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sin título
Kindness is one of the human qualities
that better reflects the human essence, because a kind person is essentially
good, benign and benevolent. Sometimes it is related to amiability.
It is the inclination to do good, and it implies affection towards
fellow men, condescension, understanding towards the others.
The best human beings are usually
kind; for that reason to initiate children in kind conducts from an
early age is one of the most important tasks of education for peace,
moral and political education, and education in its more general sense.
The child learns to be kind in the
first place from the model that is offered to him by the adult, and
in second place by the accomplishment of actions with implicit kind
behaviours, in this way he understands that the best thing to do is
to help, to understand and to cooperate, instead of attacking, snatching
or mistreating. The adult models can be those near him, or those that
are in the media: television, cinema, videos. In the years ahead literature
is going to play an important role in this development.
Kindness can be taught in many different
ways and in many different contents, and the child can learn to be
kind with his equal ones, with adults, with animals, even with those
who do not know him.
The early childhood center must be
a place where kind conducts have their greatest expression, because
they help the children to feel attracted to repeating those conducts
that they observe in all those that surround them.
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ACTIVITY
No 1
"THE OTHER KING"
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Summary
of the activity:
First, there will be a conversation with the children to determine
what they know on kindness, in the second part we will narrate the
story "The other king". In the third part of the activity
the children will be asked questions on the story, and finally, in
the final part, they will draw and construct inspired by the theme:
"The castle of the other king."
Objectives:
• That the children learn what kindness is and how kind people
act.
• To reaffirm practical abilities for drawing and construction.
Procedures:
• Conversation
• Questions and answers
• Construction
• Drawing
Material
Resources: Colour pencils, watercolours, plastic or wood
construction materials (blocks). Pictures for the narration of the
story.
Development of the activity:
1st Part
The educator will begin with an exploration on the knowledge
that the children have on kindness, if they know some kind person,
and to explain why they consider him in this way.
2nd Part
Using pictures of the plot the educator will narrate the
story of "The other king".
"The
other king"
People
say that there was once a king who lived in a very beautiful castle,
who was always in a bad mood. One day that rained non-stop on the
desolate garden of the immense castle, the king observed that the
scared birds hid underneath the shed to escape from the rain, and
that bothered him very much because surely those large birds were
going to soil the sheds.
As
he was ill-humoured he called a servant and told him:
"Go
immediately to the sheds and take out all the birds that you find
there! And bring me one of them to give it a lesson.
"Shaking,
because the servant knew the temper of the king, he left running and
in a short while a cloud of birds flew away from the shed. After a
while the servant brought to the king a crow that was so soaked that
it almost could not move its wings.
"Ha,
you wicked! The king exclaimed. I will teach you a lesson!" I
am going to cut your wings so that you never fly again into my shed.
"It
does not matter what you do to me" answered the crow, "My
other king will help me so that my wings will grow again."
"Which
other king are you talking about, large bird? Here there is no other
king, and I am the king!
"You
are mistaken, the bird said, in the deepest region of the Shady Forest
lives the Kind King that reigns with affection and respect in that
entire region."
Another
king? Then I will send my armies to pulverize him! There is no other
king apart from me!”
"If
you send your army surely you will lose, because all the animals of
the forest, all the trees in the path, all the fairies and elves of
the forest will make your soldiers get lost on their way, and they
will never return.
And
the king, who was sullen and bad-tempered but non clumsy, realised
the truth that the crow told him, because whenever any soldier had
gone in a military mission to the forest he had never returned.
For
that reason he decided to disguise himself as a farmhand, and to go
alone to the forest to look for the other king, because although sullen
and bad-tempered he was not a coward. And it is said that he walked
for several days, and he did not find the other king, and he became
weak, feeling hungry and thirsty and he fainted.
And
what a surprise! when he woke up he saw that he was in the cabin of
a woodcutter because it had enormous axes hanging on the walls! The
king was a little frightened, but soon he thought that if nothing
had happened to him already, it was not going to happen to him now.
And
an enormous woodcutter suddenly came into the cabin and smiling he
asked him:
"Are
you well, my friend? You have been sleeping for two days, you were
very tired, what were you doing in these places so far away?"
I’m
looking for the king that people say that lives around here, but no
matter how hard I tried I could not find him, then I fainted.
"Then,
stay here to recover, and when you recover your strength, you continue
looking for that king that lives around here."
The
days went by, and the woodcutter, who was a very kind man, shared
with the king his food and his roof, until the king was better. The
king, much to his regret, felt very thankful to that man, who without
knowing him had helped him a lot. He even proposed to him that he
went with him so that he could have a better life outside the forest.
"Outside
the forest? Here I have everything that anyone can wish: all the animals
and trees are my friends, the people who also come and go, here I
live free and happy.
The
king thought that the logic of the woodcutter was not bad, when suddenly
the crow from the shed came flying and when it saw the king it started
to shout: That is the king who wanted to cut my wings! And turning
to the woodcutter it shouted to him: My king! It is necessary to punish
him!
The
first king remained stupefied. So, the woodcutter was the other king!
And he was alone without his army there.
"No,
crow" answered the king-woodcutter, "To do damage does not
bring goodness in it. Let us leave the king go away to his castle,
because kindness is the best of the man’s qualities.
And
it is said that the real king felt so ashamed and learned so well
his lesson that from that moment he changed his behaviour with his
subjects and became a kind king, he changed so much that the people
of the region began to like him a lot.
But
sometimes they say that, because nobody knew for sure, he went for
a few days to the forest to talk with the other king, who without
a castle and an army and so alone with his kindness reigned in that
entire place”.
3rd Part
The educator will ask the children:
Is the change
that the bad-tempered king had good? Why?
How was the first king in the beginning?
And how was he after meeting the other king?
Why was the woodcutter, who had neither castle nor army, also considered
as a king by everybody?
Is the woodcutter kind? Why?
How do kind people behave?
Would you like to be like the woodcutter- king? Why?
4th Part
The children will be invited to do drawings and constructions
guiding themselves by the subject of the story "The other king".
Once
the drawings are done there will be a group discussion to see to what
extent the children understood the message of the story, and if they
have known how to shape it in their works.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
In
the beginning they did not know how to explain how a kind person acts. |
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They
extended their knowledge on kind people. |
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When
doing the construction and drawing activities, they related them to
kind conducts. |
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They
expressed opinions on being kind. |
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| They
have shown with some frequency kind behaviours. |
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ACTIVITY
No 2
"WE COMPLETE THE STORY"
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Summary
of the activity:
The idea in this activity is that the children will complete a story
and later, together with the educator they will evaluate what has
happened during the activity.
Objectives:
• To develop in the children kind behaviours.
• To give notions to them on what kindness is.
Procedures:
• Story
• Conversation
• Questions and answers
Material
Resources: Texts of vaious stories, big pictures.
Development of the activity:
1st Part
The educator will explain the activity to the children. The
educator will initiate any story so that the children complete it.
Later the educator will read the new story.
For
the activity the educator will create the stories, for example:
First story
A child was walking along a street and saw a blind man that was
trying to cross a very congested street, but he did not dare do it
because he felt that there were too many cars passing by, then the
child.........
Second
story
There
was an old man walking along the street when some children who were
playing in the park hit him hard in the leg with their ball. The old
man felt much pain and could not walk, it was then that a girl who
was passing that way...........
Third
story
A child
was crying inconsolably because he had lost his ball and he could
not find it, it was then that an older child passed that way and when
he saw the younger one crying with so much grief............
The
educator can create the stories that he considers suitable, whenever
they adjust to the subject matter planned for this activity: kindness.
2nd Part
In this part the children will complete the story and the
educator will write the answers that they give in a group meeting,
so that everyone can hear what the others created.
3rd Part
Next
the educator will read the stories again so that the children analyze
each of the answers given to complete them. Guided by the educator
they will analyze the stories based on the following aspects:
•
If the proposed end is coherent with the beginning of the story
• If the end that is given truly shows a kind conduct or not,
and why.
This
part of the activity will be summarized by the educator, who will
emphasize all the feelings and kind actions reflected in the stories.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
finished the story giving it a kind ending. |
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They
needed help to finalize the story giving a kind ending. |
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They
expressed manifestations of kindness outside the activity. |
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They
gave opinions on observed experiences of kind conduct. |
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ACTIVITY
No 3
"HOW ARE KIND PEOPLE?"
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Summary
of the activity:
In the first part of the activity the educator will lead a conversation
with the children to learn what they know on kindness, and he will
explain what it means to be kind; he will give examples of kind
people, later the educator will teach a poem to them. After learning
the poem, the children will recite it and finally they will make
gifts for children who need them.
Objectives:
• To develop in the children notions on kindness and how kind
people act.
• To give models of kind adults for the children to imitate.
Procedures:
• Conversation
• Questions and answers
• Practical actions
• Recitation
Material
Resources: Material to make gifts, such as: cardboard,
temperas, colour paper, tape, glue, paste, small clothes and ribbons
for dolls, etc.
Development of the activity:
1st Part
The educator will try to know the notions that the children
have on kindness. For this he can use the following questions:
Can you
say what kindness is?
Do you know how a kind person acts?
Have you met someone kind?
Can you tell any story of someone who is kind?
The
educator based on the answers of the children will explain what
kindness is and how kind people act; he will also show examples
of well-known people who are outstanding by this quality, or fairytale
characters, or from cartoons.
Later
he will summarize this part explaining to the children that kind
people are not those who act in an interested way or to make an
impression, but those that do it because when they do it they feel
well.
2nd Part
Recitation of a poem on kindness created by the educator.
After
the children learn the poem, the educator and the children will
analyze the message of it.
3rd Part
The educator will invite the children to make gifts for
the children who need them; they could be people who live in orphanages,
ill children in hospitals, even those of other countries that live
in disaster zones.
First
he will talk with the children on the importance of making the gifts
for other children; then he will explain to them that this is a
good example of kindness.
A
table with the necessary resources for the preparation of tokens
will be needed, and the entire group will participate in the preparation
for the activity.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
had at the beginning of the activity some notions on kindness. |
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They
extended their knowledge on kindness and how kind people act. |
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They
showed interest in making gifts for the children. |
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Their
knowledge on kindness has been enriched at the end of the activity. |
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ACTIVITY
No 4
"WHAT MAKES PEOPLE KIND?"
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Summary
of the activity:
The activity consists of presenting several situations that the
child has to solve and demonstrate notions on how kind people act.
Objectives:
• To develop in the children positive feelings towards kindness.
• To form positive experiences when doing kind actions.
Procedures:
• Conversation
• Questions and answers
Material
Resources: Various pictures.
Development of the activity:
1st Part
In the initial part of the activity the educator will read
several situations that happen in daily life, he will present a
picture that reflects it and will ask the children:
What would
you do...
- If you
only had a toy and a smaller friend wanted it.
- If you had many toys and another child who had just a few asked
for one from you.
- If you see at the door of the church or in the street an old man
asking for money and he asks you to help him.
- If someone asks you to do something which is unkind.
The
educator can add all the situations that he thinks suitable, as
long as they refer to the value that we are trying to form in this
activity: kindness.
2nd Part
In this activity the educator and the children together
will evaluate the solutions given, praising the good answers and
clarifying erroneous ones.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
knew how to give a kind solution to the situations presented. |
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They
needed help to solve the situations suggested. |
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Their
answers show that a kind conduct is being formed. |
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They
praised the kind behaviours of their companions. |
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They were touched before the observed kind conducts. |
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ACTIVITY
No 5
"DESCRIBE A KIND PERSON"
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Summary
of the activity:
This is a game. The children organized in group of five will have
to make a story on kindness based on the description of the selected
character, in this case Mother Teresa of Calcutta. Finally they
will evaluate the best stories to award them.
Objectives:
• To develop in the children knowledge on kindness as a positive
quality based on a real character.
• To apply the notions that they have on kindness in a coherent
story.
Procedures:
• Stories
• Description
• Questions and answers
Material
Resources: Cards with a big drawing of Mother Teresa
of Calcutta, or photos of her in diverse activities.
Development of the activity:
1st Part
The educator explains the activity to the children.
This
is a game in which the children will form groups of five, for this,
they will look in a big box for a card with a a photo of Mother
Teresa of Calcutta.
After
the children have in front of them the photo of Mother Teresa of
Calcutta, the educator will tell them:
"We
have selected the figure of Mother Teresa of Calcutta because everybody
says that she is a very kind person". He will be using the
following questions:
Do you
know who Mother Teresa of Calcutta is?
Have you seen her in the cinema or television?
Why do you think that we have selected her for the activity?
Later
the educator will ask the children to form groups so that all the
children participate.
"Now
each group will prepare a story on kindness based on the figure
of Mother Teresa of Calcutta, and the winner will be the group of
children who prepares the best story and answers the questions well.
If a group does not know the answer, the question goes to the other
team, if they respond correctly then they get the point.
2nd Part
Once the children have been organized in groups the educator
explains to them that among them they will make a story on Mother
Teresa of Calcutta, and if they do not know her, they can choose
anyone from their family, or neighbour, or someone from the community
that they know, or people from the school, who usually have kind
actions.
3rd Part
The educator invites the children to give their opinions
on the stories to choose the best ones. This evaluation will be
guided by the educator that will orientate the children what is
the best story that:
•
Has been expressed with clarity and coherence
• That the main idea was referred to kindness
• That the characters (Mother Teresa of Calcutta or others)
have had kind conducts
The
selection of Mother Teresa of Calcutta is a decision of the educator,
who can select those people that he considers representations of
kindness, the important thing is to select people that are usually
kind.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
knew how to make the stories with clarity and coherence. |
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They
reflected in their stories that they have notions on how kind people
act. |
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They
needed help to relate the selected figure to a kind conduct. |
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They
made their own comments about being kind. |
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ACTIVITY
No 6
CRITICAL
EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"SALOMON
AND HIS FRIEND"
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Summary
of the activity:
The activity will help to evaluate what happened in class and outside
by the end of the week regarding the kind conducts of the children.
To do this the puppets and the children will speak.
Objectives:
From the situations that have taken place in the classroom
and in the center, and guided by the puppets, the children will
evaluate the kind conduct or lack of it of their classmates and
themselves.
Procedures:
• Conversation
• Questions and answers
• Resources: Two puppets, the “Solomon" and its
friend "Porcupine".
Development of the activity:
On Monday the educator will place
in a visible place in the classroom Solomon the puppet who comes
now accompanied with its friend ”Porcupine" whom he will
introduce to the children:
"This
is my friend Porcupine ", as you can see he has many acute
spines. I brought him with me because although Porcupine has so
many spines, he is however, very kind with all his friends, because
kindness does not have to do with being ugly or pretty, great or
small, old or young".
Next
the educator says that Solomon and Porcupine will be all week with
them, and on Friday he will invite them to talk with the children,
remembering everything that has been said in previous activities
about kindness, and of how and what are kind behaviours. This conversation
with the children will be on the facts that have taken place in
the center during those days, so that they help to evaluate their
classmates and themselves regarding their kind or unkind attitudes.
The
educator, at the same time that he handles the puppets, has to guide
this evaluation so that the children’s conducts in relation
to kindness or the lack of it are analyzed with fairness. What we
want to obtain is an elementary evaluation where recommendations
are given to those children who have shown some behaviour that was
little or not kind at all, and to flatter those who were always
kind.
In
this activity the educator will take care that the evaluations are
fair, and he will avoid mainly that a child is described directly
as unkind in front of his classmates.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
| The children self-evaluated
well enough regarding their kind conducts. |
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| They evaluated
with fairness the kind behaviours of their classmates. |
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| They knew how to
center the evaluation in what was requested to them: kind and unkind
conduct. |
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| They knew and showed
in their evaluations the elements to characterize a kind or unkind person.
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They mentioned the desire to be kind in their daily life. |
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