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sin título
Respect for the ethnic and cultural
diversity, the supported civic education in the total and extended
citizenship, the curricular pertinence for the different social and
cultural realities with which the children arrive at the schools,
as well as the promotion of communicative practices based on the respect
for each other and the reciprocity in the understanding are basic
elements that the school must have today.
It is necessary to teach the child
from a very early age that we do not discriminate people because of
their race or ethnic origin. It is necessary to fight against racism
rooted for centuries in our cultures.
It is necessary to teach the child
to respect diversity, to understand that diversity is present in different
cultures and races, that it is different because we were educated
in different cultures, but as we are all human beings our values differentiate
us.
It is necessary to teach them to love
their friends no matter if they are black, Chinese, white, Arab or
native, to respect their cultures and traditions.
The educator has before him the crucial
task of educating the respect towards diversity, because there are
more families that emigrate to the great cities or other countries
in search of a better future every day, and he must instil in his
children the acceptance of the children of those families, their cultures
and traditions, and to integrate them to his group of children.
It is necessary to respect cultures
and traditions from different ethnic groups, but it is necessary to
make the school integrate them. This means that we have from a very
early age to educate the children with respect for diversity.
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ACTIVITY
No 1
"FOR THE CHILDREN OF THE WORLD"
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Summary
of the activity:
The educator will explain to the children about the customs and ways
of life of the children from other cultures, he will present pictures,
photos or films of children with their typical costumes. In the second
part of the activity there will be a workshop called "For the
children of the world", letters will be written, stories will
be told, drawings, cards, poetries etc. In the third part of the activity
there will be a festival with costumes and typical dances of other
countries and finally (4th part) there will be a conversation about
the activity.
Objectives:
• To develop in the children notions on cultural diversity.
• To develop in the children notions on racial diversity.
• To develop feelings of respect towards cultural and racial
diversity.
Procedures:
• Conversation
• Observation
• Dance
• Practical Actions
Material
Resources: Paper, pencils or pens, fine cardboard, glue,
watercolours, typical costumes.
Development of the activity:
1st Part
The first part consists of explaining to the children that
in other countries of the world there
are children who belong to other cultures that are different from
our own, that they speak in different languages, that they dress with
different clothes and that they have other customs.
We
can show our children some pictures, photos or videotapes, emphasizing
the ethnic, racial and cultural differences.
We
will speak to them about the Asian children with their oblique eyes,
their yellow skin, their way to walk with short steps, their language,
their traditional suits, their houses.
The
African children, with their black skin, curly hair, their way of
speaking, of dressing, etc.
The
natives, their coppery skin, their clothes, places where they live,
their dialects, their customs and some of their traditions etc.
The
Arab children, the colour of their skin, their way of speaking and
of dressing, etc.
The
Esquimo children, their oblique eyes, the colour of their skin, their
way to dress and to feed themselves, their houses, etc.
This
part is summarized explaining to the children that all the children
of the world are our friends, that it is not possible to think that
because they are different from us, they are not good or intelligent.
He
will explain that the people are measured by their personal values
(because they are good or bad, friends or enemies, generous or selfish
etc), and not by the clothes, and/or the colour of their skin, or
because they are rich or poor.
2nd Part
Here we will hold a workshop to make, with the help of the
educator, letters for the friends of the world. Others will make cards,
book markers, etc. to give them to the friends of the world. Some
will make drawings, always highlighting that they will be given to
other children as flatteries.
In
this part the educator will emphasize again the fact of the existence
of a cultural and racial diversity, (children of different customs
and ways of life, of different cultural traditions and children with
a different colour skin), the importance of not discriminating anybody
because of the colour of their skin or because they have other customs
and ways of life.
3rd Part
The educator will organize a festival of typical costumes
and dances of some countries with the participation of the children
and their parents.
4th Part
There will be a conversation summarizing the, emphasizing
the questions:
Did you
like the activity?
What have we learned?
What can we say about other children of the world?
Why shouldn’t we reject other children because they are white,
black, coppery or yellow?
Why shouldn’t we reject other children because they dress differently,
or because they speak another language, etc.?
The
children will express themselves and later the educator will summarize
emphasizing the necessity to respect all the people, all the children
of the world have the same rights, according to what was decided in
world-wide summits (The educator will explain that they are important
meetings where representative of the children from different countries
discuss the problems of the childhood in the world). In one of these
summits, the chart of human rights was written and one of them is
not to be discriminated for cultural and racial differences.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
acquired notions on cultural diversity. |
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They
acquired notions on racial diversity. |
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They
understood the necessity to respect diversity. |
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They
needed help to understand the need to respect diversity. |
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They showed satisfaction when doing the workshop activities. |
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ACTIVITY
No 2
"KNOW YOUR RIGHTS"
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Summary
of the activity:
This activity is to explain and make the children of the group understand
the human right that talks about respect for diversity.
Objectives:
That the children know respect towards diversity as an acquired
right.
Procedures:
• Explanation
• Questions and answers
Material
Resources: The document of the conventions on child’s
rights and human rights, to read only to the children about respect
for diversity.
Development of the activity:
1st Part
The educator will read the text that talks about respect
for diversity and later he will explain with simple words to the children:
"What
is a right? One says that we have a right or rights when we can do
things that nobody can forbid us. We have them by the mere fact of
being people, by having been born, and they are guaranteed by the
laws. For that reason we say that "it is not fair" when
something is unjust, when someone has done something to us that we
do not deserve".
"All
the human beings, also the elderly people, have rights. The most important
are the human rights, also called fundamental rights. One of them
is the right to be respected and not to be rejected because of sex,
race, age, religion or birthplace. They are called human rights because
they are for all the people, boys or girls, women or men, independently
from where they have been born or from where they live. Although,
unfortunately, there are countries where they are not respected as
much as in other countries".
2nd Part
The children are invited to ask whatever they want to know
about this right.
The
educator will explain to them that in the previous activity they had
already spoken about respect for diversity (difference of races and
cultures between the men and children of the world), the right for
all the children of the world to not be discriminated.
Later
he tells an anecdote to them:
"The
children also have this and other rights. Not long ago, in 1989, in
a city called Vienna, children’s representatives from different
countries met to speak and to write down the rights of the children.
This
meeting is known as the Convention of the United Nations on Child’s
Rights, there they spoke on the basic rights of the child as far as
the right to life, to have schools where to learn and the protection
against bad people who in some countries exploit them because they
put them to carry out hard works and they mistreat them."
Next
there will be a group meeting so that the children can express what
they understand about what has been said in the two activities.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
showed interest to know their rights. |
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They
understood the meaning of the right to diversity. |
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They
needed help to understand the meaning of this right. |
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They
gave examples of what they understand by rights in their daily life. |
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ACTIVITY
No 3
"CUSTOMS AND TRADITIONS"
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Summary
of the activity:
The activity consists of explaining and showing to the children
the customs and traditions of the people who live in other countries.
Objectives:
• That the children know the customs and traditions of other
countries.
• To teach the children to respect the customs and traditions
of other countries.
Procedures:
• Explanation
• Observation
Development
of the activity:
1st Part
The teacher will explain to the children the customs of
other countries.
"If
you spend your holidays in the same place you will notice that the
same celebrations, music, dances and colourful typical suits are
repeated. They are traditions because they are kept through time,
and the elderly people are in charge of transmitting them. Do you
like those customs and rites? They are important because they are
exclusive of a town; they are its signs of identity and a sample
of human diversity.
Frequently,
many corners and streets of Latin America and Spain are filled with
people who meet to share their emotions and customs: sometimes the
reasons are religious, other times the reason is pagan, that is
to say, nonreligious".
2nd Part
Photos, pictures or videotapes with multicultural contents
must be shown.
Later,
we will use the images, to tell the children about multicultural
experiences, some examples can be:
"Did
you know that in many places the arrival of the spring is celebrated?
In the Andes the indigenous ceremony Tumarina takes place when the
fields begin to bloom: the women gather flowers, they submerge them
in the river and with the mixture that they obtain they wet the
people’s heads. In this way they attract good harvests.
In
Seville, a Spanish city, there is the April Fair: the bullfights
and the rejoneo (the art to fight bulls on horseback) are highlighted,
the singing and dances in the small houses, where the women wear
their faralaes suits (with colourful flounces) and they drink fine
wine or manzanilla (dry sherry). And the arrival of the spring is
also celebrated with the Fallas of Valencia (the festival of Saint
Joseph in Valencia): the streets of this Spanish city are filled
with enormous sculptures of papier-mâché that are burned
on 19th March and they are called ninots (they are caricature figures
of politicians, artists, or present time people).
In
the Charra Party in Mexico, the riders dress in a very particular
way: they wear jarano (a hat with a wide wing and high crown) and
a short waistcoat. They sing Mexican folk songs, like the one of
"Adelita". Did you know that the boys and the girls love
to participate in the scrimmage (a rider contest)?
The
Sanfermines of Pamplona, which start on 7th July, are one of the
more universal Spanish festivals. But, do you know the party of
the Moors and Christians? Do you know the indigenous ceremonies
that worship the Pachamama (the Earth)? Did you know that some natives
construct their houses when the Moon is full so that the wood lasts
longer?
3rd
Part
We will show photos, pictures or videotapes, so that the
children can contemplate the diversity of the celebrations and religious
customs, the educator can use the following stories:
"When
the Latin American countries were colonized, they assumed many of
the catholic festivities that were celebrated in Spain. Which is
the patron saint of your locality? Did you know that Saint Anthony
is the patron of the animals and that every 17th January the mascots
are blessed in his name in the churches?
The
25th December is Christmas. Do you sing carols and go to the Midnight
Mass on Christmas Eve? In Mexico, the festivities begin nine nights
before the birth of Jesus, and one says that it is time ‘of
Posadas' (Inns). Do you look for an inn? Do not give up if they
take long in opening the door, as it happened to the Virgin and
Saint Joseph... Later, celebration and piñatas (container
hung up and hit with a stick to release sweets inside)!
The
Three Wise Men arrive on 6th January, after the procession of the
previous day, and the eating the ‘Roscón de Reyes'
(large ring-shaped cake baked for Epiphany) is celebrated. How many
pairs of shoes have they filled up with gifts and sweets?
In
the days of Carnival, groups of people disguise themselves and cheer
the atmosphere up with dances and masquerades, and they parade in
great multicolour floats, next to carnival figures with large heads
and giants. Do you know a better way to prepare yourself for the
religious fast of the Lent?
The
religious brotherhoods are associations of people who organize the
Easter celebrations. In the processions they take out images to
stage the passion, death and resurrection of Christ. In Latin America,
the grounds of the streets are decorated with flower offerings,
and in Andalusia, they improvise saetas (flamenco songs of Arab
influence).
The
festivity of Saint John the Baptist (24th June), date in which the
summer begins, is celebrated in different ways: in Latin America,
with ritual baths and buckets full of water turning upside down
in the air. In Spain, fire is chosen to be jumped over it or to
throw objects to the flames".
4th Part
Photos, pictures or videotapes about dances and pop music.
"Do
you want to know the Latin American rhythms? There are many more,
but it is necessary to find out about a few... Accompanied by an
instrument! The quena (flute), the harp, marimba (xylophone), the
maraca...
In
Mexico they have the rancheras (Mexican folk song) of the mariachi
musicians. The rumba, the salsa and cha-cha-cha are played in the
Caribbean beaches. The merengue is Dominican. In Panama and Colombia
they follow the rhythm of the cumbia (music and dance typical of
the Caribbean coast of Colombia). A lively samba is listened to
in the Andes. In Argentina, they dance the tango... When we are
in Brazil, we have to dance some samba, bossa nova or lambada.
Those
customs that we have learned today, when you go to visit other countries
or when at school, or in the street, or the neighbourhood you see
a person from those places, you have to respect them, because you
would not like that other people made fun of your customs."
At
the end of the activities there will be a great meeting for the
children to express their criteria on what they have seen or heard,
and they suggest different activities for the following days regarding
the subject of diversity. The educator will write down such suggestions
so that later he reaches an agreement with the children about what
they are going to do those days.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
showed interest in the customs and traditions of other countries. |
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They
related their own known experiences of those activities. |
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They
expressed desires to participate in such activities. |
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They
suggested types of activities to do in the following days. |
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They made drawings and stories on diversity by their own initiative.
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ACTIVITY
No 4
"POEMS AND SONGS"
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Summary
of the activity:
The children will recite poems and listen to songs or music from
other countries of the world.
Objectives:
To develop in the children feelings of respect and friendship
for children from other countries.
Procedures:
• Listening
• Recitation
• Circles
Material
Resources: Cassette recorder. Poems. Songs.
Development of the activity:
1st Part
The children will be taught two relevant poetries on diversity
and friendships.
2nd Part
The children will recite the first poem and later, holding
hands in a circle, they will recite the second.
3rd Part
They will listen to songs and typical music of some countries
(those that the educator can obtain).
4th Part
There will be a conversation about the content of the
poems and the songs.
The
educator will ask:
For whom
was the poem?
Would you give some of your things to people from other countries?
Why must all the children of the world be friends?
The
same thing will be done with the songs.
The
educator will summarize:
"All the children of the world must be friends, everybody wants
and has the right to live peacefully and that their traditions and
culture are respected".
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
understood the message of the poems. |
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They
needed help to understand the message of the poems. |
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They
knew how to explain the message of the songs. |
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They
needed help to understand the message of the songs. |
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They
showed in their expressions feelings of respect and friendship towards
the children from other countries.
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ACTIVITY
No 5
"THE CHILDREN HOLD HANDS"
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Summary
of the activity:
The children will make a choir with the title: "Give me your
hand". Later the educator will explain the meaning of the words.
Objectives:
To develop in the children notions about diversity and
unity.
Procedures:
• Explanation
• Choir
• Circle
Material
Resources: To decorate the classroom where the activity
is going to be, it can be with flowers and drawings made by the
children.
Development of the activity:
1st Part
It will consist of the teaching of the choir to the children.
All
the children or half of the group, as the teacher likes, will make
a circle, when the child says the first verse; everybody holds hands
and begins to turn around.
A
child says:
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Give
me your hand and we will dance!
Give me your hand and you will love me! |
| Going
towards the centre of the circle with extended hands all the
children say: |
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As
a single flower we will be
As a flower and nothing else |
| The
circle is opened and they continue turning around. |
A child:
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Different
verses we will sing
Different steps you will dance |
| The
circle is kept but without turning around and when saying the
verses the children put their hands in the waist twisting their
body and they say: |
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As
an ear of corn we will twist
As an ear of corn and nothing else |
| They
hold hands again and continue turning around. |
Two children
say then:
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You
are called Lee and I Hope
I live in Asia and you in Spain |
All the
children add:
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But
your name you will forget
Because we will be a dance |
| When
saying the last verse they go towards the centre of the circle
with their hands extended: |
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In
the hill and nothing else! |
| The
circle is opened and the complete first and second verses are
repeated: |
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Give
me your hand and we will dance!
Give me your hand and you will love me!
As a single flower we will be
As a flower and nothing else |
2nd Part
The
educator, after teaching the choir to the children, will analyze
with them its meaning so that they get to know well the message.
3rd Part
The children will do the activity and invite their parents
and all the personnel of the school.
The
educator will explain to the guests that the intention of this activity
is to demonstrate friendship among all the children of the world,
how in spite of their diversity they can obtain unity so that no
child is discriminated.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
understood the meaning of the choir. |
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They
needed help to understand the meaning of the choir. |
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They
expressed spontaneous criteria on experiences of multicultural acceptance. |
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They
proposed to do other activities with this content. |
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ACTIVITY
No 6
CRITICAL
EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"WHAT
WOULD YOU DO?"
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Summary
of the activity:
Several critical situations will be presented to know what attitude
the children would assume, finally there will be a conversation
on these attitudes.
Objectives:
To evaluate the knowledge and feelings that the children
have developed regarding respect for diversity.
Procedures:
• Story
• Questions and answers
Material
Resources: Texts of stories, the classroom book of
anecdotes, photos and videos.
Development of the activity:
1st Part
The educator will present to the children the following
critical situations:
What would
do you if a black child does demonstrations of affection and friendship
to you?
What would you do if an indigenous child wants to be your friend?
What would you do if an Asian child sends a friendship letter to
you?
If you are at a party and a Latin child invites you to dance, what
would you do?
What would you do if you are walking in the street and a child asks
you for money?
What do you say and do if you go along a central avenue in Madrid
and see a native dressed in his typical clothes?
What would you do if a new child arrives to your classroom who because
he is from another country speaks your language badly?
How would you treat a child who is new in your street and does not
know your games?
What would you do if you are in a street in the city or in your
community and you see several people from other countries and they
ask you for help to find the address of the place where they want
to go?
There
can be as many critical situations as the educator likes, as long
as there is always the need for the child to express a criteria,
opinion or experience regarding the multicultural experience that
is presented to him.
The
educator has to try that all the children express their criteria,
and he can work in an individual way, in small groups, or in a meeting,
according to what he considers convenient.
2nd Part
The children will do a critical analysis of the answers
given by them, they will be guided by the educator.
3rd Part
Once the children have exposed their opinions, the educator
will summarize the activity clarifying anything needed, and enriching
each of the critical answers and opinions given by the children.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
showed positive attitudes towards respect to the diversity in their
answers. |
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They
gave their opinions in an independent way. |
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They
needed help to give their opinions. |
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They
demonstrated to be inclined towards acceptance of diversity. |
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They reflected desires to accept the children of other cultures and
ethnic groups. |
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| They made
spontaneous criticism of those who do not accept diversity. |
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