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sin título
Solidarity
is a personal value, which expresses the purest manifestations of
men and women as social beings. In a collectively or social group,
solidarity is the capacity of performing as a whole in a group. It
is a term that denotes a high degree of integration and internal stability;
it is the limitless and total adhesion to a cause, situation or circumstance,
which implies to assume and to share the benefits and the risks. The
notion of solidarity is against the conception of man’s nature
based on hostility and competition; for that reason it is indispensable
that it is contemplated in the development of the child as a future
man of peace.
It
is a bond that unites men and countries so that the well-being of
some determines the wellbeing of the others. A supportive man or woman
is the one who is tied or united with others by communal interests
and responsibilities.
In
pre-school we can set up the premises for the development of solidarity,
and for this it is necessary to teach the children to their mates
in difficult times, to feel happiness with the successes of others
and sadness for the problems that happen to their mates. Moreover,
we can teach them to be sensitive towards the youngest and the elderly,
and that in other parts of the world there are children, men and women
that need our help, that countries should help each other to be able
to live peacefully.
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ACTIVITY
No 1
"FRIENDS OF THE WORLD"
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Summary
of the activity:
In this activity we will observe photos, pictures, or other materials
that reflect the customs, clothes, language of other boys and girls
of the world, particularly those from where some of the children may
come from. A video projection with dances or any other topic referred
to the way of life in other countries will be shown, and there will
be a workshop where the children will draw, cut out and paste clothes,
accessories and representative objects from several countries.
Finally
there will be a festival where the boys and girls will recite poems,
tell stories and perform dances from other countries with typical
dresses and in which the parents will participate.
Objectives:
To develop in the children knowledge about the culture, the
work, the customs and the way of life of people from different countries.
Procedures:
• Conversation
• Explanation
• Observation
• Videos
• Poems
Material
Resources: Videotape or a compact disc (CD), photos,
pictures, scissors, glue, stickers and materials that serve to decorate
the classroom (little flags, color paper), the national flag and flags
from other countries. Typical dresses from other cultures, songs,
handcrafted objects that reflect the customs and idiosyncrasy of other
towns of the world; as well as items produced in other countries and
that are used in our country.
We
also need sound and video equipments or a computer.
Development of the activity:
1st Part
The class will watch a video or look at pictures or photos
of magazines, with the objective that the children learn and become
interested in the life of people from other countries (in their work,
climate, culture, etc.).
The
educator can select the material about other countries, taking into
account the following aspects:
•
The main work of the people from this country or countries.
• Their culture.
• Songs, dances and typical clothing.
• Main agriculture and basic products.
2nd Part
The educator will talk with the children about what they
saw and he will speak about the main city and the flag of that country,
the language and culture of the country (to familiarize them with
the typical dress of the country, with some art objects, with the
typical music and dances, the characteristics of the country’s
nature, etc.).
It
is also important to talk with the boys and girls about the things
or items of personal use, or the household things, or the things of
social use in the community, also the things to eat that are consumed
in our country and that come from these countries, in order to reach
the conclusion that other people work a lot so that we can have or
consume those products.
3rd Part
It consists of a workshop so that the children guided by
the educator make accessories, drawings, models that will reflect
the clothes or way of life of other children from the world, for example,
the children from the Eskimo towns, those from the cold countries,
from the tropic, the African children, Arabs, etc.
4th Part
Finally
there will be a festival in which the parents will also participate,
for which the children will decorate the classroom and create a special
atmosphere, later they will recite, dance and sing songs from other
countries dressed in typical costumes from those regions.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
gave their opinions on what was observed about the life of other countries
in the world. |
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They
have expressed appreciation of the culture, way of life, etc. of other
countries of the world. |
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They
showed interest in learning more about what they have observed and listened
to about people and children from other cultures. |
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They
showed a desire to cooperate with the children or people from those
places. |
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ACTIVITY
No 2
"HOW CAN WE BE SUPPORTIVE?"
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Summary
of the activity:
The boys and girls will dramatize the story "Under a mushroom",
first they will learn the story, later they will dramatize it and
later they will talk about the dramatized facts.
The
teacher can adapt the story for this dramatization and change the
number of characters or the type of animals to be portrayed, although
all the animals must be small.
Objectives:
To develop in the children feelings of solidarity towards
other people.
Procedures:
• Listening
• Dramatization
• Observation
• Conversation
• Questions and answers
• Learning the story
Material
Resources: Color papers, watercolors, brushes, temperas,
fine cardboard, glue and all the necessary things to make the decoration
of the stage. Costumes for the different little animals from the story
(ant, mouse, butterfly, etc.).
Development of the activity:
1st Part
The educator will select the children who are going to play
the characters of the story. He must consider that each one of the
children can represent the character which he has liked most.
The
story will be read to the children who are going to act it as many
times as it is necessary for them to know it perfectly and learn well
the character that they are going to dramatize, which has been identified
by each one. The educator will try to dress up the children with the
typical elements of their characters (antennas, paper wings, etc.).
2nd Part
The class will prepare the stage for the drama according
with the atmosphere of the story, in this case there must be fine
strips of papers hanging that resemble rain falling, a mushroom, some
plants, etc. In addition, we have to keep in mind that all the audience
should see the stage well.
3rd Part
Dramatization of the story "Under a mushroom".
Before
beginning the dramatization the educator will explain to the audience
what they are going to see, and tell them that they must pay a lot
of attention because later they will have to answer questions on what
they have seen and listened.
The
educator will tell the story:
"Once
upon a time there was an ant. One day, the ant was walking in the
forest and it started to rain very hard."
Ant:
- Where can I find a shelter?
"Then,
the little ant saw a beautiful mushroom and it ran under it to wait
till it stopped raining".
"But
the rain was harder and harder. After a while a butterfly with soaked
wings arrived, it was so wet that it could no longer fly, it crawled
under the mushroom and said":
-
Ant, ant, let me find shelter under the mushroom! I am all wet, I
am cold and I cannot fly.
The
ant answered: - There’s not enough room and we will be very
tight but it does not matter, because we will be in good harmony.
"The
butterfly and the ant sheltered themselves under the mushroom while
it continued raining more and more. After a short while a small little
mouse arrived running and said":
-
Let me stay under the mushroom! I am all soaked.
The
ant and the butterfly answered: - Well, there is almost no room for
you, but it does not matter. We will squeeze ourselves just a little
bit so that you can fit in!
"The
rain was stronger and stronger, it seemed that it was not going to
stop any more and just then, a wet and shaking dove arrived".
-
All my feathers are wet, my wings are tired... Let me get dry and
rest under the mushroom until it stops raining!
The
little mouse answered:- But the thing is that there is no more room
here.
And
the little dove begged them: - If you would squeeze just a little
bit...
Then
the little mouse said: - It is ok, let’s all squeeze just a
little bit more, look how wet is our little friend.
"Then
a hare arrived running and said: - Please, hide me because the fox
is chasing me.
The
ant told the others: - Poor hare! We are going to squeeze in just
a little bit more. (The children squeeze a little more and the hare
goes under the mushroom).
"They
had just finished hiding the hare under the mushroom when the fox
arrived running, and sniffing the air around furiously it said: -
Have you seen the hare? Are you sure that she is not hidden here?
And
the butterfly answered: - How could it hide here if there is no room?
So,
the fox looked around grumbling and left.
"Finally
it stopped raining and the sun shone again in the radiating sky (the
rain leaves and a shining sun comes into the scene, all the children
leave the mushroom very happy).
Surprised
the ant wonders: - How is it possible? When it began to rain only
I fitted alone under the mushroom, and then there was room for the
five of us.
"At
that moment, a frog that had seen everything from a nearby place came
up to the mushroom laughing and croaking and told them: - My friend
ant, don’t you realise that the magic is in solidarity? When
we help each other everything is solved!
(All
the children must look towards the frog and nod)
"Finally
all looked at the mushroom and understood why, at the beginning, the
ant could hardly fit and, nevertheless, at the end the five little
animals had managed to go under the mushroom."
4th Part
After the dramatization of the story, the educator will
ask the following questions:
Which characters
in this story are supportive? Why do we say that they are supportive?
What would you do if another child was getting wet under the rain
and you had an umbrella?
Why did the frog laughed at the ant? What didn’t the ant understand?
The
educator will help the children who need it with support questions
so that they are able to express their ideas about the subject.
The
activity will be concluded giving the children the possibility to
talk about some supportive attitudes of their little mates, friends,
neighbours, relatives, etc.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
identified the characters with supportive conducts. |
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They
knew how to explain why the animals were supportive. |
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They
showed in their answers to the question “What would you do...?”
a supportive attitude. |
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They
suggested acting as the supportive animals. |
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They
expressed desires to repeat the activity. |
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ACTIVITY
No 3
"WE ARE GOING TO HELP OTHER CHILDREN"
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Summary
of the activity:
The children will collect toys, objects, empty medicine bottles.
They will do drawings, mold figures with plaster, clay or plasticine
for the children in other countries.
Objectives:
To develop in the children positive emotions when helping the children
from other countries.
Procedures:
• Gathering materials
• Ellaboration
• Observation
• Demonstration
• Conversation
Material
Resources: Photos or pictures of volcanoes, storms,
etc., toys, empty food and medicine bottles and cases, etc. Color
pencils, paper to draw, plaster, mud or clay, color papers, etc.
Development of the activity:
1st Part
The educator will tell the children that there are countries
that undergo natural disasters like cyclones, storms, earthquakes,
tsunamis, etcetera and after these disasters they need to be helped
with medicines, foods, clothes, toys etc.
He
will show pictures and photos of volcanoes or storms, tidal waves,
etc. to them (They do not have to be photos that show catastrophic
situations which can be traumatic for the children).
Later
he will suggest the things that the children can bring to help the
children from those places.
2nd Part
The class will gather things that the children can bring
from home, which they will organize themselves and place in boxes.
(They can be symbolic and not real things, for example, empty medicine
bottles, etc.); but although they are not the real thing it is necessary
to give much importance to what the children bring and they will
be kept in a suitable place until the educator finds a destination
for them.
3rd Part
There will be an art session to make drawings, model figures,
repair toys, etc.
The
educator will help all the children to do something, he will demonstrate
what to do, if necessary, until everybody produces something.
There
will be an exhibition with these works which will be titled "For
the children in other countries". We will invite the parents
and the children from other groups to visit it.
4th Part
The class will make a summary of the activities, where
the children and the educator will evaluate the results, they will
talk about the necessity to help these countries and the supportive
attitude that they have had collecting and making things for those
children.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
showed interest in completing the task assigned. |
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They
showed desires to make something for the children from these towns. |
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They
expressed positive emotions and feelings on what they did. |
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They
tried to bring objects to help the children from other countries. |
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They
cooperated in the assembly and in the exhibition expressing solidarity. |
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ACTIVITY
No 4
"WHO ARE YOU AND WHERE YOU ARE FROM?"
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Summary
of the activity:
This activity consists of putting together a jigsaw puzzle. The
figures portrayed are allegorical of the cultures of other countries
of the world.
Objectives:
To consolidate the knowledge on people, objects and landscapes
from other countries, with which the children are already familiar
with from previous activities.
Procedures:
• Recognition
• Practical Actions
• Combination part-whole
• Game
Material
Resources: Several puzzles which the educator can make
from pictures and pages from magazines of which he will cut in several
pieces (4 or 5 at the most) and will stick to a cardboard so that
it is easier for children to manipulate them.
Development of the activity:
1st Part
The educator will explain the game and he will remind the
children about what they have seen and spoken about in previous
activities about friends around the world.
In
addition, he will explain that the winners will be the children
who manage to do more puzzles and name what country do the objects
or people who appear in them belong to.
He
will put on the tables several simple puzzles for the children to
piece together. The puzzles will have representations of people
dressed in typical clothes from their country, typical dresses,
goods, landscapes, etc. from other countries (which they have seen
in previous activities).
2nd Part
The children will do the puzzles. Once the game is over,
the educator together with the children will determine the winners,
but in addition he will talk with them about why one has to be supportive
with the people from other countries and how to provide solidarity
through our good actions towards others and how we can live peacefully
by being supportive.
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ACTIVITY
No 5
"THE FIRE BRIGADE"
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Summary
of the activity:
This is a visit to the fire brigade to learn about its activities,
its teamwork. To talk with the men who work as fire-fighters to
learn what they do.
Objectives:
That the children know the supportive attitude of men
who risk their lives for others.
Procedures:
• Observation
• Conversation
• Practical Actions
Material
Resources: Pictures or photos of fire-fighters rescuing
people, extinguishing fires, etc., a fire-fighter’s outfit,
toys that represent equipment and accessories that the fire-fighters
use to develop their work. We will place them in a play corner.
Development of the activity:
1st Part
A few days before the visit the educator will arrange it
in a fire station near to the school, he will ask one of the workers
to speak with the children on what they do and show their gear to
them, always taking care that there are no dangerous situations
for the children.
2nd Part
There will be a preparatory conversation about the visit,
in which the educator will tell the children about the fire-fighters,
their actions, the gear that they use for their work in order to
save people’s lives and goods (houses, cars, etc.). This conversation
can be done showing pictures or photos or videos, he will tell the
children when they are going on the visit and what they will see
in it.
3rd Part
The visit: in it, the children will observe the fire brigade,
a display of the equipment with which they work, and they will talk
with one or several of the workers.
4th Part
Later in the classroom we will talk about what they saw
and listened in the visit to get to know what these men do to save
lives, even risking their own and decided if this is a supportive
conduct.
The
children will be invited to take part in a role play with the argument:
The fire-fighters work. The children will get dressed up as fire-fighters
and will have available for the game some toy equipments and materials
that the firemen use.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
During
and after the visit they showed interest in the feats of these men
and women. |
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They
linked the knowledge acquired in the visit to their free games. |
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In
other activities or games they talked about the supportive attitude
of the fire-fighters or expressed some clear ideas on the matter. |
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They
only expressed some vague notion on the supportive attitude of these
men and women. |
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ACTIVITY
No 6
CRITICAL
EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"A
BUS RIDE"
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Summary
of the activity:
To complete the block of activities, the educator can run an activity
to place the children in a special situation to evaluate those aspects
of the block that need to be verified.
Objectives:
To verify if the children have acquired any knowledge
about how and why they have to act in solidarity with other people.
Procedures:
• Observation
• Questions and answers
• Practical Activity
• Game
Material
Resources:
• Several chairs and a hoop that will serve as a steering
wheel.
• Pictures to be placed in the game to create an atmosphere.
Development of the activity:
The activity is organized placing
several chairs in rows with the children seated as in a bus; at
the front end one of them will play the role of the driver. The
educator can prepare the scene simulating a bus stop.
Once
the children are organized the educator will tell them: -"We
are on a bus full of people, what would you do if....”?
•
At the next bus stop a grandmother gets on and there are no empty
seats left.
• If at the next bus stop a blind person who cannot see the
steps of the bus is going to get off.
• If one lady carrying a baby in her arms gets on.
• Another lady who is pregnant gets on.
• Several small children and their mother get on.
Once
the answer in each of the situations is given, the child will explain
why.
The
educator can modify or change these situations according to what
is more pertinent and necessary to work with his group of children.
To
end the activity the teacher will start a conversation with the
children on the answers given by them in each of the situations
and will summarize explaining the correct attitude in each case
and why.
This
situation will serve as a general tool to evaluate this block of
activities.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
have enriched their notions on solidarity. |
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They
knew how to explain what supportive conducts are. |
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They
only have some notions on solidarity. |
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The
answers given to the presented situations show they know how and why
to act in a supportive way with other people. |
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They
needed much help to be able to explain what is the correct behaviour
in each situation. |
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They acted in a supportive way during the game. |
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