE PENCILS OR PENS.

IN ANOTHER WORKSHOP, A MAGAZINE HOLDER WAS MADE OUT OF A CEREAL BOX.

MEDIANA, NEWSPAPER AND CUTOUTS OF THEIR FAVORITE CHARACTERS, THE STUDENTS PASTED
THE NEWSPAPER THAT WAS ALREADY VERY OLD AND HAD NO USE, THEN THEY DECORATED IT WITH THE
CUTS. THE USE OF THE MATERIAL, MAGAZINES OR CONSULTATION BOOKS WAS DISCUSSED.
WHAT THEY CAN STORE IN IT.

Students were previously asked to bring a disposable bottle and that

INSIDE EACH BOTTLE THEY WILL STORE THE LARGEST AMOUNT OF FOOD BAGS
SCRAP THAT THEY COULD, THIS WITH THE PURPOSE OF MAKING STUDENTS FEEL PART OF THE
TAKE CARE OF YOUR ENVIRONMENT; THE BINS WERE PLACED AROUND THE BOAT OF
TRASH THEY USE AND OBSERVED THAT IF THEY HELPED DAILY BY DOING
THIS ACTIVITY WOULD COLLECT A LARGE AMOUNT OF TRASH.

KINDERGARTEN LIC. "JOSÉ ALVARADO SANTOS"

EDUCADORA: CINTHYA YADIRA SIERRA RODRIGUÉZ 3o.B

[Link]
Welcome to the Didactic Unit of Recycling!

[Link]

We introduce the recycling unit as today it is a current topic due to the

great pollution that our planet is suffering.
Through the activities you will encounter, you will be gaining new knowledge about it.
It is important to know what recycling is and in which container each waste goes.
We hope it helps you and that you put it into practice both at school and at home!

Published byCris and Maríaen09:00

30.12.08

OBJECTIVES

The main objectives we are going to address are:

Know and classify the types of waste.

Distinguish between the different garbage bins.

Develop attitudes and values of care and respect towards the environment.

Recycle materials from the environment.

Foster in the student attitudes of responsibility, critical sense, and personal initiative.

Published byCris and Maríain09:01

29.12.08

INTRODUCTION ACTIVITY. Video: Álex and Robix

Here we show you a story to help you become familiar with recycling.
Published byCris and Maríain11:02

27.12.08

ACTIVITY 1. Understanding the Story.

After watching the story, some waste will be handed out by groups of about 5 or 6 students.
On the board, 4 colored papers of the four colors of the containers will be placed; yellow, blue,
green and gray.
Students will have to place each waste in the corresponding container to
check if it has been clear for them.

Published byCris and Maríain10:08

26.12.08

ACTIVITY 2. Paper Workshop.

Given the great demand for paper in today's society, new alternatives must be sought:
Recycling used paper is the most well-known. Other ways to make paper are from plants.
wild or cultivated herbaceous plants in our fields.

The workshop consists of finely shredding the raw material or the used paper itself, and with the
chosen formats to create high-quality artisan paper.
Published byCris and Maríain10:14

25.12.08

ACTIVITY 3. Maracas Workshop.

In the next video, you will see how you can make your own musical instruments with
recycled materials.
We hope you like it!
Published byCris and Maríain10:18

24.12.08

PROCESSES.

The Unit will take place in 5 sessions of 50 minutes each.

FIRST SESSION:
On the first day, we will start by asking them preliminary questions before the explanation to see the
general classroom knowledge.
Afterward, we will show them the story of Alex and Robix with which they will learn what recycling is and
how to separate into the different containers.
Finally, we will carry out activity 1.

SECOND SESSION:
On the second day, we will carry out activity 2 corresponding to the paper workshop.

THIRD SESSION:
On the third day, we will carry out activity 3, corresponding to the maraca workshop.

FOURTH SESSION:
On the fourth day, we will go to the computer lab to be able to work on the computers.
JClic activities, Hot Potatoes, the presentation of a story about recycling, and finally
We will play a very fun game.

FIFTH SESSION:
On the fifth and last day, we will have some paper activities to see what they have learned.

Published byCris and Maríain10:22

December 22, 2008

RESOURCES.
Click on this link to view a story:

[Link]

Click here to be able to play different games.

If you click on these links, you can do some very fun activities:

F:\cris\SECOND!!\new technologies\hotpotatoes_activities.htm

F:\cris\SECOND!!\new technologies\[Link]

Published byCris and Maríain12:47

21.12.08

EVALUATION.

The evaluation is essentially evaluative and informative.

Three moments are distinguished:
At the beginning of the didactic unit, we will carry out an initial assessment. There will be
will be carried out to gather information about the prior knowledge they possess
on the topic of unity (motivational activity of the story).
During the didactic unit, we will carry out continuous and formative assessment.
In each of the activities carried out by the students, we will observe the degree
of understanding the activity, the effort, the interest, the attitudes in its execution and how
they conclude the process (activities in the computer classroom).
At the end of the teaching unit, we will conduct a final evaluation (final activities).
We will also use the different moments of the school day to observe.
if they apply the knowledge they have learned in the didactic unit, as well as if the
they apply in other activities of other Didactic Units.

Published byCris and Maríaen 15:00

20.12.08

CONCLUSIONES.

At the end of this didactic unit, the children will have acquired a series of knowledge and
habits that you can practice at home, in school and in other daily environments
day.

They will also be aware of the problems that environmental pollution entails if
we do not recycle correctly.

Published byCris and Maríain10:23

19.12.08

GOOD RECYCLING PROJECT

[Link]
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ero10_Martin_Martin_Raquel2.pdf

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FROGS AND LIONS

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