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It is said that love is a feeling
that inclines the spirit towards what pleases it, it is a natural
inclination towards an object or person. It also means an object of
special affection for some. From this we can consider that loving
is respect, esteem or affection towards people or things.
Love is on the basis of all human
relations that are based on affection and attraction, for that reason
it practically permeates all the positive feelings of man. There is
love when one works, plays or helps another, and to be able to form
an multilaterally developed individual, it is necessary to teach him
and to form in him how to love.
In order to love it is necessary to
understand others, for that reason understanding and love are closely
united, one loves when one understands, and the lack of understanding
is almost always an expression of a deficiency in love.
The child, from an early age, loves
those who take care of him and satisfy his necessities, usually the
parents in the initial stage. Little by little the child learns to
love other things: his friends, his toys, nature, the environment
in which he develops, what is no longer so directly bound to a personal
satisfaction but to which one learns to love, and it is then when
the educational process receives great validity.
The child does not learn to love by
decree, nor can he love as if it was a curricular content, for that
reason in the early childhood school the formation and the development
of the love in the child are made by means of diverse activities that
in their essence imply a quality to love: when a child waters a little
plant and he does it with care, in that action his love towards nature
is being formed. When he plays with another child and between both
they make a playful action, his love for others is being formed.
Therefore, to give many and very varied
activities, with implicit feelings of affection and understanding
in their content, is the most effective route to form love in the
children, which in the case of the human being first has to be towards
parents and other relatives, later towards other children, towards
their educators and teachers, towards the people who surround them,
towards the community, towards the society, towards mankind.
On the basis of a peace culture there
must be a great love and understanding towards the others, for that
reason to make possible this pacific society and where the conflicts
can be solved by means of the dialogue and understanding, it is indispensable
to form in the children a great love and an infinite understanding
towards others, from the earliest age.
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ACTIVITY
No 1
"PLATERO AND ME"
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Summary
of the activity:
It is about the reading of a passage of the work "Platero and
me". In the first part the educator provokes the analysis of
the content, in this case the love towards an animal, in the second
he reads the text of the story, in the third one he moves on to analyze
the essence of what was listened, and finally the children make a
plastic activity to draw Platero, the donkey.
Objectives:
• To initiate the notion of the love feeling towards the animals.
• To offer experiences on a beautiful literary content.
Procedures:
• Text reading
• Conversation
• Analysis
• Practical Actions
Material
Resources: Text of the book “Platero and me”
by Juan Ramon Jimenez, materials for the art activity: temperas, brushes,
markers, coloured pencils, sheets of paper, etc.
Development of the activity:
1st Part
The educator, together with the children introduces the subject
by means of some previously prepared questions.
Do
you have pets in your house?
Are you fond of your pets?
Why are you fond of them?
Can you tell me what love is?
What can one love?
Is it good to love others?
The
educator can ask these or other questions that he considers adequate
to place the children in the objective of the activity: love, more
than in the details of the story as such.
Once
he has managed this he will move on to the narration of the story.
2nd
Part
Reading of the story "Platero and me"
Platero
is small, hairy, smooth, so soft on the outside that it would be said
that he was made of cotton, that he does not have bones. Only the
jet black mirrors of his eyes are as hard as two black crystal beetles.
I
let him loose, and he goes away to the meadow, and he caresses lukewarmly
with his snout, just touching them, the pink, pale blue and yellow
little flowers... I call him sweetly: Platero and he comes towards
me with a cheerful little trot that seems as if he was laughing; in
a kind of ideal rattle...
He
eats whatever I give him. He likes tangerines, Muscat grapes, all
of the amber ones, the purple figs, with its crystalline little drop
of honey...
He
is tender and sweet just as a boy, as a girl...; but strong and dry
as a stone. When I ride on him, on Sundays, along the town’s
back narrow streets, the men of the field dressed in clean clothes
remain watching it:
- He has steel...
He has steel. Steel and silver from the Moon at the same time.”
3rd
Part
Once
the story is read the educator holds a conversation with the children
in which he has to emphasize as the central ideas the following ones:
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The love that is reflected in the description of the story.
- The beauty of the text that has been read.
- Both aspects of Platero: its softness and its strength.
- How love makes one see things in a special way.
- The love towards Platero, the donkey, and towards other animals.
4th
Part
Consists
of an art activity in which the children will draw diverse scenes
in which Platero, the donkey takes part, and that has to be let to
the children’s creativity.
With
the drawings one can make a collection to be kept in an album that
can be called "Platero and me".
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
had at the beginning of the activity notions about love towards animals. |
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They
knew how to make an elementary analysis of the literary beauty of the
story. |
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They
showed interest in knowing how the character of the story was. |
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They
expressed favourable comments on loving the animals. |
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They
have enriched their concept of what is the feeling of love towards animals. |
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ACTIVITY
No 2
"I WANT IN MY VERSES"
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Summary
of the activity:
It consists of learning small poems that suggest in their verses references
to love in its diverse facets.
Objectives:
To consolidate feelings of love in the children by means
of verbal forms.
Procedures:
• Recitation
• Conversation
Material
Resources: Texts of the used poems, a cassette recorder.
Development of the activity:
1st Part
The educator, after explaining the subject of the activity,
suggests to the children the learning of several poems to recite in
a festive activity in the classroom.
The
educator has previously selected some poems.
2nd
Part
In a festive activity, the children will have to recite
the poems previously learned, and they will be able to explain the
content of the same ones if they were asked for.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
learned the poems without difficulty. |
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They
could make an elementary analysis of the content of the poems. |
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They
understood that love can have many variants. |
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They
could explain the content of poems. |
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They
have enriched their notion of the feeling of love. |
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ACTIVITY
No 3
"WHERE IS LOVE?"
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Summary
of the activity:
This is a didactic game in which the child must select some cards
depending on the content of the actions that are reflected in the
cards and with which he must make a story later.
Objectives:
• That the children recognize expressions of love.
• To form experiences with respect to love.
Procedures:
• Game
• Observation
• Conversation
Material
Resources: The educator can create a deck of cards
in which each one of them shows a scene of human relations, in some
there is a manifest expression of love, and in others there is indifference.
Card
No. 1: It
shows a small wounded dog and a child helping it to heal its little
leg.
Card
No. 2: It
shows the same wounded small dog but it shows the child walking
beside it without paying attention to it.
Card
No. 3: A
mother who is carrying many bags after a visit to the supermarket
and the child who continues playing.
Card
No. 4: The mother full of bags and the child helping her
with several of the bags that she is carrying.
We
can create diverse scenes like these ones, at the same time we could
make serialized descriptive pictures of the phases of an action,
such as:
- Mother
who comes with bags.
- Child playing, the mother in the background.
- Child that stops playing and asks his mother for some bags.
- Child and mother walking home with their bags.
Development of the activity:
1st Part
The educator will give the directions so that the children
pick out from a box an envelope which has a pair of cards (specific
situation and its antagonistic one). Once the child has the cards
he must explain their content, suggesting what he would do in that
situation, and making a comparative analysis of both. Later, the
educator will ask him to make a story about what he sees represented
in the cards. He will help those children who need it.
He
will tell the rules of the game that will be:
The winners
will be those children who manage to explain the content well and
make an acceptable story of the same one.
2nd
Part
The
children will listen to a recording of the stories done in the first
part, and they will reach their own conclusions of the importance
of loving others.
In
order to conclude, the educator will emphasize the value of the
feeling of love in people’s relations, which makes possible
to live peacefully and to have many friends.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
could contrast the content of the cards. |
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They
made creative stories based on the cards. |
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They
reflected the value of the feeling of love in their stories. |
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ACTIVITY
No 4
"THE CAT AND THE LITTLE BIRD"
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Summary
of the activity:
It consists of a story that contains a lesson so that later the
children can form their own criterion regarding the content. Finally
they will learn a dance representing the story.
Objectives:
• To demonstrate that enemies can feel love towards each other.
• To extend the notions on feelings of love.
Procedures:
• Conversation
• Narration
• Dance
Material
Resources: Pictures with scenes of the story, musical
instruments to accompany the dance.
Development of the activity:
1st Part
In this first part the educator has a conversation with
the children to make them see that enemies must not necessarily
always hate each other, but that they can be affectionate towards
each other.
For
it he will promote a dynamic discussion in which he must try:
•
That the children understand that love can even be felt by those
who are not initially friends.
• That it is possible to love our enemies if we manage to
understand them.
Once
these intentions are achieved the educator starts to tell the story.
2nd
Part
Narration of the story "The Cat and the Little
Bird"
The
big cat and the little bird could not be friends. The big cat was
fat and sluggish. The little bird of seven colours had a small box
of music in its smooth throat, and it was singing and jumping in
its cage all day long.
This
was what it sang:
I
come to say a thing
and pay much attention
the big cat is so loose
that it does not hunt even a mouse.
One
day the little bird left its cage - it also wanted its freedom -
and the big cat set out to get even of its jokes. But when it was
going to do this, the little bird of seven colours opened its small
box of music and sang:
I
come to say a thing
and pay much attention
the big cat is so good
that he does not kill even a mouse.
The
big cat, touched, hugged it. The little bird later took flight and
went very far away. But they say that sometimes it returns and visits
the big cat. Because from that day when they hugged, they are the
best friends in the world.
Once
ended the story, the educator will promote a group discussion to
reinforce the objectives considered in the first part.
3rd
Part
The
children will learn a dance in which the cat, the little bird and
several mice appear, and in which all together will sing and dance
as a token of friendship. The educator will select those dances
that best adjust to his objectives.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
The
children managed to catch the message of the story. |
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They
could differentiate that enemies can become friends. |
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They
expressed comments with respect to being good friends with everybody. |
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They
have extended their notions about the feelings of love and understanding. |
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ACTIVITY
No 5
"I HELP YOU WITH LOVE"
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Summary
of the activity:
In this activity situations are created for the children to portray
characters who need to be helped as an expression of love. Later
they will answer the educator’s questions on how they would
react in these situations.
Objectives:
• To verify the formation of feelings of love towards their
fellow men.
• To consolidate the notions about the different expressions
of love and understanding.
Procedures:
• Drama
• Observation
• Conversation
Material
Resources: The same ones of each one of the situations
suggested in the different dramas.
Development of the activity:
1st Part
The children, taught and directed by the teacher, will
dramatize scenes with situations in which the understanding and
the feeling of love are observed, like, for example:
•
A disabled person in his wheelchair who wants to cross the street.
• A small child whose toy has fallen in a pool.
• An old man that is carrying a lot of bags.
2nd
Part
Once each of the dramas is finished we will ask the children
watching it:
How do
you think we could complete those dramas?
What would we add to the arguments? Why?
Why must we help those people?
What feelings reflect the solutions that you suggest?
3rd
Part
Finally
the educator will ask the children: What would you do in a case
like that?
Then
he invites the children who wish to act what they would do in each
one of the dramatized situations, if there is no spontaneous answer
arising from the group, the educator will do it, and he will act
the solution that is required in each situation.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
knew how to find the most appropriate solution before the different
situations. |
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They
understood the necessity to want others. |
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They
developed spontaneous affection towards the others. |
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They
commented on being affectionate with those who surround them. |
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They
showed affection in the game and the daily activities of the group. |
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ACTIVITY
No 6
CRITICAL EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"MY EARLY CHIDHOOD SCHOOL"
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Summary
of the activity:
This is a role play on "The early childhood school"; all
the children who wish will participate in it.
Objectives:
To develop in the child experiences about love and understanding
in his daily life.
Procedures:
• Game
• Conversation
• Observation
• Practical Actions
Material
Resources: A game corner with all the necessary things
so that the children can play the early childhood school: small
tables, small chairs, toys and other objects, etc.
Development of the activity:
1st Part
The educator will start a conversation, in which he will
ask who wishes to play, and once the group is formed, they will
choose all the toys and materials necessary to develop it, which
will be within reach in low shelves.
In
the course of this conversation the educator, as this is a critical
experience, will abstain from asking questions or influencing the
game, and he will observe as they act in their respective roles
of educator and students, and how they cooperate with each other
in the different activities that they are carrying out.
2nd
Part
The
game will begin and during its development the educator will record
the observed behaviours and will take part only in extreme cases
in an indirect way to make suggestions to help maintain the argument
alive, or to solve any conflict that comes up and that the children
cannot solve by themselves.
3rd
Part
The
activity will conclude with a final conversation, in which the children
will evaluate how they played, emphasizing how the actions among
the different members from the child school took place.
Finally,
and after having registered their observations, the educator will
summarize the conversation stating what was learned about the activity
in the early childhood classroom as an expression of the feeling
of love and understanding that has to reign among everybody.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
developed the argument of the game correctly until the end. |
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They
developed the actions corresponding to their roles, performing actions
of mutual love and understanding. |
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During
the interrelations with the other children in the game they showed
relations of love and understanding. |
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Conflicts
arose during the game that were solved satisfactorily. |
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They
demonstrated to have defined notions of love and understanding among
people. |
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