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sin título
We define truthfulness as a human
quality. The truthful person is the one that always speaks, uses or
professes the truth.
It is a value that must be formed
very early in children and as any value, it can be worked on in all
their activities, either at school or at home.
The Roman poet Horatio, referring
to truthfulness, considered truthful what seems true according to
the established standard by classic myths, which are the hierarchically
expression of the social values. This statement of Horatio is valid
regarding the fact that truthfulness is controlled by socially established
norms and values, therefore, it is susceptible to education, and can
be taught to our children.
Although we propose pedagogical activities
with this objective, it is necessary that the teacher knows that it
is not enough; that he must use all the opportunities available in
daily life in the early childhood center, to teach the children to
be truthful and to know that the truth helps us to live in peace with
other people.
It is very interesting to encourage
children to tell the truth in those situations that require it. We
should be cautious of not confusing fantasy with the absence of truth
and avoid the creation of situations that prevent the development
of fantasy: that is a characteristic of the child’s mind. The
work must start in those situations in which it is important to tell
the truth. For this, the example of the adult plays a fundamental
role. He should never lie to children, he should always give logical
and real answers that favour the imitation and comprehension of the
reason we must tell the truth.
For example, if the educator asks
what the children did during the weekend, the important thing is that
they tell what was really done, although, the story takes a little
fantasy, since for them, fantasy and the real thing interrelate and
complement each other. Everything a child says is very important,
it should be heard and the child should not be scolded when expressing
his fantasies: the child is learning to express thoughts.
There are situations that require
the child to tell the truth, for example, when asked, who broke the
toy? Or who won the competition? In these cases, we must be cautious
when managing situations in which telling the truth may involve the
disapproval of the adult.
This value can be worked through conversations,
stories, narrations, adaptations, puppet shows, etc.
The results are achieved through patient
and dedicated work, having always the care not to make demands above
their possibilities. It must be remembered that some unimportant lies
are normal in children behaviour, although, these should not be encouraged.
To praise when children tell the truth is very useful, and parents
should be orientated to keep a consistent attitude towards their children
in this issue.
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ACTIVITY
No 1
"WHAT DOES A TRUTHFUL PERSON LOOK LIKE?"
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Summary
of the activity:
The teacher will demonstrate using descriptions and explanations of
what truth is; what a truthful person looks like; and, the results
that come from it. The teacher will develop a puppet show about a
character that is a liar. Later, he will ask them to answer the questions
asked by one of the puppets. Moreover, in another part of the activity,
the children will create their own stories; they will tell anecdotes
of known people or of characters that behave truthfully.
Objectives:
To develop some knowledge about truth in the child.
Procedures:
• Conversation
• Observation
• Adaptation
• Questions and answers
• Production
Material
Resources: A puppet stage, a toy television set and four
puppets that can be made of gloves, or rods, etc., eyeglasses and
a magnifying glass.
Development of the activity:
1st Part
The teacher will describe people that tell the truth and
liars. He will explain to the children that a truthful person is the
one who always tells the truth and a liar is the one who always tells
lies. The person that has occasionally lied in order not to hurt another,
or could not tell the whole truth, should not be judged. However,
we must always try to tell the truth, because when we are truthful
we have better relationships and companionships and we live in peace.
The
teacher will give examples of truthful people in the country or local
history, also, people known by the children, that constitute true
examples, who stood out for keeping a truthful attitude systematically.
It will be explained to the children why we say they are truthful
or practice the truth.
Also,
he will give examples of people or characters of stories that are
liars (for example Pinocchio) and the damage they do to themselves
and to others with their lies; that a lie generally harms our relationships
with others, that it is very embarrassing to be called a liar, and
also it is very hurtful to have our friends disbelieve us.
He
will emphasize that it is important to try telling the truth always
and not only once, he will explain that it is necessary for living
in peace, that people shouldn’t lie, that a lie hurts the establishment
of good relationship among people.
Later,
he will ask questions to verify if they have understood what was explained
to them, for example:
What does
the truthful person look like?
Do you know someone like this?
Why is it good to always tell the truth?
Why shouldn’t we lie? Etc.
2nd Part
There will be a puppet show about a liar. In the show there
are four puppets: the puppet that narrates the story in certain moments,
the one who will play the goblin on television, the one who will play
Thomas, the child, and the one who will play Thomas’s mother.
The teacher can be helped by other teachers or children to handle
the puppets.
Before
the show, the teacher will guide the children on the content of the
work, and ask them to observe the positive and negative behaviours
of these characters regarding truth and lie.
The
show begins: “The Goblin on television”
The
puppet narrating the story appears and says: -Once upon a time, there
was a goblin who had the misson of discovering lies, he watched from
a corner of the house, where the television was; he was always vigilant.
The goblin was told that there was a child named Thomas who told lies
to his mother, and he decided to see what was happening in that house.
(The
puppet “Goblin on television” appears in the screen of
a toy television set)
Thomas
appears and says; - What a fright! I believe that at any moment that
goblin will look at me, directly to my eyes to tell me that he knows
all the bad things I have done today.
(Thomas
in front of the television, looking at the television and moving as
if he was afraid).
The
narrator says: But the goblin, inside the television, pretended he
didn’t see Thomas looking at him, and kept cleaning up his glasses
and a big magnifying glass.
(The
Goblin pretends he is cleaning his big glasses and a magnifying glass
with a cloth).
Thomas:
- It is good that he is entertained! Now I will eat all the cookies
in the kitchen and nobody will tell mom when she arrives at home.
So, I will blame a bad mouse.
Also,
nobody will tell her about the broken dining room window, and I will
act as if I didn't know.
(Thomas
goes to eat cookies, hiding himself in a corner)
The
narrator: - But, then, when he turned again his attention to the television,
suddenly…. (The narrator points to the Goblin that is still
in the television set).
The
Goblin, shouts, with a terrible reprehending voice:- Thomas, behave
yourself or...! (the puppet appears showing his finger to Thomas ).
The
narrator:- Thomas could not believe it and got so scared that when
his mom arrived, the first thing he did was…… (Points
to Thomas’ mother).
Thomas’
mother appears and says: Good afternoon, son, how have you been behaving
today?
Thomas:
Mom, I have to tell you that I ate all the cookies and I broke the
glass of the dining room window, I know that you…
(Thomas
with intermittent voice of sorrow and grief)
The
narrator:- He was expecting to be punished, but instead of that, it
happened that…. (Points to Thomas’ mother )
Thomas’
mother: Son, you deserve a hug and a kiss. Not to congratulate you
for the bad things you have done, because they aren’t right,
but because I want to tell you that I am very happy of having a honest
and courageous child, who dares to tell me the truth. You should do
this always. (Thomas’ mother hugs and kisses him).
Narrating
puppet: - ...and from that day on, Thomas was much better. He doesn't
do more bad things, he doesn't lie anymore to his mother and the Goblin
of the television doesn’t have to appear in Thomas’ television
set.
3rd
Part
After
the performance, the narrator will ask the children:
Why do you
think Thomas told lies?
Why is it good to tell the truth?
Is it correct to lie to your mom?
Do you always tell the truth?
Do you lie sometimes?
The
teacher will wrap up the activity with a comment on the necessity
of being truthful with everyone to keep friendly relationships that
lead us to live in harmony with our family, neighbors, friends, etc.
In addition, he will inform the children that the Goblin will be kept
at school and he will be called “Goblin of the school”
4th Part
The children, based on what they learned in previous activities,
in stories and in their own experiences, will create a story on: “The
importance of always telling the truth” or “What do truthful
people look like”, etc.
The
children must create the story by themselves, but if they can’t,
the teacher can help them by asking questions.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
gave a simple explanation about what truth is and what a truthful person
looks like. |
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They
gave examples of truthful people. |
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They
knew how to explain why it is necessary to tell the truth. |
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They
criticized liars. |
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They
made coherent statements on the importance of always telling the truth. |
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ACTIVITY
No 2
"THE SCHOOL IS GOING TO PLAY"
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Summary
of the activity:
This is a role play about school. It could be played by any child
that wants to and they will perform tasks they do at school, such
as: to discuss a subject, to answer the teacher’s questions,
to draw, etc.
Objectives:
Developing personal experience about truth in children.
Procedures:
• Game
• Conversation
Material
Resources: A place for the game with all material needed
for this game, such as, tables, chairs, blackboard, books and notebooks,
pencil holders, felt-tip pens, paper for drawings, color pencils,
etc.
Development of the activity:
1st Part
The teacher will hold an initial conversation to propose
the topic, and he will show the play area to the children who want
to be in it. Then he will ask them: who are you going to be in the
game? In order to agree on the role everyone will play.
The
players will select on their own the material they will use, according
to the chosen role.
2nd Part
The game will start and the teacher will participate in
the game as a child. From this secondary role, he will make a suggestion
to the child playing the role of the teacher:
-Teacher,
do you remember what we spoke about lies and truth? I believe that
you as teacher should tell your group about what we have learned in
previous activities on this subject. You can ask your children and
they can answer what they think. They can also report on the truthful
people or liars they know, family members or friends, or on characters
of stories.
The
teacher, in his role as student can make some interventions, but he
will let the children express themselves freely. He will only intervene
if necessary. For example, if the game stops, if the children stray
away from the argument, or to help solve conflicts, to keep and enrich
this student-teacher conversation with his comments.
3rd Part
The child that plays the teacher will invite his pupils
to make beautiful drawings for their peers, friends, family members,
or neighbours, whoever they select as a truthful person and afterwards
the children will say to whom they are going to give it and why they
have selected that person. The teacher will try with his interventions
to help the children in order to describe a basic characteristic of
the selected person and to highlight the values of this person, especially
the truth. The teacher will try to make this a touching moment for
the children.
4th Part
To wrap up the game, there will be a final conversation
to evaluate how the children, helped by the teacher, played. If they
played their role until the end, if they have acted according to their
role, for example, if the teacher has stayed, the whole time, in the
argument of the game and if he has fulfilled well his function as
teacher; also, if there was any conflict and how it was solved.
He
will end by encouraging the students in the game that have carried
out a good story about truthful people and liars.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
knew how to act in the role they played, and to carry it out until the
end of the game. |
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They
made a coherent report on truthful people and liars. |
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They
were interested in making a good drawing for the selected person. |
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They
were touched when they described the person selected to receive the
drawing. |
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ACTIVITY
No 3
"THE CIRCLE OF TRUTH"
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Summary
of the activity:
This activity consists of a motion game; the children will make
a circle, when the music ceases they stop singing and run to reach
a chair and sit down.
Objectives:
• To develop emotions when singing songs and dancing in circle,
with rhymes about truth.
• To develop motor skills such as running, stop moving when
signaled.
Procedures:
• Practical actions
• Game
Material
Resources: Chairs and a cassette recorder.
Development of the activity:
1st Part
The children hold hands in a circle. If there are many
children they will be divided in two or three circles, with a maximum
of 5 or 6 children in each circle.
The
teacher will explain the rules of the game: The children will dance
and sing in a circle, when the song stops, they will stop moving
and will run towards a seat. There will always be a seat less than
the number of children, therefore, one child will always remain
standing.
The
rule of the game is: the child that ends up standing will be out
of the game and the winner will be the child that manages to sit
down.
2nd Part
The children in the circle will sing a pertinent song.
In
the first lap: The
music stops and they stop the movement and run towards the group
of chairs, if there are 5 children there will be 4 seats, therefore,
one remains standing and is out of the game.
In
the second lap: The music and the movement stops, they run towards
the seats; now there will be only 3.
In
the third lap:
The music and the movement stop, they run towards the 2 seats left.
In
the fourth lap: When the music and movement stop, they will run
and just one child will be able to sit, he will be the winner.
3rd Part
The circle can be repeated for all the children to participate.
When
the activity is completed, the teacher will ask for a strong applause
for the winners; they will have to promise to the group to always
tell the truth and to help their friends of the group to be truthful
children.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
were happy during the game. |
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They
followed the rules of the game. |
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ACTIVITY
No 4
"GUESS, GUESSER"
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Summary
of the activity:
This activity is a game in which the children will answer riddles
given by the teacher, and will create their own.
Objectives:
Reinforce what they have learned about truth.
Procedures:
• Game
• Production
• Narration
Development
of the activity:
1st Part
The teacher will explain the game to the children and will
give the rules that should be followed.
The
child that answers more riddles correctly and has created at least
one riddle about the subject, with sense and coherence, will win.
The
child that knows the answer will raise his hand.
The
content of the riddles, the ones given by the teacher and the ones
created by the children, will be about the related theme: the truth.
2nd Part
The teacher will say the riddles, he can create or search
for other riddles, as long as they relate to the given theme.
3rd Part
The
teacher invites the children to create their own riddles, he will
give them the necessary help in order to create them, with the subject
suggested: “The truth”.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
created simple riddles using the suggested subject. |
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They
demonstrated knowledge about what was learned when creating their
riddles. |
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ACTIVITY
No 5
"THE MODEL"
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Summary
of the activity:
The teacher will organize a visit to a monument or statue of a community
or country martyr or hero, near the school. They can also visit
a dear and respected person in the community.
We will search for those illustrious,
outstanding and well known people in the country or in the community,
who have been known, among their qualities, for having acted truthfully
and contributed to peace in their country.
Objectives:
To develop personal experiences and feelings about truthful
behavior, manifested by honorable or outstanding people in the community
or country.
Procedures:
• Observation
• Hearing
• Conversation
• Questions and answers
Material
Resources: xxxxxxx
Development of the activity:
1st Part
The teacher will organize the activity keeping in mind
that if it is a visit to a living person, he will be asked, beforehand,
to talk to the children and to tell them anecdotes of his life showing
the truthfulness of his conduct, and how acting in this way we will
achieve peace with family members, friends, peers, neighbors, etc.
If
the visit is to a monument of a deceased person, the teacher will
talk to the children about the values of this person.
2nd Part
In the classroom, the teacher will prepare the children
for the visit, he will tell them where they are going, what they
are going to see and hear with a lot of attention and how they should
behave.
3rd Part
Development of the visit: If it is to a monument of a
deceased person, the teacher, at the monument, will tell them about
the life of this person, insisting on his truthful behavior and
how this person, with his example, contributed and still contributes
to keep peace, because although he has died, his ideas about peace
and truthfulness are still alive, and that now other people make
them a reality.
If
the person comes to the classroom to talk to the children instead
of the visit to a monument, it is necessary to create an environment
of solemnity, respect and emotion, in order to touch the children’s
feelings.
The
children will be given the opportunity to ask questions about what
they want to know about this person. The activity will finish with
the children giving their opinion on what they liked most, what
impressed, touched them, etc., to know their evaluation of the activity
and it will be emphasized how these people are models to be imitated
by children and adults.
4th Part
In the following days of the visit,
the teacher will continue talking to the children, on the qualities
and the outstanding events in the life of that person, in which
he showed his truthfulness and actions for peace, which is an example
to be followed by all.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
were interested in learning about the person. |
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They
manifested touching expressions when listening to the story of the
life and facts of this person. |
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They
expressed their desire of being like the person. |
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They
behaved, at their level, with respect and solemnity during the activity. |
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ACTIVITY
No 6
CRITICAL
EXPERIENCE FOR THE EVALUATION OF THE BLOCK
"WHAT
GOBLIN OF THE SCHOOL SAID"
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Summary
of the activity:
At the end of the week there will be an evaluation of what has happened
in class during the week regarding truthful or untruthful behavior.
For that, the goblin and the children will talk.
Objectives:
From the analysis of diverse situations occurred in the
children’s center, and guided by the puppet, the children
will evaluate the truthful or untruthful behavior of their peers
and their own.
Procedures:
• Conversation
• Questions and answers
Material
Resources: The “Goblin of the school”.
Development of the activity:
On Monday the teacher will place
in a visible place of the classroom the “Goblin of the school”
and on Friday he will invite the puppet to talk to the children,
reminding them of everything said in previous activities, about
truth, and how a truthful person behaves. He will invite the children
to, based on what happened in the center or at home, evaluate their
peers and themselves regarding their truthful or untruthful attitudes.
The
teacher, who handles the puppet, must guide this evaluation in order
to have their behavior, regarding truth and lie, analyzed with fairness
and objectivity. The children will give their criteria and tell
their experiences. The objective is to achieve a friendly evaluation;
there will be recommendations for the ones that have not achieved
it and praise for the ones who always told the truth.
Negative
comments will be avoided and if any child is evaluated or evaluates
himself as a liar, just say: -Pedro has to work more to be able
to tell always the truth, what can we recommend?
So
that everyone can have the opportunity of evaluating himself and
others, this activity will be repeated many times in the course
of the month or the trimester. It can be done, for example, at the
end of each week, for a month. It will be what the teacher decides,
it could be on a day of a chosen week after everyone has self-evaluated
and they will be given another opportunity for self-evaluation and
to be evaluated by those children that followed the advice from
the group, for example: Pedro doesn’t always tell the truth,
Jenny told a lie once, etc.
In
this activity the teacher will make sure that the evaluation is
fair, and said in the appropriate way so that no child will feel
bad, that recommendations are given and goals are set for those
children that have lied, and above all we will avoid that any child
is qualified directly as a liar in front of his peers.
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CRITERIAL
ASSESSMENT |
Observed
conduct |
YES |
NO |
Comments |
They
self evaluated with fairness. |
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They
evaluated their peers with fairness. |
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They
focused the evaluation on what was asked: truthful and untruthful
behavior. |
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They
recognized and manifested in their evaluation the elements of a truthful
person or a liar. |
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