 |
sin título
The concept of collectivism arises
from the social theory that defends that the interest and the well-being
of the group are more important than the interest and well-being of
each individual in particular.
In order to educate the children in
this feature of their personality. so important in education for peace,
there are diverse routes, one of the most important is collective
work that makes it possible to develop responsibility and collectivistic
feelings.
An important aspect in these activities
is the planning of the tasks and the coordination of actions on the
part of the children. For this, opinions will be requested about what
they are going to do, how they are going to do it, so that they distribute
the tasks and everybody is occupied and they share in it.
A way to organize work consists of
having everybody do the same activity with a common aim, for example,
to elaborate a greeting card to give to their classmates on the day
of their birthdays.
Another more complex variant to organize
the collective work can be, for example, before the coming of a birthday,
to invite the children to think what we could make to decorate the
classroom. The children must participate with diverse proposals as
far as cleaning, and decorating.
When finalizing it is important that
the children value the results of the work done and emphasize the
work of each one in this achievement, since all have to take part
in the proposed task, so that they later experience the joy of having
fulfilled what they set out as a common effort.
|
ACTIVITY
No 1
"A MEETING IN THE FOREST"
|
|
Summary
of the activity:
The educator will narrate the story "A meeting in the forest",
he will analyze the story with the children, later a collective task
will be suggested that will culminate with a collective party in the
class for the children who celebrate their birthday in the month.
Objectives:
That the children feel satisfaction in working for the group.
Procedures:
• Conversation
• Practical Actions
• Questions and answers
Material
Resources: Cardboard, coloured paper, watercolours, temperas,
glue, stickers.
Development of the activity:
1st Part
The educator will narrate to the children the story, this
can be done in a quiet area outside of the early childhood center.
"A
meeting in the forest"
Once
in the forest the animals had a meeting, because they had to work
very hard for the cold winter that was approaching.
Some
animals went to the lion that was chairing the meeting, and they told
him that they very were worried because the winter would soon come
and they did not have a house where to take refuge of the snowstorm.
"That
has to be solved", the lion said. We all are going to reach an
agreement to make the houses for the fellows who do not have one,
we will work hard, day and night because we already have the winter
approaching, and to cut the trees will give us lots of work. In addition
we have to gather provisions because we will not be able to leave
our caves for a long time.
The
bear said, "I do not have any problems because I will spend it
sleeping, I will not work for anybody, I do not need to protect myself
from the cold winter because that is why I have a cave and my body
protected with a good fur, that is the problem of those that have
that necessity."
A
monkey screamed, "I will gather banana to feed us all",
and the beaver "I will cut trunks and branches but the woodpecker
can also work together with me.”
The
fox that was seated on a tree trunk said: "If the beaver and
the woodpecker help us, it will not take so much."
The
woodpecker who was in a separated corner as if the meeting was not
with him shouted in a bad-temper: "Do not count on me, I have
to make my own house that was knocked down by the wind, and with that
I have enough!"
And
a great rumpus was formed, in such a way that the lion said: - "Listen
to me all, if we carry on like this, the winter will arrive and we
will not be prepared to face it. Remember that there is strength in
union, we must be united and work collectively, and in this way we
will achieve much more, working alone as the woodpecker wants, we
will never manage to advance as we can if we work together."
But
not even with these words the lion managed to unite the animals and
the time and a day passed, in the middle of the discussion it started
to snow and during many days it snowed non-stop. What happened then?
you can imagine. A great tragedy! Many animals died, even the woodpecker,
and others got so weak that it was sad to see them shivering with
cold. And only those that were united with the lion survived the cruel
winter ".
2nd
Part
The
educator will talk with the children about the attitude of the characters
of the story and he will ask the following questions:
What do
you think of the conduct of the bear?
What do you think of the conduct of the woodpecker?
Is it correct what the lion wanted?
Why did the lion say that there is strength in union?
What would have been the correct attitude of the animals of the forest?
As a summary of the conversation they
will talk about the selfish attitude of the woodpecker and the bear,
and the collectivistic attitude of the lion, the beaver, the fox and
the monkey will be praised.
They will clarify the words of the
lion when he said that there is strength in union.
3rd Part
The
educator promotes a meeting in the classroom to speak about what was
done previously. He asks: Do you remember what the lion said in the
animal meeting?
The educator will leave the children
to express freely. Later he says to them that as they already know
that there is strength in union, then, they are going to unite all
their efforts with the purpose of decorating the classroom for the
celebration of the collective birthdays, and he will name the children
who celebrate in that month.
A collective work is organized. A
group will take care of the organization and the cleaning of the room.
Another group has to take care of
the preparation of the decorations, such as garlands, paper chains,
drawings for the walls, etc.
A third group will make: caps, invitations
for the party, markers, drawings and cards for the honoured children.
Once they finalized, there will be
an evaluation of the work done, and the results that they have obtained
collectively.
4th
Part
Party for the celebration of the collective
birthday, the parents will be invited. The children guided by the
educator will make an evaluation of the work done by the group for
the celebration to be very pretty.
|
CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
In
the answers to the questions it is observed that they understood the
message of the story. |
|
|
|
They
needed help to understand the message of the story. |
|
|
|
They
had expressions of satisfaction for the work done. |
|
|
|
They
did the assigned task well in the collective work. |
|
|
|
They
needed help to take the assigned task to the end. |
|
|
|
ACTIVITY
No 2
"THE CHILDREN PAINT"
|
|
Summary
of the activity:
The activity is a painting workshop, where the children will make
a poster or a mural to decorate the class. In the first part of the
activity the educator proposes to make the poster or mural, and individual
drawings for those children who do not participate in the great drawing.
He will explain the objective of these drawings and how they are going
to do it. In the second part the children draw and the third part
will consist of the inauguration of the mural and the exhibition of
the selected individual works.
Objectives:
That the children manage to coordinate their actions to paint as a
group a painted mural
Procedures:
• Observation
• Practical Actions
Material
Resources: Paper, pencils, temperas, watercolours, tape,
and other materials of plastic arts.
Development of the activity:
1st Part
The educator will invite the children to paint in a group
a great mural that will be put on the wall to decorate the classroom.
They
will draw about the theme: "The birthday of my friends".
The young painters must reach an agreement on what each one will paint
and in which part of the paper they will do it.
The
children who do not want to paint in the mural will do it in individual
papers that will also be exposed (those that are selected).
The
educator puts on the floor, or stuck with tape on the wall at the
height of the hands of the children a great piece of paper.
It
is important that everybody knows that the objective of this painting
is to decorate the classroom for the celebration of the collective
birthday.
2nd Part
The children paint and the educator will help those who need it; he
will mainly make suggestions to them so that their drawings turn out
fine, and so that they can coordinate the work well.
The
children will evaluate and select the best works that were done individually.
3rd Part
Mural
inauguration. The educator explains that this pretty mural is the
product of the effort of a group of children and he says the names
of those that have painted to decorate the classroom in the collective
occasion of their friend’s birthday. He will also make reference
to the drawings that were presented individually by other children
and which were selected for their exhibition, and he will give thanks
to those who made an effort so that the classroom is very pretty.
It is possible to give flowers to the artists.
|
CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
knew how to coordinate well their actions. |
|
|
|
They
needed help to coordinate their actions. |
|
|
|
They
felt satisfaction and pride for the work done. |
|
|
|
They
were organized in groups to carry out the tasks. |
|
|
|
They
spoke about the group work. |
|
|
|
ACTIVITY
No 3
"THE MINI CAMP"
|
|
Summary
of the activity:
This activity is a mini camp. All the children will work organizing
it, for this the tasks will have to be distributed so that everyone
must contribute with something. They will prepare all the necessary
things: several tents, the food, etc. Once they are camped, activities
of singing and dancing will be organized. The camp can be in the
garden of the school or in a nearby place where the educator designates,
and that is easy to reach and with no risk for the children.
Objectives:
• To develop in the children experiences about life in group.
• That the children enjoy an activity in group.
Procedures:
• Conversation
• Stroll
• Practical Actions
• Recitation
• Narrations or stories
Material
Resources: Tents for the camp, torches, lights, food
supplies, hammocks, canvas sacks, broom, water containers, first-aid
kit with medicines, radios, cassette recorder, camera etc.
Development of the activity:
1st Part
The educator invites the children to go camping, and he
orients them about the objects of personal use that they have to
bring. The children will agree on the objects of collective use
that they will need.
Tasks
for the organization of the camp will be distributed, so that all
the children have something to do.
2nd Part
The
camp can be held in the garden of the school. The educator distributes
the tasks among the children so that some of them take care of keeping
the place clean, others of the order, others of the first-aid kit,
etc, so that all have a responsibility to fulfil.
During
the camp the children will sing, dance, recite, tell stories, play
games, etc.
3rd Part
Once
the camp is finished the children will talk about what happened
in the activity in the classroom. The educator will suggest that
they speak about:
•
What was the thing they liked most
• What they have observed
• The facts that happened
• That they tell their anecdotes
The
activity will finalize with an evaluation by the children of the
work of each one to achieve the success of a fun camp.
|
CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
knew how to coordinate the tasks for the activity. |
|
|
|
They
needed help to coordinate the tasks for the activity. |
|
|
|
They
fulfilled with satisfaction the assigned task.
They enjoyed the camp. |
|
|
|
They
helped each other in the accomplishment of the tasks of the camp. |
|
|
|
ACTIVITY
No 4
"EVERYBODY´S VEGETABLE GARDEN"
|
|
Summary
of the activity:
It is about the children seeding, watering and cleaning the weed
in the vegetable garden, so that later they gather the harvest and
all eat the vegetables that they planted; they will also recite
verses about the vegetable garden.
Objectives:
To have the children coordinate their actions with the
purpose of obtaining a useful result for the entire group.
Procedures:
• Practical actions
• Questions and answers
• Conversation
• Collective Work
• Songs
Material
Resources: Tools to work in the vegetable garden: rake,
watering cans, etc.
Development of the activity:
1st Part
The educator explains to the children that the work consists
of watering the plants and cleaning the weeds. He will ask the children:
•
How are we going to organize ourselves to do this work?
• How are we going to do it?
• What do we need?
He
will let the children participate and later he will teach some verses
to them, with the intention that they repeat them during the collective
activity in the vegetable garden.
2nd Part
Before
doing the work the educator explains about the vegetables and their
importance for health, stressing that taking care of the vegetable
garden is important to be able to gather the harvest of the seeded
vegetables soon and to eat them.
The
children will recite the verses they learned, later they will water
and clean the vegetables of the garden.
He
will let them know that in the future when the harvest is ready,
like the peasants do, they will gather it. In order to be able to
be gathered quickly seasonal vegetables and of a short cycle will
be used.
3rd
Part
This part will be made after the collection of some of
the vegetables planted in the vegetable garden and taken care of
by the children.
To
pick those vegetables that can already be eaten. The educator will
prepare with the help of the cook or of a mother, a rich vegetable
plate so that the children taste them.
The
educator summarizes the activity emphasizing that what they are
eating is product of the work of all.
|
CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
organized well the work in the vegetable garden in an independent
way. |
|
|
|
They
needed help to organize the work. |
|
|
|
They
worked well in the vegetable garden until the end. |
|
|
|
They
felt joy and satisfaction with the work done. |
|
|
|
They
recited with enthusiasm the poem. |
|
|
|
They helped each other during the activity. |
|
|
|
ACTIVITY
No 5
"EVERYBODY´S HOUSE"
|
|
Summary
of the activity:
Narration of the story "A house for everybody". Conversation
about the story. Finally, constructions will be made so that the
little animals can live in them.
Objectives:
To stimulate the development of collectivistic feelings
in the children.
Procedures:
• Narration
• Conversation
• Questions and answers
Material
Resources: Pictures, builders’ games, a group
of little animals toys.
Development of the activity:
1st Part
Narration of the story:
"A
house for everybody"
"Tralalá,
tralalá, tra, , , , lá ", in this way, with a
cheerful and melodic voice uncle Pepe with a great sack of heavy
fabric on his shoulder hummed a little song among the flowers and
the great trees and after him a playful small dog that accompanied
him to all parts. (Picture of Pepe with a sack on his shoulder and
his small dog following him).
When
he had already walked a lot he sat to rest. A mouse passed by, he
stood up and continued his way followed by his faithful small dog:
but oh, the good Pepe left behind the sack of heavy fabric between
the branches of an orange tree. (Picture of an orange tree with
a sack next to it).
Suddenly
a jumping rabbit passed by and got into it and said:- How well I
feel here, so I will stay here. (Picture of a rabbit inside the
big sack).
A
small lizard also passed that way, and removing her red handkerchief
from her neck, she asked:
_
Who lives here?
_
The jumping rabbit. Who are you?
_
The small lizard with a red handkerchief. Let me in. (Picture of
a small lizard wearing a red handkerchief)
_
How nice it is here! So I shall stay here.
The
Cló Cló hen later passed that way. (Show a picture
of a hen)
_
But, who lives here? the hen asked
Voices
could be heard that answered as a choir:
_
The jumping rabbit, the small lizard with a red handkerchief, and
you, who are you? The Cló Cló hen, answered, Let me
in. Here it is very nice, I will stay here with you.
The
sack looked like a very large tent now, there were already three
animals living there. (Show the picture of an open sack as a tent
with the little animals inside)
The
afternoon came and when the sun hid by the horizon, a dove passed
by (Show a picture of a dove).
_
Who lives here?
_
The jumping rabbit
_
The small lizard with the red handkerchief.
_
The Cló Cló hen
Who
are you?, they asked.
With
its smooth voice it said: I am the dove and looking inside the sack
said _ How nice it is to live here! So I shall stay here.
The
flowers of the orange tree perfumed the atmosphere and within the
sack they all distributed the work, the Cló Cló hen
cooked together with the small lizard of the red handkerchief, the
jumping rabbit cleaned gladly and the dove brought the food.
After
doing all the work they met to talk or to sing, the Cló Cló
hen accompanied with its guitar the song of the dove, while the
small lizard of the red handkerchief and the jumping rabbit listened
to it and clapped to the music.
Suddenly,
the playful small dog and uncle Pepe showed up among the trees in
search of the forgotten sack. Surprised the uncle watched inside
it and saw everything so organized and clean that he said to them:
I
would stay and live with you because I see that you live so content
and happy, but I have to go on a long way away, although I am going
to leave the sack to you so that you keep living in it
The
Cló Cló hen took her guitar and sang a pretty song
so everybody was very content and sang and danced gladly. (Show
the picture of the little animals singing and dancing and the hen
playing the guitar).
2nd Part
The
educator will encourage the children to express their ideas about
the narrated story. And later he will ask:
How
do you help your family at home?
Do you distribute the tasks or it is only mummy or daddy who does
everything? Did you know that the work at home must be a collective
work where everybody does something in benefit of the family?
3rd
Part
The educator
will tell the children: Like the little animals in the story, I
brought a group of little animals that do not have where to live
and you, as you are good children, are going to construct a house
to them.
The
educator will invite the children to construct together a great
house or a great building with its fences and bridges. They can
also make caves so that the little animals can live.
The
children will be given a group of little animals so that they have
an idea of the size of the house or cave that they must construct
so that everybody fits.
They
will agree on the part that each one will construct and the place
where they are going to do it.
When
they have finalized they will evaluate the work done and the educator
will summarize the activity. It is important that he emphasizes
how, coordinating the operations to work as a group, they have obtained
a pretty result that will be very useful for the little animals.
|
CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
coordinated well their actions. |
|
|
|
They
needed help to coordinate the work. |
|
|
|
They
made pretty constructions and they worked in an independent way. |
|
|
|
They
needed help to obtain an end result. |
|
|
|
They
felt satisfaction for the work done. |
|
|
|
ACTIVITY
No 6
CRITICAL
EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"WE PLAY TOGETHER"
|
|
Summary
of the activity:
This is a game of movement called: "Everybody’s house".
A tent and a zigzag line painted on the floor will be prepared in
the outside area that the children must cross to arrive at everybody’s
house.
Objectives:
To have the children coordinate their actions and movements
for the achievement of a common aim.
Procedures:
Game
Material
Resources: Little flags of two colours: red for a team
and blue for the other, coloured chalks to draw the lines on the
floor, a tent.
Development of the activity:
1st Part
The educator will explain the organization of the game
and its rules.
Organization:
Two teams will be formed: the red and the blue one, both with
the same number of children. Each team forms a row, in front of
each row, and with a distance of four or five meters, there is a
zigzag line drawn on the floor on which the children must run in
order to arrive at a tent that is "A house for everybody"
where there will be baskets with red and blue little flags, one
basket for each team.
The
rules of the game are:
•
The row that finishes first will be the winner
• The children will leave one by one and they can only leave
when his team mate in the row has arrived at "Everybody’s
house" and he makes a departure signal to him with the little
flag of the colour of his team.
2nd Part
Development of the game:
When
told, the first child of each row will leave running on the drawn
lines. When arriving at the end and entering everybody’s house,
he will take a flag of the colour of his team and he will signal
it to his classmate who will leave running, and like that until
the row is finished.
3rd Part
The
winning team will be awarded. Next a meeting will be held to evaluate
why this team won. Before the answers the teacher will ask what
we could have done so that all the children are winners. The intention
is to place the children before the dilemma to select between "anything"
(little spirit of collectivism) or to promote the mixing of the
groups and to make new competitions (collectivist position).
After
the new game is played, the educator will tell the children that
he congratulates them for the effort made, he will give greeting
cards, markers, pencils, watercolours, story books to the winners
and a congratulation for all the children who worked positively
for their team, that this is how they must always work, looking
for the collective good of all.
|
CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
coordinated well their actions and movements in an independent way. |
|
|
|
They
needed help to coordinate their actions and movements. |
|
|
|
They
felt satisfaction for the activity done. |
|
|
|
They
made an effort so that their team won. |
|
|
|
Before
the critical dilemma they chose to mix themselves and to make new
teams. |
|
|
|
They enjoyed altogether for the collective effort made. |
|
|
|
|
|
 |
 |
