DRAMATIC GAMES 5.

- THE PHOTOGRAPHY Game development: We will give three photographs to the group (a wedding, a communion and a birthday party). Children will have to choose one of the photos and will have to perform it as the character each one wants to interpret. Place: psychomotricity room. Objectives: Gestural and bodily development, scenes interpretation and actor role development. Resources: Depending on the chosen photo, we will play an appropriate music to make them feel more inspired when performing (acting) Teacher role: He/She should lead the children during the activity, give them ideas, try to keep order to avoid conflicts because of characters election and create an appropriate environment for the activity. RELIANCE GAMES 6.- THE KNOT Game development: One of the children has to go apart from the group not to see what they are doing. Meanwhile, the rest of the group take their hands and entangle passing below and over their classmates hands. When they cant complicate it any more, they can call the child who was apart and he/she will have to try and undo the knot telling their mates what to do to. Place: psychomotricity room. Objectives: Stimulate cooperation, flexibility and balance sense. Resources: The game must be perfectly explained. Teacher role: He/She should take special care of group movements to avoid incidents and conflicts, create an enjoyable environment and encourage all the children to participate in the game.

INDICATORS: - Follows simple instructions: Knows, understands and complies simple instructions, especially in games and activities realization. - Plays imaginatively with his/her class mates and individually: Particularly on his/her own, but more and more with his mates. - Plays and interacts with his/her mates: He /She is appreciatively developing - Makes coordinated movements: His /Her coordination is really good. - Expresses his/her feelings, emotions and opinions: In favorable process - Respects others: He/She still expresses some violent symptoms but they are decreasing and he/she makes an effort to control them. - Relies on himself and on the others: We are still working on this and he is progressing. - Wins self confidence: Through all the games and activities he/she has succeeded in having self confidence. - Complies simple rules (norms): He/she complies them and he/she even doesnt argue about them. - Develops body, verbal and no verbal expression: He/she does it better and better and he/she expresses himself/herself with less effort. - Works in group, collaborates and cooperates with his/her mates: Although he/she is developing in a favorable way, more work has to be done (or we have to work a bit more with him/her) - Knows the names and physical appearance of his/her mates: He/she has achieved it by repeating some games. - Recognizes himself/herself among the group: Thanks to the variety of the played games, he/she knows who he/she is and his/her place in the class. - Keeps and appropriate tone of voice: Although he/she is in a favorable progression, he/she sometimes forgets about it. * We have observed that the child has been feeling less refusal (rejection) from his class mates, he is more integrated, he respects the others most of the time and there are almost no bites from him/her, which indicates us that the child feels himself/herself as another one in the group and he/she has learnt to express himself/herself in such different non violent ways. * The system we will use to get all necessary data to make the evaluation will be control lists, scales and some other instruments; we will follow the initial, medium and final process to check during and between what appears as a result of initial observation, NO LO ENTIENDOOOOOOO

Personal values to work with one year children following the LOE principles: - Empathy - Awareness - Auto-control - Respect - Kindness - Non-violence - Collaboration - Justice - Tolerance Objectives: - Empathy: strengthen and reunite the group; interact (inter-relate). Learn to listen, respect and win respect from others. - Awareness: Be polite and respectful with the children, make understand what is right or wrong, correct and reason negative behaviours. - Auto-control: Teach to think before acting and make understand that any action will have its consequences; practice decision making, consider consequences and guide in the right decision making. - Respect: Learn to deal with the others as we want to be treated, keep a cordial attitude with the others, teach new behaviours to substitute the inappropriate ones. - Kindness: Learn the importance of caring of the others, promote good actions against bad ones. - Non-violence: Learn to live in harmony, teach how to control aggressiveness by teaching good values. - Collaboration: Learn to collaborate making group works, compliment their effort and their collaboration. - Justice: Encourage the children to defend their rights as well as the others, teach them the importance of fair play and sportsmanship. - Tolerance: Help the children to discover people positive qualities, teach them that nobody is better than anyone and promote dialogue (as far as possible)

HEALTH EDUCATION - Encourage and develop personal hygiene and good feeding habits as a basis for an appropriate health education. - Sit properly at the table. - Initiate and get used to different tastes and to different type of foods intake, avoiding food whims or repulses without apparent reason. - Develop good habits in the proper use of eating utensils. - Acquire and practice habits related with basic rules of manners at the table. - Invite the families to interest on the benefit from their collaboration together with the children dinning room responsible people. - Become the family aware of acquired behavior rules (patterns) in the children dinning room and the importance of continuing them at home. Cohabitation education - Acquire and practice cohabitation and cooperation habits in the group duties. - Encourage companionship as well as respect and tolerance attitudes with all the school community members. - Achieve a correct behavior at meal times at the table. - Achieve a not very noisy environment, avoiding screams and speaking in a relaxed way. - Take care and respect communal rooms, furniture, equipment and tools.

HABITS TO INSTILL AND GUIDELINES TO FOLLOW FROM 0 TO 6 YEARS - Respect sleeping patterns which develop with the age. - Fulfill the individual necessities of every child. - Make the child understand the necessity of resting. - Make the children know their own patterns (when they are tired, when they need to rest,..) - Make the children realize that the luck of sleep affects personal performances and relations with people. - Coordinate fixed timetables for activity, rest, sleep and respect them at every moment. - We must let time for the children to relax, to have the time for cohabitation with adults and to be able to make a relaxed activity in order to induce sleep. - Environmental conditions should satisfy the tranquility and relax criteria - Avoid excessive noises. - Invite the child to collaborate with the preparation of the sleeping area. - Get the children used to pee in the bathroom before getting in bed and avoid them from drinking too much before sleeping. - Teach them that not everybody has to do the same things at the same time. - Teach the children that they have to say good bye before getting in bed and that they have to greet when getting up. - Teach them not to cry when they wake up. - Teach the children to respect the others sleep staying in bed remaining awake at the beginning and getting up later without disturbing. - Show them that if they are between 0 to 2 years old, they can sleep using pacifier and they can be helped to relax but later on time, they will have to sleep without the pacifier or the help. - Teach the ones from 1 to 3 years old which are their nap times and start eliminating them between 3 and 4 years. - From 5 to 6 years old, guidelines will have become acquired habits for the children.

HABITS TO INSTILL AND GUIDELINES TO FOLLOW FROM 0 TO 6 YEARS - Achieve general cleanness of the child and acquire this guidelines as own habits. - Cleansing and care of umbilical cord (only by adults) - Cleansing of skin, genitals and hair with a bathe with help, which later will become a shower with help and finally on their own. - Cleansing and nails cutting, always with help - Cleansing of eyes with help - Cleansing of nose, first with some help and later let them do on their own if there is an excess of mucus. - Fixed timetables for bathing time which will be modified as the child grows - Prepare the necessary environment for the bathing time. They can be taught as they grow up making them participate on the preparation. - Show them what they need. - When tooth absence, clean the gums after feeding (only adults) - Oral hygiene: with the first teeth children have to be helped to clean them after meals and later on time the can do it on their own. They have to be taught previously the correct brushing patterns (from the age of four) - Cleansing of hands and face before and after eating and when getting up. From 0 to 1, an adult will do it. From 1 year old they can wash themselves with help in order to do it completely on their own at the age of 4. Control and evacuation of pee and dregs (day-time control first and nocturnal later). From 1 to 2, phase out of napkin and initiation to potty training. From 2 to 3 years old, support them to visit the toilet periodically (from 1 to 3 they have to go to the bathroom before sleeping and from4-5, they will get up on their own in order to go to the bathroom during the nights), pee and dregs control. - Cleansing with toilet paper after evacuations, flushing the lavatory with some supervision at first in order not to need supervision later.

HABITS TO INSTILL AND GUIDELINES TO FOLLOW FROM 0 TO 6 YEARS - Teach the children that they have to dress and undress, to take care of their own clothes and to take care of their appearance; they should acquire this guidelines as real habits. - Teach them how to put their clothes and shoes on and off in a proper way helping them until they are 4 years old. From 6 years old they will do it on their own. We must also teach them how to tidy their clothes and put apart the dirty ones and how to prepare their clothes before dressing time. - Show them that the clothes they are going to wear should be clean, wrinkle free and should be appropriated for each moment. - When they get dirty, they must be taught to change their clothes. - Teach them that their environment, toys and different tools and materials, must always be clean and tidied; if anything gets dirty, it has to be cleaned. - Teach them to tie their shoes by learning how to make loops in order to leave them later doing it on their own. - Show them how to take care and tidy their clothes. - Teach the children to pay attention on the appropriate dressing and have dressing criteria. - Encourage them to have a participative and improvement attitude. - Make all the activities with plenty of time to avoid rushes and therefore mistakes and distractions. - Show the children to make conscious of their appearance and how to combine clothes. - Teach them that the same as well as clothes, footwear must be cleaned, cared and tidied too.

Profe: Buenos das Jaime, qu tal ests hoy? Vienes contento? Madre: pues no te creas que hoy es uno de sus mejores das. P: qu es lo que le pasa? Est enfermo o es que se ha levantado enfadado? M: pues si te digo la verdad, no tengo ni idea. Pero no ha querido desayunar ni quera vestirse. Llevo media maana peleando con l para poder ponerle algo de ropa. P: Bueno, no te preocupes porque en cuanto os vayis todos los padres, le dar de desayunar. No obstante, me gustara comentarte que ltimamente no quiere probar el pescado. Hasta hace una semana lo coma encantado pero el lunes ya no quiso ni probarlo. ha pasado algo en casa? M: Pues supongo que ser porque el sbado fue con su abuelo a pescar. Vino muy triste y cuando nos pusimos a limpiar el pescado empez a llorar diciendo que estbamos haciendo dao a los peces. Se puso tan nervioso que dejamos el pescado guardado porque no supimos qu hacer. P: pufff, pues por eso debe ser. No te preocupes, porque aunque nos va a costar un poco, conseguiremos que lo coma. Nos inventaremos algn cuento en el que los peces estn encantados con ser sacados del agua y con que nos los comamos, jeje. M: de todos modos, hoy le pasa algo ms. No quiere hablar conmigo y ha intentado pegarme. He hecho lo que me dijiste la ltima vez y la verdad es que funciona. Al menos ahora puedo ir al parque tranquila. Ahora se sigue enfadando cuando no puede jugar a lo que quiere, pero no pega a los dems nios; se sienta enfurruado hasta que los dems terminan. P: Bueno, ya sabemos que los cambios de comportamiento son lentos, pero debemos insistir. Mira, en clase si encuentra un juguete ocupado ya no se enfada. Ahora se queda un rato quieto mirando a su alrededor hasta que decide qu otro juguete usar. Digamos que se asegura antes de cogerlo de que nadie lo quiere. M: vaya, eso me alegra mucho. P: bueno, tenemos que empezar el da en clase. Nos vemos a la tarde. M: vale, hasta luego. Adis Jaime

Profe: Hola Brndua Ctlina , buenos das. tienes un ratito para hablar sobre tu nia? Madre (extranjera, por si no te has dado cuenta): Hola, buenos das (sin acento, pa que veas). Pues s, claro que tengo un rato. sucede algo? P: pues vers Brndua Ctlina, nos estamos dando cuenta de que a pesar de que la nia lleva un mes en clase, no habla ni una sola palabra de espaol y eso es algo en cierto modo extrao, porque los nios aprenden enseguida a relacionarse en cualquier idioma. M: s? y eso por qu sucede? Yo creo que mi hija es muy inteligente P: nadie dice que no lo sea. De hecho, demuestra mucha viveza y sagacidad en las actividades individuales, pero no se integra en el grupo porque no habla nada. ella habla en casa o es una nia callada? M: no, no. En casa habla mucho con su abuela y le cuenta las cosas que hace en la escuela. P: y su abuela sabe hablar espaol como t? M: no, no. Mi madre slo habla rumano. No sabe nada de espaol. P: me parece que ya veo dnde est el problema. Tu marido y t le hablis en espaol o en rumano? M: le hablamos en rumano porque as no se le olvida el idioma. Es la mejor manera. P: bueno, pues creo que deberais empezar a hablar espaol en casa. La nia es muy pequea an y si en casa le hablis en un idioma que ella entiende, nunca se esforzar por aprender otro. Una vez que ella sepa diferenciar los idiomas, no habr ningn problema en hablarle en rumano. Para la nia est siendo un ao muy difcil, con muchos cambios. Nuevo pas, nueva casa, primera vez que va al colegio y una enorme dificultad para hacer nuevos amigos porque no los entiende. M: vaya, no lo habamos pensado as. Me siento mal; no nos dimos cuenta de que hablndole en mi idioma la perjudicbamos. P: bueno, mujer, no te agobies. Esto puede solucionarse fcilmente. Empezad a hablar en espaol todo lo que podis. Vers qu pronto ella habla tambin. Un par de meses despus P: hola Brndua Ctlina, qu tal ests?. Hoy te ha tocado a ti traer a la nia..

M: bueno, en realidad he querido venir yo para hablar con vosotras sobre mi nia, para saber si habla algo de espaol o no. En casa nos contesta en rumano aunque la hablemos en espaos y nos da miedo que no aprenda P: Pues puedes estar tranquila. Ya sabes que los nios se adaptan a todo y son muy listos. En clase habla ya bastante y se relaciona con los dems nios sin problema. Ha empezado incluso a cantar algunas canciones. Cuando dice algo raro o los compaeros no la entienden, siempre hay alguno que le dice: Luminia Mdlina, hablas raro y no te entiendo. Y ella intenta decirlo de nuevo hasta que la entienden. M: lo que no entiendo es por qu en casa no habla espaol entonces P: pues yo no soy una experta, pero imagino que como ella sabe que la entendis perfectamente en rumano y para ella el espaol es an difcil, os contesta de la forma ms fcil. No os preocupis por eso. Lo importante es que ella hable espaol en clase y con sus amigos. Ya ves lo inteligente que essigue hablando rumano sin problemas; como ves no se le olvida. M: pufff, no sabes lo tranquila que me voy para casa. Estbamos muy preocupados pensando que no hablaba en clase. P: pues ya ves que ya est solucionado. Quizs en unos aos tengamos que mandarla callar, jajaja. M: jajaja, seguro, porque en casa es muy habladora. Bueno, me voy ya. Que tengis un buen da. P: muchas gracias. Igualmente.