SYLLABUS PROPOSAL

Rebeca Muñoz TrapoteMaría Terán Álvarez

Silvia Torres SánchezAne Viera FloresTHE WATER

STATES

MAIN GOAL INFANT EDUCATION

FOREIGN LANGUAGE

WATER STATES MANIPULATION AND EXPERIMENTATION

COMPREHENSIVE DEVELOPMENT

GLOBALIZED LEARNING

AREAS

THE WATER STATES

SPANISH-ENGLISH INFANT

INTEGRATED CURRICULU

M

• DIRECT ENVIRONMENT.• DAILY LIFE.• PERSONAL

DEVELOPMENTS AND AUTONOMY SKILLS

JUSTIFICATION

Pychological Constructivism of Piaget

Vigotsky`s Social Constructivism.

Bruner: «Scaffolding»

Ausubel`s Significative

MAIN THEORIES

Verbal-linguisti

c

Logical-mathematical

Interpersonal

• BODILY-KINESTESIC.

• INTRAPERSONAL.

• NATURALISTIC.

• MUSICAL-RHYTHMIC

AND HARMONIC

• VISUAL-SPATIAL

GARDNER`S MULTIPLE

INTELLIGENCES

BRITISH SCHOOL

LOCALITATION

TYPES OF FAMILY

PUPILS

PROGRAMES

TELLO TELLEZ

DE MENESES

• Early Birth Program.• Opened Centre.• School Lunch Room.• School Magazine

Humareda.• Publicaciones

In English

Rythmics and easy songs

Independient, autonomous and responsable

ROUTINES

PUT OFF YOUR

JACKET

HELLO SONG

CLEAN UP, CLEAN UP

LUNCH ROUTINE

WALKING, WALKINGLINE UP

TRAFFIC LIGHTS

WORKSHOPS

THREE COLORS

AWARE AND ORGANIZE THE TIME

POINT SYSTEM

IMPROVE BEHAVIOR

HAPPY OR SAD

FACES

BEHAVIOR CALENDAR

-KNOWLEDGE OF THE WORLD.-KNOW HOW TO DO.-KNOW HOW TO BE

WORKSHOPS /CENTRES

PRINCIPLE OF ACTIVITY AND PARTICIPATION

METHODOLOGY

VIGOTSKY:ZPD

MARIA MONTESSORRI

BRUNER. DISCOVERY LEARNING

OPERANT CONDITIONING OF SKINNER

ACTIVE

INTEGRATOR

FLEXIBLE

EXPLORATORY,

RESEARCHER AND

OBSERVER

PARTICIPATIVE

IMPORTANCE OF THE GAMES

ACTIVITIES

MORE ATTENTION

REINFORCE LEARN CONTENTS

A REFORCE OF TEACHER ENGLISH TIME

MOTIVATE CHILDREN

REGULATE THE BEHAVIORS:

RESPECT AND AFFECTION

USE OF PUPPET

COMMUNICATION IN FOREIGN LANGUAGES

MATHEMATICAL COMPETENCE AND

BASIC COMPETENCES IN

SCIENCE AND TECHNOLOGY

DIGITAL COMPETENCE

LEARNING TO LEARNSOCIAL AND CIVIC COMPETENCE

SENSE OF INIATIVE

COMMUNICATION IN THE MOTHER

TONGUE

CULTURAL AWARENESS

AND EXPRESSION

STATES OF THE WATER (SOLID, LIQUID, GAS)

FEARS ABOUT INSECURITIES ABOT THE WATER

THE WATER CYCLE

TOPICS OF THE PROJECT

MARCH FORM 10th THE 14th

DEEP, DEEP UNDER THE SEAWATER STATES

PROJECT

ACTIVITIES

MONDAY

-MEETING: GLU-GLU

-WORKSHOP

-DIFFERENTS SHAPES-FLAT AND VOLUME

FIGURES-FULLL CONTAINERS

IDENTIFY THE BASIC

PROPERTIES AND CHARACTERISTICS OF THE LIQUID

WATER

LIQUID STATE

TUES

DAY

GASEOUS STATE

MEETINGWORKSHOPS

-CALENTAMOS EL AGUA.-RESPIRAMOS EN LA VENTANA.-OBJETOS QUE CONTIENEN GAS

EXPERIMENT WITH THE BASIC PROPERTIES AND CHARACTERISTIC OF THE

GAS

WED

NES

DAY

SOLID STATE

MEETINGWORKSHOPS

-THE ICE AND THE WARM-COMPARE ICE AND LIQUID WATER

DEDUCE THE BASIC PROPERTIES AND

CHARACTERISTICS OF THE SOLID WATER

THURSDAY

FEARS AND INSECURITIES ABOUT THE

WATER

MEETING: THE DOLL

THE TALE.

EXPRESS YOUR FEARS

GET AWAY AND OVERCOME THEIR

FEARS AND INSECURITIES WITH

THE WATER

FRIDAY

MEETING: Video

FINAL TASK: «Song

THE ICE AND THE WARM

COMPARE ICE AND LIQUID WATER

Represent the water cycle with their bodies and

recognize the basic elements

to form it

THE WATER CYCLE

GLOBAL, CONTINUO

S AND FORMATIVE

DIRECT OBSERVATION

S

RESULT OF ACTIVITIES

ASSESSMENT

DEVELOP THEIR OWNS THOUGHTHE MANIPULATION AND EXPERIMENTATIONLINK WITH THEIR DAILY LIFEUSEFUL AND SIGNIFICANT LEARNING

CONCLUSION

By Canals (2001): «I.E.Constist on causing serious work that takes into

account many aspects involved in the act of learning and sometimes we

forget. I think our job to keep up our children. When they work, they are

very serious»

BIBLIOGRAPHYAlario Trigueros, C., Alonso, M.C., Gómez, M.B., y Palacios, L. & R., M.A. (2006). Sunshine C.

Madrid, España: LongmanAusubel, D. (1973). Adquisición y retención del conocimiento. Una perspectiva cognitiva. Barcelona:

Paidós. Traducción Sánchez Barberán, G. (2002).British Council. Pedagogical guidelines for the Infant stage of the Official Integrated Curriculum

(BOE May 2002)Bruner, J. (1988). Desarrollo cognitivo y educación. Madrid: Morata. (2001)

Canals, M.A. (2001). Vivir las matemáticas. Barcelona: Octaedro, S.L.Montessori, M. (1928). Ideas generales sobre el método. Madrid: CEPE ciencias de la educación

preescolar y espacial. Traducción García Tortosa, F. (1994)Piaget, J. (1969). Psicología y pedagogía. Traducción de Fernández Buey, F.J. (2001). Barcelona:

Crítica.Real Decreto 1630/2006, de 29 de diciembre. (BOE nº4 de 04/01/2007).

Vigotsky, L. (1934). Pensamiento y lenguaje: cognición y desarrollo humano. Barcelona: Paidós. (1995).

WEBGRAPHYAPPE. Portfolio europeo. [Recuperated: 30/January/2014] [Available in:

http://www.oapee.es/oapee/inicio/iniciativas/portfolio.html]C.P. Tello Téllez de Meneses. (2014). [Recuperated: 12/01/1014] [Available in:

http://ceiptellotellez.centros.educa.jcyl.es/sitio/]Multiple Intelligences. [Recuperated: 25/January/2014] [Available in:

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