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sin título
Honesty constitutes one of the most
important values in the formation of the child’s personality
because it is the base of personal relations in which the projection
towards others implies a disinterested personal affection, and a respect
that is strengthened through the very same interrelations.
In order to develop honesty in the
child it is necessary to form notions, skills, emotions, experiences,
feelings that prepare him for an honest conduct, which is necessary
to learn. In his early development, the young child thinks that everything
belongs to him, that he is the center of everything, and therefore,
all the objects of the surrounding world are his, as well as any actions
needed to obtain them, this initial egocentrism yields little by little
to more socialized behaviors, which force him not to lie, not to use
inadequate means in order to obtain what he wants. This is the reason
why honesty becomes a pillar in the formation of a peace culture.
The knowledge of what one can or cannot
do, and which conduct is good, is a fundamental aspect in the development
of honesty. To know why an honest behavior helps to make good friends
is the basis to develop this value in children of this age group.
To make an effort to do something useful to benefit others, without
expecting to be compensated and just for doing it is important for
these aims.
As it is, honesty is a value or general
concept that includes others more specific, such as respect for others,
not to take control of other people's things, to be sincere in relations,
not to lie, to always tell the truth. It is a quite abstract quality
for a child to understand in his early childhood, and which he manages
to consolidate as a general value only through particular behaviors
and little by little.
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ACTIVITY
No 1
"AN HONEST CONDUCT"
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Summary
of the activity:
The content of this activity will deal with honesty. The first activity
will be a conversation of the educator with the children on the subject
in which he will tell a story, in the second activity the children
will make drawings on the content of the story, and finally, in the
third activity, they will prepare an exhibition with all the drawings
made. Later the parents will make a visit to see the exhibition.
Objectives:
To develop in the children notions about honesty.
Procedures:
• Conversation
• Story
• Observation
• Practical Actions
Material
Resources: Pictures, photos, papers, color pencils, brushes,
temperas, and other materials of plastic arts.
Development of the activity:
1st Part
The educator will explore the subject through a dialogue
to determine what children know or think about honesty.
2nd Part
To tell the story "An honest conduct", which can
be accompanied by one or several pictures referred to the story, such
as:
a) Picture
of a child who lives in very poor conditions.
b) Picture of an elderly person is seen among people.
c) Picture showing the child seeing how the elderly person’s
purse falls from her pocket.
d) Picture of the child seeing that the purse has plenty of money.
e) Picture in which one sees the child giving back the purse to the
elderly person.
"An
honest conduct"
Once
upon a time there was a very poor child who lived with his parents
in a poor area in the outskirts of the city. Juanito, that is how
the child was called, used to go early every morning to the city market,
to look for something to do so that the retailers helped him with
some things that they gave him: fruit, vegetables, produce, with which
he contributed to the household’s economy, since as a child;
he could not obtain a lot.
One
day he was sitting in front of a fruit shop when he saw an elderly
person buying some things, which she threw in a big bag. Juanito came
up to her to try to help her, but the elderly person, when she saw
him dressed in rags, sent him away because she feared that the child
was going to take some of her fruit. Juanito did not mind this, thinking
that perhaps the old woman had previously had some disagreeable type
of experience, and he started to look for other things to do.
When
the elderly person was walking away and, as she was very old, she
put her purse in the bag, and it fell to the ground without her noticing
it. Juanito ran where the purse had fallen, and when he opened it:
Wow, there was enough money so that all his family could eat for one
week! How lucky!
And
do you know what Juanito did? He ran towards the elderly person who
was already leaving the market, and when she saw him again she said
to him: "Look child, I already told you that I do not want you
to help me!"
"Lady"
answered Juanito, this is not the reason I am here, and I want to
return this bag to you that dropped over there without noticing it."
The
incredulous elderly person took the purse, she looked inside and she
exclaimed: "How unfair I have been, such an honest child and
I rejected him. But come; come with me to my house, so that I give
you everything that you need for you and for your family."
And
they say that since then everybody in the neighborhood calls Juanito
"The honest one" for the honest conduct he showed.
Once
the story is finished, the educator will give the children the possibility
to make comments on what happened in the story, he will guide the
conversation towards Juanito’s honest conduct, he will speak
to the children on what honesty is, he will define what are good actions,
how to consider somebody as honest, so that they understand what honesty
is, and how the relations among honest people must be.
3rd Part
The educator will invite the children to make drawings and
paintings to show how to help other people.
Firstly
he will talk with the children on the importance of such drawings
so that they understand well what honesty is, helping them with questions
until they can give an elementary description of what honesty is.
Once this part is concluded the children will start to elaborate the
drawings and paintings under the direction of the educator.
4th Part
With
the drawings the children will organize the "Mural of honesty"
with the best drawings, and they will invite the parents to visit
their exhibition.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
had at the beginning of the activity little notion on honesty. |
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They
knew how to give a right opinion about the honest conduct of the character. |
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They
showed interest in having an honest conduct. |
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They
related what happened in the story to some of their own experiences. |
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ACTIVITY
No 2
"WHO IS HONEST?"
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Summary
of the activity:
The activity consists of a game in which the children will look for,
inside the content of the boxes, what the educator asks them and without
showing it to the other children they will answer if something is
or not in the boxes. Later they will determine who has won by giving
the greatest number of honest answers.
Objectives:
To develop in the children behaviors compatible with honesty.
Procedures:
• Conversation
• Observation
• Game
Material
Resources: Several boxes (three or four) with diverse
small objects within them, each box must be covered so that nobody,
except for the child who opens it, can see what it contains.
Development of the activity:
1st Part
The educator will start a conversation that, for example,
in the following way:
"The
adults quite often tell you that it is necessary to be honest in any
situation. Now we are going to play a game to see how you act in a
competition."
Next
he establishes the rules of the game:
1. The children
will form a circle and in each corner of the room there will be a
box in which there will be different objects and toys. They will be
grouped in teams of three or four children, who will be identified
with a handkerchief with a different color.
2. At the
same time the educator asks them if there is a certain object in the
boxes, one child from each team will run to their box, he will look
for the object, and without removing it nor showing it, he will say
if it is or not in the box. For each object that is in the box, they
will get a point.
3. The educator
will stimulate the competitive spirit, whoever is winning has had
more correct answers, so that the children feel more and more pressed
to win.
4. In each
box there will be several objects that are identical, and some different
ones, so that their content is varied.
5. The educator
will take notes of what each team says that there is in his box.
6. The game
is over when all the children of each team have had the opportunity
of going to the box. The winner will be the team that has found more
objects in their box. This must be quite clear to the children at
the beginning of the game.
2nd Part
Now
the group will tally what each team has found in their box. For this,
the educator gathers all the children, and with his list he verifies
together with the children if each list matches or not with what each
member of the team said that there was in the box.
Given
the characteristics of the children’s development at this age,
it is very probable that "the truth" has not been said in
some occasions.
3rd Part
In a group meeting the children will assess which team was
the most honest, and they will determine by themselves the winner
on the basis of these honest responses (and not by the number of "correct
answers" that were given during the game.
The
educator will take advantage of this to reinforce what an honest conduct
is, and that once in the game the important thing is not to win no
matter what, but to be honest and upright.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
always identified the objects in an honest way. |
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The
number of objects did not match with the honest behaviors. |
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They
expressed criticism when a dishonest conduct was observed. |
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They
made verbal manifestations of being honest and did not lie in the games
and activities. |
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They
showed emotions of joy or pleasure when the honest correct answers matched
with the list of objects. |
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ACTIVITY
No 3
"THE DISHONEST THIEVES"
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Summary
of the activity:
The activity consists of making up stories referred to conducts
that are not honest, as it happens in the case of the thieves who
try to take what does not belong to them. We will begin with a conversation
on the differences between an honest conduct and one that is not,
later a story regarding the experience of some thieves will be told,
and finally an evaluation will be done on what has happened.
Objectives:
• To emphasize to the children what is an honest conduct.
• To demonstrate that there is always a punishment for dishonest
conducts.
Procedures:
• Conversation
• Story
• Analysis of situations
Material
Resources: Pictures with the story plot, text of the
story.
Development of the activity:
1st Part
The educator will start a conversation asking the children
about what they can observe in the pictures or photos, what they
see in them and what they think they are doing. He must motivate
the group so that they can express by themselves that the thieves
deserve a punishment.
2nd Part
Later
the educator will tell a story based on the pictures, a story or
an anecdote of something that has happened in the district when
some thieves tried to rob a house. In this way, he will speak to
the children about the thieves, their actions and ways of acting,
and how the police are ready to catch them for their dishonest conduct.
The
text of the story can say:
"The
dishonest thieves"
"In
a house in a place away from the city center there lived a very
old couple that, as they had lived a long time together, had bought
during all their life lots of valuable things that they kept in
their house. Everybody knew about the wealth that was kept there,
but as the people of the district were honest, the old couple used
to leave the door of their house open, and nothing ever happened.
But
one good day, the old man became ill and had to go to hospital for
some time, and his wife went with him to take care of him. And the
house was left alone, with all its wealth inside.
And
it happened, some bad people that went past the place saw the opportunity
of their life in that alone and open house, and they decided to
rob it. They went away and looked for a lorry, they parked it in
front of the house, and they began to take out things very quietly
as if they were moving house.
But
the children of the neighborhood, who knew that the old couple lived
alone and did not have any relatives, went to warn the police that
strange men were removing things from that house.
And
when the thieves were busy, the police arrived and caught them red-handed!
So, they took them to jail where they had to spend a few years for
their dishonest conduct.
3rd Part
The educator will take up again the conversation of the
first part of the activity by doing a brief summary on what they
commented and asking questions to the children on honesty, who were
the thieves, and why the police nabbed them, trying to describe
the qualities that define honesty, and if they do not know, then
the educator will guide them through new questions until he gets
the child to make an elementary description of it.
Examples
of question:
How must
honest people act?
How do you know that a person is honest?
What is it necessary to be honest?
If
the answers of some children are not correct or are incomplete,
the educator will give them the necessary help.
Finally
he will summarize everything that the children have expressed and
will expand on what was said by them emphasizing the value of honesty,
and to be against any dishonest conduct such as the one demonstrated
by the thieves.
During
all the activity the educator will try, through opportune comments
and evaluations on the attitudes of the children of the group and
other children, to bring up emotions on honesty, taking advantage
of the children’s own descriptions, telling anecdotes of honest
situations, etc.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
identified the dishonest conducts in the pictures or photos displayed. |
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They
considered the police as honest men. |
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They
answered questions on how they must act to be honest. |
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They
showed favorable opinions on the children who reported the thieves.
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They
showed emotions of joy when seeing the dishonest thieves caught. |
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They verbally expressed
desires to be honest. |
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ACTIVITY
No 4
"POLICE AND THIEVES"
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Summary
of the activity:
This is a role play on the work of the police fighting against dishonest
people such as the thieves. All the children who wish so will participate
doing some of the actions that in real live the police do to safeguard
property and people.
Objectives:
To develop in the children experiences and emotions about
veracity.
Procedures:
• Game
• Conversation
Material
Resources: Play corners with the necessary things to
play this game, for example, uniforms and characteristic materials
of the police (cap, spouses, badges, truncheons, etc.) as well as
the thieves (low cap, masks, etc.) Do not use accessories such as
pistols or knives, because they are not necessary for the development
of the game.
Development of the activity:
1st Part
The educator will start a conversation to introduce this
argument, and to the children who wish to play he will show them
the area or play corner where they can do it, next he will ask who
would you like to be in the game, so that they agree on the role
each one is going to play, either police or thieves.
He
will give an opportunity to the players so that they select themselves
the materials that they are going to use, according to the role
they have selected.
2nd Part
The game will begin and the educator will participate
in it as a child, with a secondary role, such as the old woman that
goes away from the house. He will make suggestions to the children
who are carrying out the different roles if he thinks it is necessary.
He
can have some interventions, but he will let the children express
freely, he will only intervene if necessary, for example, if the
dynamics of the game falls off, if the children have strayed from
the argument, or to help to solve some conflict that they cannot
solve by themselves, etc.
3rd Part
After the game there will be a final conversation so that
the children helped by the educator can evaluate how they played,
if they have maintained their role until the end, if they have performed
the actions that correspond to their role, for example, if the police
has remained all the time within the argument of the game and if
they have acted well, among others.
At
the same time, they will evaluate why the thieves had to be arrested,
what was their dishonest conduct, if it is possible to help them
to be honest, because it is better to be honest than dishonest,
among other things.
The
educator will conclude the activity by telling the children that
on the following day they will play again, but this time changing
their roles, those that were the police will be the thieves, and
the other way round.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
knew how to carry out the actions of the role that they interpreted,
and to do them until the end of the game. |
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They
expressed coherent opinions on the honest or dishonest people. |
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They
were interested in carrying out the good role for honest people like
the police. |
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They
were touched when characterizing the honest people. |
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They
expressed verbal criteria on being honest in their daily life. |
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ACTIVITY
No 5
"COMPLETE THE NARRATION"
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Summary
of the activity:
In this activity the children will complete a story and later they
will evaluate the activity.
Objectives:
• To develop in the children notions on honesty.
• To make them feel positive emotions when they are honest.
Procedures:
• Narration
• Conversation
Material
Resources: Texts of different stories.
Development of the activity:
1st Part
The educator will explain the activity to the children.
In it the educator will give a phrase or a paragraph and the children
must complete the story that he has begun.
Example
of stories:
Story
A: A child was walking along a street and saw another child in a
wheelchair that was leaving on the pavement a bag with toys, because
he has tripped over an obstacle, then the child..........................................
Story
B: There was an old woman sitting on a bench in a park; some children
who were playing close by realized that a strange individual came
up to the lady and he put his hand in her purse, then the children
who were playing...................................................
Story
C: A child was crying desperately in a park because he has lost
his toy, but nobody has paid attention to him because they thought
that what he was saying was not true, and then a lady walked past
and...............................................
The educator can create the stories
that he sees fit, as long as they adjust to the subject of honesty.
2nd Part
The
children will complete each story and the educator records or writes
the answers given by them. This must be done in a group meeting,
so that everyone hears what the others created.
3rd Part
The educator will read the stories again, or he will play
them in a cassette recorder, so that the children analyze each of
the answers given to complete them. Led by the educator they will
make an analysis of the stories based on the following aspects:
•
The coherence of the story.
• If the proposed end makes a direct reference or not to honesty,
and why.
This part of the activity will be
summarized by the educator that will emphasize all the honest attitudes
shown in the stories.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
completed the story giving an answer referred to honesty. |
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They
were motivated to give honest answers to the stories. |
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They
needed help to finalize the story with an honest answer. |
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They
expressed manifestations of honesty outside the activity of completing
the stories. |
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They expressed opinions on observed experiences of honest conducts. |
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ACTIVITY
No 6
CRITICAL
EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"WHAT
DOES THE GOBLIN OF THE SCHOOL SAY ABOUT HONESTY?"
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Summary
of the activity:
The activity consists of evaluating the facts that happened in the
classroom by the end of the week regarding the children’s
honest behaviors or not. For this purpose, the puppet and the children
will speak.
Objectives:
From the analysis of diverse situations that have happened
in the classroom, or in the early childhood center, and guided by
the puppet, the children will evaluate their honest conducts or
not, and that if their mates.
Procedures:
• Conversation
• Questions and answers
Material
Resources: The "Goblin of the school” puppet.
Development of the activity:
The first day of the week the educator
will place the "Goblin of the School" puppet in a visible
place in the classroom, and on Friday he will invites him to talk
with the children, reminding them of everything that has been said
in the previous activities about honesty, and how an honest and
honorable person has to behave. Such conversation will be based
on the facts that happened in the child centre or at home, so that
they evaluate their classmates’ reactions and their own in
relation to honest or dishonest attitudes.
The
educator, at the same time that he handles the puppet, has to lead
this evaluation so that the children’s behaviors are analyzed
fairly and objectively in relation to honesty or the lack of it,
and the children will give their criteria and experiences. What
is wanted is to obtain an elementary evaluation where recommendations
are given to those children who have shown some dishonest behavior
(without reaching extremes), and to flatter those that are always
honest.
In
this way, negative commentaries will be avoided if a child was evaluated
as somewhat dishonest, warning him to make an effort to be able
to be always honest, and to recommend what to do.
Because
of its importance, so that all have the opportunity to evaluate
themselves and to evaluate the others, this activity will be repeated
several times in the course of a month or a quarter. It can be,
for example, at the end of every week or every fortnight. The educator
will do it as he wants, and the opportunity of evaluating themselves
and being evaluated will be given again to those children who were
singled out as lacking honesty.
In
this activity the educator will make sure that the evaluations that
are done are fair, that they are said with tact so that no child
feels bad, that recommendations are given to them and that goals
are set for those children who have shown dishonest behaviors, and
he will prevent any child from being directly described as dishonest
by his mates in the group.
The
educator has to have in mind that honesty is a quite abstract concept
and can be hard to understand by the children at this age, and that
the formation of this value requires practice and pedagogical tact.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
evaluated themselves fairly. |
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They
evaluated their mates fairly. |
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They
knew how to focus the evaluation in what was requested from them:
honest and dishonest conduct. |
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They
knew and showed in their evaluations the elements that characterize
an honest or dishonest person. |
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They
expressed a desire to be honest in their daily life. |
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