Ministry of Education

Ing. María del Carmen Aceña Villacorta de Fuentes

Minister of Education

Licda. Floridalma Meza Palma

Technical Vice-Minister

Lic. Miriam Castañeda Arana

Deputy Minister of Administration

Lic. Celso Chaclán Solís

Deputy Minister of Intercultural Bilingual Education

Licda. Herminia Reyes de Muralles

Director of DICADE

Lic. Tomás Ixtamalic Patzán

Director of DIGEBI
 INTRODUCTION

One of the main purposes of the Ministry of Education is to guarantee that the
U childhood and youth of Guatemala receive more and better education. To achieve this, it has
established as a vision that all educational levels have teachers
qualified and that they are systematically and permanently updated in the areas
fundamentals of learning.
The Directorate of Quality and Educational Development and the General Directorate of Bilingual Education
they have developed several training days aimed at the implementation of the Curriculum
National Base (CNB), which defines the guidelines for the construction of the Reform
Educational. The training sessions that have been planned on this occasion have
as a goal that - upon completion of them - the following have been developed
competences
The pre-primary teacher:
a. Use the CNB and the Guidelines for Curriculum Development as the basis for the
planning, with the support of the texts distributed by the Ministry of Education.
b. Plan lessons that develop competencies by applying the spiral curriculum
and integrating the areas of the National Basic Curriculum.
c. Master the procedural, declarative, and attitudinal contents of the degree or degrees
that imparts and transfers with an active and participatory approach, encouraging reflection
at all times.
d. Address individual differences to develop the child to their full potential.
e. Formatively assess, considering different learning paces and accordingly
with the area it develops.
f. Organizes her classroom to enhance space and time, creating routines that structure
the individual development of students.
With this purpose, the present module focuses on reflection about daily practice.
of the teachers, defining essential processes in the Skills Area
Learning that the teacher must know in order to work on it in the classroom and achieve
quality. The attendees of the training will have the opportunity to analyze concepts,
reflect on the questions posed to them, share their opinions with the
colleagues and define actions aimed at improving the development of competencies in the
students.
Each of the topics has been developed with a focus on meaningful learning,
where the personal diagnosis, the activation of prior knowledge and the
new knowledge, to proceed to exercise the contents and apply them in contexts
At the end of the training, attendees are invited to revisit the initial reflection.
what they did and to define the changes they consider necessary to improve their practice
daily.
The logos used for organizing the activities are:
 Section I: GENERAL ORGANIZATION

Welcome to this meeting among colleagues, where you can share experiences and
problems,reflectontheirschoolactivities,theresultsobtained,andthestrategies
thattheyhavesuccessfulyusedtoimprovethetrainingprocessofthechildrenintheircare.

1. To begin, they wil do an introduction activity. They wil say their name and look for a rhyme.
[Link]:"MynameisJuanaandIlikethe
apple
One of the activities they wil be implementing in the preschool classroom wil consist of
self-controlofattendance.
Volunteers wil be requested to
formtheAssistanceCommittee,whichis
wil beinchargeofensuringthateveryone
teachersinthistraining,pleasegoahead
dailytomarkyourattendance,inthe
signthatwilbeplacedonthewall,near
ofthedoor.
To do this, organized in groups, they wil prepare
posters,similartothoseusedinthe
[Link],oreach
asssitant,wd
liesg
i nyourposterwtihthefoo
l wn
ig
characteristics:
- It wil consist of a container that wil have the names of
thestudentsincardswithdiferentshapes,
sothattheycanphysicallyturnitaround,changeit
ofplaceorputinthecontainer.
Example: in a fishbowl, drawn with grooves, the
nameswil [Link]
theywiltakethefishthathasitsname,andtheywilplaceitin
aslot.
In a drawn box or bag, with slots, the and the
girlswil takeacandy,drawnwiththeirnameandit
theywilbeplacedintheslot.
On a tree, apples or some other fruit wil be hung.
thefavoritefruitofeachofthestudents)drawnandcutout,withthename
writtenonthefront.
What other ideas can you give to your group mates to do
creativepostersthathelpstudentslearntheirname,
whilecontributingtotheresponsibilityofattendingschoolwith
regularity?
Once the posters are made, they wil be displayed on the walls of the venue.
Whereisthismeetingtakingplace.
Suggestion: the first poster wil be made by the teacher for the first month.
The following posters wil be made by the same boys and girls, as part of the
[Link] paintthedrawing,cutitoutand
theywil writetheirname,supportedbytheirteacher.
3. The rules of coexistence wil now be established and the Values Poster wil be created:
a. Ask: What do you think is needed for this training to be successful?
example: that everyone arrives on time and starts at the indicated hour, listen when
othersspeak,participate,etc.

General Organization
Pre Primary 1
 b. All contributions wil be written on a sign and wil constitute the Values Sign, which
itwilbedevelopedwiththisformat.
The names of the attendees wil be written in the first column.
In the first row, you wil write the necessary conditions for the success of the training.
Each condition wil have space for each day of the week.

Respect
Names Punctuality when others Participation Enthusiasm
they speak
L M M J V L M M J V L M M J V L M M J V
Juana Luna

Carlos Sol

c. Each participant wil self-assess every day, using a mark agreed upon by everyone.
For example: a green point if it was satisfactorily completed; a blue point if it was not completed.
On the second day, you can mark yelow if there has already been improvement in compliance, even if it was not from the..
[Link]:itisself-assessment.
d. Volunteers wil be requested to form the Values Committee. Their functions
they will be:
They wil be responsible for ensuring that all attendees self-assess each other.
day,withoutinfluencingthebrandtheyplace.
At the end of the day or at the beginning of it, they wil reflect to review their responsibilties.
towhichtheycommitedsothat,individually,eachonemakesapromisetothemselves,
improveintheirbehavior.
e. Suggestion: in the primary classroom, there should be a Values Poster, agreed upon by everyone.
thestudents.
a. The rules may be changed every month, as deemed necessary if they have become a habit.
anditisnecessarytostrengthenothers.
b. For example: hygiene, cleaning of their space (they pick up what they throw away, they keep what they take out,
theythrowthetrashinthebin,etc.),courtesynormsandothers.
c. In each group they wil make their Values Poster, prioritzing the general rules of coexistence.
Theywilplacethisposteronthewallanduseiteverydaytoself-evaluate.
4. It wil now be discussed how the organization of the work groups wil be: There wil be one person
whowilcoordinate;anotherpersonwhowilpresent;anotherwhowilbeinchargeofdistributingandreturningthe
matera
i sl thataredevilered;anotherpersonwliwrtie;anotherwu
li strateandotherroe
l stheyconsd
i er
necessary,whichwilberotated.
• Suggestion: this situation wil repeat in each classroom when returning to school, as it wil need to
tohaveacoordinatorforeachworkteam,apersoninchargeofmaterials,etc.,of
sothatboysandgirlsbegintotakeontheresponsibiltyassignedtothem.
5. Now volunteers wil be requested to organize the Memory Committee of each
day. Its functions wil be:
The Memory Committee wil summarize the activities and lessons learned that take place in the
taller.
Therefore, they should note everything they find signifcant and present it before starting.
theactivitiesthenextday.
Each day they wil present their summary to their classmates. This activity is
[Link]
tiwlp
i rovd
i espacetoaskwhatwasnotce
l arortogvieanopn
io
i nonann
i concu
l svietopci.

General Organization
2 Pre Primary
 Section II: INITIAL REFLECTION

1. Read the following text aloud while everyone follows along visually.

THE SCHOOL
Azorín

E
those early times of my childhood appear among my memories
a little confusing, chaotic, like things lived in another existence,
on a distant planet. How was I going to school? Where was I going?
What emotions did he/she experience upon entering? What emotions did he/she feel upon seeing me?
outside the four horrible walls? I do not lie when I say that those emotions
they should be of sorrow, and that these should be of joy. Because this master
The one who instilled in me the first lights was a dry, tall, bony, harsh man.
of condition, brusque with words, with some pig-like, limp mustache, that I
I felt it scratch my cheeks when he leaned over the book to
indoctrinate me with more zeal. And I say zeal, because I - as the mayor's son
- received a special lesson every day. And this is what, even now,
brings to my spirit a taste of bitterness and anger.

When all the boys had left, I was left alone in the
school... The school stood on one side of the village, overlooking the garden
and of the round hills that stand out softly in the bright blue; I had
In front, a small garden with yellowing acacias and rows of euonymus.
The building had been a convent of Franciscans; the school hall was
long, with a very high ceiling, with long benches, with a pallid Christ; low
purple canopy, with a vast map dotted with mysterious lines, with
lithographs on the walls.

These lithographs, which I have found again at school, have been the
nightmare of my life. They were all in bright colors and represented passages
biblical. I don't remember them all, but I have, back in the hidden depths
from memory, the image of an old man with white beards appearing above
from a mountain, through clouds, and hands over to another old man two formidable tablets,
full of scribbles, long and with the upper ends rounded. I
I was left alone at school; then the teacher would take me, passing by the
cloisters and through the courtyard, to their rooms. Once here, we entered the
dining room, and for an hour, this fierce teacher made me spell with a
barbaric insistence.

I still feel his breath of tobacco and perceive the scratching, at intervals, of his mustache
wit. He would spell a page, making me go back; we would move forward again,
we were going backward; he was indignant at my foolishness; he exclaimed loudly
voices: " No! No! And finally I, exhausted, stunned, oppressed, was breaking
in a long and bitter cry...

And then he stopped making me spell and said, shaking his head:
I don't know what this boy has.

Initial Reflection
Pre School 3
 2. Reflections and comments:

a. What feeling did the school building produce in the child?

b. Was it really the building that displeased the child or the environment?
What did the master create?
c. How does the narrator describe the teacher?
d. How did the boy feel at school?
Do you think the teacher thought he was doing the right thing by treating the child with
so much rigidity?
f. Would the teacher have liked to know the feelings they had caused?
in the child? How would they have felt?

3. Describe and comment:

How should the physical and emotional environment of the school be?
What can you do to improve the environment?
physical and emotional of their school?

At the end, they take a moment to remember and comment.

briefly:

a. What is your best memory from the first year you attended
the school?
b. What is your worst memory from that first year?
c. What do you think is the worst memory they take with them
students of this year that just ended?
d. What do you think is the best memory you take with you?
students of this year?
e. How would you like your students to remember you and
female students?

5. Personal objective: What goals are set for the coming year? How do you plan to
achieve it?
a. In cardboard rectangles, the teachers will write their goals for the year.
starter.
b. At the end, they will read them and place them on the wall (or on a sheet of paper) forming
a ladder, at the end of which your defined goal will be.

6. Training objective:
a. What do you expect from this training?
b. How can this workshop help you achieve your personal goal as a teacher
Oh, teacher?
c. Ask each person to define the objectives for the workshop.
In the group, they will share them and come to agreements to present them as a group.
They will write the objectives on cut-out cardstock shaped like flower petals.
They will introduce them to the other colleagues and will stick them on
the wall, forming the flower. In the center they will place the group's name.

Initial Reflection
4 Pre Primary
 Section III: THE NATIONAL BASE CURRICULUM

Take turns reading aloud:

E The National Base Curriculum establishes that the pre-primary level is characterized
for being a stage with a dual purpose: socialization and stimulation
of evolutionary processes.
Socialization is understood as a process of incorporation and transformation.
of the rules that govern social coexistence: guidelines, norms, habits, attitudes
and values that are acquired through interaction with others. Its purpose is that
the boy and the girl recognize themselves with personal identity and as social subjects.

The stimulation of evolutionary processes focuses on psychological processes.

that shape the growth and development of a person. This implies the
use of knowledge frameworks to appropriate the elements
of their culture, to adapt to the environment and engage in a creative activity likely
to modify, even, that same means.

The socialization and stimulation of the developed processes, in a way

simultaneous, allow preparing the girl and the boy for life and for acquisition
of future lifelong learning. At this stage of life, it is established
the foundations of human behavior and personality is formed,
based on the plasticity of the child's brain.

2. Reflections on the last paragraph and ask yourselves:

Are you ready to develop socialization?

and the stimulation of the processes in each one
the boys and girls that they will be in charge of? Have they proposed, like
meta personal, establish the foundations for a behavior, that in
Will the future produce men and women useful to society? What kind of
personality have formed in the boys and girls who have had low their
responsibility, so far? Are you satisfied? Given that
Every process is subject to improvement, how do you plan to enhance those results?
next year?

3. Continue reading:

In order to support you in the work of creating a new society, in the

In this module you will find innovative ideas that will allow you to:

a. Develop the art of communication in your students, as the

means by which they will express their ideas, feelings, likes, and dislikes,
fears and sensations that they experience day by day, as well as the basis

The National Base Curriculum

Preschool 5
 the principle on which the Reading Skills will be built and the
Writing, later.
b. Creatively develop the basic skills for the processes of
reading, writing and initiation
to mathematics.
c. Awakening in the students and
the students' interest in the
reading and writing, like
means to know and
enjoy the world that they
surrounds and that which exists more
beyond their environment.
A planning that
will reinforce and integrate the
knowledge that the
students go
acquiring and the
competencies that are suitable
developing, through the
application of a spiral curriculum model.
e. The development and application of monitoring and control mechanisms of
progress of the student and the female student.
The creation of simple and creative materials that will promote the
expression of ideas and feelings by their male and female students
and the development of competencies, from real and concrete contexts.
g. Moments of didactic and pedagogical reflection that will motivate you to analyze
his actions and to start a new school year with high goals and
achievable.

4. Reflection: Discuss among your group mates:

If the teacher does not usually read, how could they create this habit?
intheirmaleandfemalestudents,whentheneedhasbeenestablished
Doyouteachlessonsdaily?
Do you write often? Do you give opportunities to your students?
so that they express what they see, think and feel, through the
drawings?
Why is it necessary to reflect on the activities that you plan and develop?
intheclassroom?
What creative and innovative activities did you work on with your students this
year?
Did the students you were responsible for this year graduate prepared?
and prepared to face the primary level, with Social Competencies,
CognitiveandAffectiveskilsthatlifedemands?Didthetrainingfacilitatetheformationofa
personality that will allow them to succeed in life?

6 The National Base Curriculum

Pre Primary
Initial diagnosis

5. To get to know each other a little better, a questionnaire is presented below that
contains some ideas about the process in the classroom. After answering it, you will be able to
find the key and investigate the strengths or weaknesses it has in its practice
teacher, according to current trends.
Analyze the scales shown and mark the one that best represents your thinking.
act as a teacher. From number 1 to 15 use scale A, from 16 to 30 use
the B scale.

A B
1 = Totally disagree 1 = Never
2 = Disagree Rarely
3 = Agreed Many times
Totally in agreement Always

Concept 1 2 3 4

1 Thepurposeofthepre-primarylevelistopreparechildrenforlearning.
of reading and writing and mathematics.

2 The boys and girls attending pre-primary level bring knowledge and
experiences that serve as a basis for new learnings.

3 Studentsmustbetreatedasindividualsandnotasagroup.

4 Preschool teachers must read aloud daily to

the students

5 It is necessary for students to write creatively every day.

(scribbles at first) and get used to expressing their ideas freely.

6 Students should be encouraged to use all the new words.

letthemlisten.

7 The purpose of daily reading is to promote listening comprehension, increase

the vocabulary and stimulate the imagination.

8 Dailyreadingshouldbedonewithalltypesoftexts(narrativeandinformative:
poems, stories, fables, news, announcements, etc.

9 Theworkinggroupsareorganizedheterogeneously,sothattheyinteract.
students with different skills.

10 Thedevelopmentofcompetenciesmustbedonebyintegratingallareasof
resume, as much as possible.

11 Students need to express themselves (through "writing" which

theyinvent,drawing,dramatizationandmodeling)tocommunicateinresponse
to reading, to what they listen to, to their thoughts and to their feelings.

12 The evaluation should be done constantly, in every activity.

The National Base Curriculum 7

Preschool
 Concept 1 2 3 4

13 The activities of parents, in support of classroom activities,

benefit and stimulate the development of boys and girls.

14 Thevaluesthatparentspracticeathome,aswellasthoseofthe
Teachers in the classroom affect the attitude that boys and girls have, which
It is necessary to have effective communication with them.

15 The daily reflection that the teacher makes about the results achieved
duringtheday,itallowsforimprovementinthedevelopmentofcompetenciesinitsstudents
andfemalestudents,aswellasinmyownroleasateacher.

16 When I read to my students, I ask them questions like: What

Whatdoesitmean?Whatisitabout?Whatdoyouthink?

17 WhenIplaneducationalactivities,Itakeintoaccounttheneeds.
ofboysandgirls,integratingactivitiesforthedevelopmentofskils
of learning, communication and language, the social and natural environment, the
artistic expression and physical education.

18 I schedule a daily space in which the student can 'read' or

interpret freely what you see, draw and write creatively.

19 WhenIreadtothestudents,Idevelopactivitiesbefore,during
and after the reading.

20 Boys and girls develop the basic skills for initiation to

mathematics, integrating them with other areas in daily activities.

21 I maintain a daily record of the progress of my students in each

one of the abilities that I am developing.

22 Imeetwiththeparentsorsendreportstotheirhomesthat
they include ideas on how they can help their sons and daughters at home.

23 I ask the parents of my students to collaborate in the classroom,

sharing their knowledge, their wisdom, and the skills they possess.

24 Ingeneral,theplanningIdoincludes:thereception,theorganization
offreeactivities,directedandfreeactivities;aswellastheevaluation,
centeredonsocialandnaturalenvironmentissues.

25 Itakeadvantageofopportunitestolearnmoreaboutpreschoolcare,
attending training sessions, circles and conferences, taking courses in
updating and reading books and magazine articles.

26 Iencouragemystudentstoexpressthemselvesorallybymakingcomments
or questions about what they see, feel, 'read' or hear.

27 I evaluate the progress of my students through observation.

constant and formative.

28 At the end of the day, I reflect with my students about the new.
whattheylearned,thebehaviortheyhad,andIapplyittomyselfaswell
or the same, as a means to set clear goals for the next day.

8 The National Base Curriculum

Pre Kindergarten
 Concept 1 2 3 4

29 Iorganizethestudentsinvariousways:cooperativegroups,
in pairs, individually, according to the type of work they do.

30 In my planning, I define the time and methodology for the development of

secondlanguage(whereapplicable).

The grading is at the end of the module.

6. After evaluating yourself, reflect on the areas that received 1 or 2 points, and wait.
At the end of this training, you will have the opportunity to reflect on them again.
and to modify what I consider appropriate.

Activation of prior knowledge.

7. Take turns reading.

The spiral curriculum

C
As you will remember, the National Base Curriculum for Pre-Primary is
organized into areas, which respond to the structure of knowledge
in the different stages of human development between the ages of 4
At 6 years old. Competencies allow for the holistic development of the child.
and are designed to achieve the cross-sectional integration of the axes and how
the instrument to shape the character, values, and proper attitudes in the child
and the girl from a plural and multicultural country.

The spiral curriculum, which is

promotes in this module, respond
to this approach and assures that
the development of all areas is
perform completely, in form
continue. This means that he or she
teachers will dose the level of the
activities that plan, in a way
such that they begin with the most
elemental, to go up
gradually in complexity, to
as each boy and girl demands.

At no time will it be given up

reached a competence and it
it will eliminate from daily activities.
The student and the student will be able to achieve
the minimum level required for their age and maturity, but they will always have
field to move forward and perfect levels that are normally
they would work with children of different ages.

The National Basic Curriculum

Pre Kindergarten 9
 He and the teacher then have the challenge of working with different groups (for
its level of maturity or age) simultaneously, promoting higher levels
of difficulty for those students who need it, maintaining
Such attention and interest. It is advisable to remember that discipline in the classroom.
It is the result of the level of work that the students have, since
It is evident that a boy or girl will become restless if they are bored or if they
feels unable to carry out the activity. It is here that it becomes necessary
individual attention, to ensure learning or development and to enhance
self-esteem.

[Link] Read these questions and reflect on the benefits it can provide
to the boy and the girl in pre-primary level:

Are you integrating the competencies of the different areas into

the activities of each day?
Is it stimulating the production of its students?
exhibiting it in the classroom and allowing everyone, even
can the boys and girls from other groups see it?
Do you have regular presentations of your students' work?
encouraging them to come forward to show their work and explain it to others?
Do you work in pairs to strengthen each other? Do you work in groups to
encourage socialization and the responsibility to contribute one's own?
What needs to improve?

9. Comment on the answers and the benefits: Have you had difficulties? How have they been?
resolved?

[Link]
all the skills that are required
develop to achieve the profile of
graduate from the pre-primary level?

It is suggested to start by analyzing the profile;

it is defined on page 24 of the
CNB. By reading it carefully, one can
find all the competencies
integrated, thus simplifying the universe
to cover.

This profile could serve as a basis to ensure that daily activities cover
all the expectations laid out there; of course, this is the summary. To work
They will need to constantly refer to the curriculum frameworks (or outlines) daily.
that are found in the supporting documents provided to you in training sessions
previous ones:

a. The National Base Curriculum for Pre-primary Education.

b. The Guidelines for Curriculum Development at the Pre-Primary Education Level.

The National Basic Curriculum

10 Pre Primary
They are going to activate those skills now, before doing an exercise to strengthen.
the daily activities that have been implemented in the classroom.

[Link] of prior knowledge.

In previous trainings, they have been informed on how to plan their

daily activities. How have they been doing? Define in your notebook:
a. The steps to follow for proper planning and including new ones
knowledge in the teaching-learning process.
b. The design of the planning
c. Compare your answers with those of the other pairs in the group.
d. Compare your answers with the following guidelines, suggested in
previous training sessions.

Take turns reading.

12. Steps to follow to carry out a

adequate planning

a. Detect the themes and contents to

develop on the basis of the
curricular guidelines, with
local relevance. To this end, it is suggested:

Refer to the document of

Curricular Guidelines of
agreement with the age or ages that
attend.
Select the topics and contents
for a period of execution,
reinforcing the already
developed and advance
progressively in those that are missing and based on the needs
detected in children.
Determine the appropriate cultural elements and surrounding environment
and conducive to developing the selected topics and content. Check
these
b. Schedule activities in a participatory and integrative manner. In doing so, lineamien-
take into account: every time
since
The achievement indicators indicated for the selected competencies. plan?
Ask yourself: Will these activities result in children and
Do the girls reach that achievement indicator?
• The variety of activities in such a way that they mostly cover,
the contents that define the curriculum framework of the CNB.
The characteristics of the group of boys and girls.
The organization of activities: from the simple to the complex, that
part of the direct experience, which fosters play situations, that
include manipulation of concrete material and take them to the graphic material.

The National Base Curriculum

Pre Primary 11
 Organize c. Determine the learning strategies, taking into account:
activities
varied that The strategies that can be applied in all areas:
surprise them Search, collect, observe, classify, memorize, interpret, analyze,
the children and understand, explain, communicate the information.
the girls?) Organizational strategies, understanding, cumulative coding,
of knowledge, mechanical, quantitative, summary and others.
Some suggested techniques and methodological procedures:
Workshops, learning corners, and projects.
Games, dramatizations, stories.
Drawing, painting, cutting, gluing, tearing and others (see the CNB).

d. Anticipate the materials that are

they will need: those that will be prepared
with the boys and girls; or those who
will collect and buy.
Letthechildren e. Predict the time and space
andthegirlswork where will the ... take place
attheirownpace,without
activities.
rush them?
Does it carry the f. Establish the strategies of
daily control evaluation remembering that they are
of progress permanent mechanisms,
of the child and the continuous, systematic, flexible
girl?) and integrated that take into account the characteristics of the community and
they provide information for decision-making.

13. Reflection: Individually answer these questions:

a. Which previously mentioned suggestions have you been unable to

put into practice and why? What solutions have you found?
b. What suggestions do you consider essential and cannot
to be missing?
c. In relation to time, how do you plan: daily, monthly, bi-monthly,
annual, per unit, per project? Why?
d. Have you consulted with the educational community? If the answer was No, why? If yes
The answer was Yes, how has it helped you?
e. Do you keep parents informed about the children's development and
the girls? Do you give them suggestions on how they can collaborate at home?

14. Discuss the answers with your classmates and, after that,
to know what others have done and considering that we are always in process
to improve, respond:
a. Should you make changes to the way you have been planning? What changes?
What do you hope to achieve?
b. Write down in your notebook the decisions you have just made.

The National Base Curriculum

12 Pre Primary
[Link] wil now analyze how they make their daily planning:

Daily sheet Date ________________

Time Activity Resources

15' Welcome
15' Organization of free activities
30' Free activities (Learning corners)
30' Directed activity
20' Repair part
20' Recess
30' Directed activity
20' Evaluation

Valores Habits:

a. Individually: describe the learning moments of each day.

b. Compare your answers with those of your groupmates.
c. Compare what you shared with the following proposed organization in the
previous training.

[Link]:belowisabriefdescriptionofeachmoment
oftheday:

a. Reception: the students arrive in the classroom, listen to stories, sing

songs.
b. Organization of daily activities and/or free activities: the boys and girls decide
the time and space to work.
c. Free activities:
Students work in
the Learning Corner that each one
selected.
It is suggested to have a control poster
these activities that can be registered
[Link]:asignwith
little bags.
A small bag will be placed (made of
cardboard) for each Corner of
Learning that is had
organized.
Each little bag wil have the name of the
Rni cónandadfierentcoo
l rtohep
l
to help boys and girls identify it.

The National Base Curriculum

Pre Primary 13
 An additional bag will be placed as a container for wooden sticks.
icecream)[Link]
a game of names for every Corner.
The mae
l student and the femae
l student wli take a pae
l te and pa
l ce ti n
i the respectvi e corner.
at the end of the free activity.
Teachers wil be able to easily verify which corners each has worked on.
student, ensuring that within a defined period they have developed
activities in all.

g. Driected actvi tiy: They can be one or two moments ni the day and constiute the constructo
in
[Link]
Theyplanthisactivity,followingtheguidelinesoutlinedinsection13.

h. Evaluation: A meeting with the boys and girls is suggested to:

• Talk, reflect, show what was done during the day.
Remember the most striking and relevant things for them.
Share your problems (it may be a good time to promote values),
definesolutionsandcounttheirsuccesses.

[Link]:Answerthequestionsindividually:

a. Do you already have some Learning Corners organized?

b. If the answer is Yes, which ones? How are they working for you?
c. If the answer is No, why? When have you planned to have them?
What do boys and girls do during free play? How
Do you plan the directed activity? Does it help you control the student's progress?
alumna to follow up on the activities that she has not yet developed? (see
Annex)
e. Do you carry out the evaluation activity with the students? What
Whatresultshaveyouhad?

[Link]:
Next, a guided activity wil be presented, which could be developed with the
[Link].
for each stage.

At certain moments, when the teacher asks questions, the attendees will...
training will take on the role of the students and will answer the questions

A) Teacher Estelita made her "rain bottle" (a plastic water bottle) sound
soda filled with sand and small stones) to notify her students in her classroom of
preschool, that free playtime had [Link] boys and girls put away their
materials,theyproceededtoplacethepalettewithitsnameinthelittlebagoftheposter,toindicate
that they had developed another activity in that corner.

14 The National Base Curriculum

Pre Primary
 Then they headed to their places. Estelita told them she was going to tell them a story.
[Link]
I used to tell the stories. I had already started asking some boys and girls
Theywil sitdownanditwil [Link]
shewoulddoitbecauseshewantedtoencouragesomelittleboysandgirlstospeak
they were still very quiet.
Theboysandgirlssatonthefloor,aroundEstelita,onsomematsthat
they had gathered, forming a semicircle.
Estelita began by showing an illustration she had drawn on a piece of paper.
[Link],[Link],ithadthenameofthe
Estelita Batz.
Heasked:Whatdoyouseeinthisilustration?(showthe
ilustration of the butterfly and give time for it
respond)
What color are they? Where are they: up or down?
What do butterflies do?
Whatdotheyflywith?Whatdoyouhaveinsteadof
Alas? Show me your arms! Stand up and
[Link]
take a turn in the living room, flying like the
[Link] "rain bottle" sounded again and
the boys and girls returned to their place.
Let'sseenow:Whatisthegirldoing?Whatelsedotheysee?
Whatisbelowintheilustration?Whatcolordotheythink?
Aretheseflowers?Wheredoyouthinkthegirlis?Howmanyflowersdoyouseeinthisset?
Let'scount:1,2,3,
How many butterflies are there in this set? Let's count: 1, 2, 3. How many girls? 1!

B) She pointed to the title and read: 'Lucía and the Butterflies'. Below it says: 'Author: '
Estelita Batz. What did the author Estelita Batz do? Let them answer and if
they do not do it, explain what the authors do.
Thenshecontinued:"Onceuponatimetherewasaveryprettygirlnamed…what
What was it called? (give time for them to respond. Some children and
girlswil sayLucíabecausetheyalreadyknowthetitle,iftheydonotsayit,readthe
title).
...Correct! Her name was Lucía. Lucía enjoyed the walks she took.
the weekends with his parents, as he used to go out to the countryside and
to eat under the shade of a leafy tree by the riverbank.
Have you ever been to the riverbank? What does the river have? Where did they eat? How?
Do trees breathe? Do trees and butterflies breathe? Do you breathe? I want
seehowtheybreathe...Doyouknowwhy?[Link]
We breathe in different ways, and we all do it. What animals could there be in the
River? Do fish, crocodiles breathe?

The National Base Curriculum

Preschool 15
 Continuó: “Lucía observaba cómo volaban las mariposas de colores y sus preferidas eran
"theonescoloredblueandyellow."WhatwasLucíadoing?Whatcolorwereherbutterflies?
preferred? What is your favorite color?
Lucía asked her mom if she could take some blue butterflies home.
His mother replied: "Let them enjoy flying [Link] can draw them and
colorthem,thosewil beyourbutterflies."WhatdidLucíawanttodo?Whatdidshereplytoher.
mom?
Lucí[Link]
a thread for them to fly as well. What did Lucia do? Would you like to do the same?

C) Estelita asked them to return to their places and handed out sheets where
there were butterflies drawn. She asked the boys and girls to:
They run their finger along the edge of the butterfly to 'feel' the
butterfly.
He/She asked: How bg i si the buterfyl : a l rge or sma?
l
Asittookupthewholesheet,theboysandgirlsanswered:
Great!
b. Color the butterfly in the color you would like. At the end, he asked
that wil show the painted butterfly
c. They wil cut out the butterfly later. Since they had boys and girls of
diferentages,hetookcaretoseatolderstudentswithyoungerones
to help them cut, while she dedicated herself to the less fortunate.
skilled at cutting.
d. Next, she gave them a blunt needle, so they could thread a piece of wool through it.
acornerofthebutterfly'swings,[Link],heasked:
Can you see the circle that the butterfly has on its wing? Where is it: above or below?
Then she asked to put the needle with the yarn into the circle, puncturing the hole.
Before fni si hn
i g, Estetila asked them to w
' rtie' the name - that they woud
l gvi e to the buterfyl -
atthetop;andbelow,[Link],
shewrotethenamethatwasrequestedandtheyrevieweditwithacrayon.
Later they hung the butterflies from bamboo sticks and from branches.

Whiletheboysandgirlswentouttorecess,teacherEstelitatookadvantageofthefactthatshedidn'thave
shift to take care of them and noted in the Student Progress Control chart and the
students,thebehaviors,skils,andcompetenciesthatIhadobservedinthechildrenandthe
girls in that activity.

[Link]:
You will soon find a chart in which you will answer the questions that are asked of you.
continuing the activity you just read:

a. Remember or re-read the previous activity. Organize the

moments of the directed activity and distribute them among the pairs in
each of the groups, so that they respond only to the
questions from that moment, indicated in the following table.
c. Discuss the answers among the group.
d. Define the Areas and Competencies that it develops, as wel as the procedural contents,
declarativeandattitudinalelementsofthecurriculumframework.
e. Share your findings and conclusions in plenary.

16 The National Base Curriculum

Pre Primary
 Areas and Contents
Ingredient- Competencies procedural
so Analysisquestions oftheCurriculum declarative
Nac. Base and act.
A) • What advantages does using an instrument like What areas and What
the "bottle of rain"? competencies contents are
What values did you develop? him Did they work?
What advantages does the Control Cartel have? developed?
Corners?
What does it develop in children?
What effect does the chair have on boys and girls?
the stories?
Why is it important to activate knowledge?
previous?
Was the prediction practiced?

B) • Why did the author teach them the author and the title?
How did you keep the attention of the children?
whileshewasreading?
What values did he/she develop?
What areas did you integrate?
How did he/she develop oral language, attention and the
observation?

C) • How did you handle having multiple ages in the classroom?

How did you integrate one activity with the other, so that
were they not isolated activities?
How do you evaluate?
What advantage do students have?
becomefamiliarwithwrittenlanguage,throughthe
whatlevelofdevelopmenttheyhave(scribblesoranother)?

[Link]: Organized into three or four groups:

They will plan a targeted activity, following the instructions below:

a. The activity wil have a generating theme, which wil be developed throughout all the
activities that are planned.
b. It can start with a story, a song, or another theme that will promote expression.
oral through questions from the teacher and the students.
c. Activities will be promoted that cover most of the Skills and Areas possible.
d. Each activity wil be described in the way it would be developed by the teacher in the classroom.
consideringthattheywil laterpresentittotheotherattendingcolleagues.
e. For this presentation, new and practical teaching materials will be prepared.
appropriate for the activity.

21. Each group will present the complete activity on a poster.

One or more members of the group will explain the activity.

The National Base Curriculum

Pre Primary 17
 b. The poster with the activity plan will be pasted on the wall, to be used as
future reference.
c. Other members wil dramatize after a part (or the entire activity, depending
of time), which theyconsider the most innovative, so that the colleaguesand
companions act like students, participating and executing the
activities.
d. The dramatization cannot be longer than half an hour.

[Link] the end of each presentation, the analysis of the activity wil take place, using for
[Link].
to be answered.

a. The activity or activities presented will be placed in each space, both in the plan
as in the [Link] number with which it was identified may be used
activity in the plan.
At the end of each analysis, the result will be communicated by each group.
to enrich the practice of everyone, trying to:
Be constructive in the comments and very punctual.
• Do not give opinions but comments based on the CNB and integration of
contents.
Highlight the positive and appropriate aspects of the activities.

[Link],intheirnotebooksandindividually,alistof:

a. The comments, activities, and learnings in general that

theyshouldbeforgottenintheirclassroomwork.
c. The activities that must not be missed daily.
d. Now, ask yourself:
IsthishowIplandaily?AmIawareoftheimportance
Whatdoesthedevelopmentoforallanguagehave?WhatkindofactivitiesdoItendtodo?
more frequently? Do I strive to have a balance in daily activities?
WhatdoIdowithstudentswhodonotprogressatthesamepace?
your colleagues?

[Link] turns reading:

The Preprimary Curriculum is organized into five areas: Skills of

Learning,CommunicationandLanguage,SocialandNaturalEnvironment,ArtisticExpressionand
Physical [Link] areas respond to the structure of knowledge in the
different stages of human development between the ages of 4 to 6 years.

Newknowledge:TheLearningSkillsArea:

Area competencies
a. Describe characteristics and properties of the environment using information it receives
through the senses and kinesthetics.

18 The National Base Curriculum

Pre-Primary
 b. Demonstrates coordination and control of their body in the execution of tasks in their life
daily.
c. Performs coordinated oculomotor movements.
d. Orients itself in the nearby space, finding reference points.
Make comparisons, transpositions, and anticipations through description.
of facts in their daily life.

The Learning SkillsArea, at the pre-primary level, guides the development of the
perceptual, motor, social, and cognitive skills of boys and [Link]
skilsaredevelopedthroughanalysis,synthesis,observation,classification,
thecomparisonandothers,inadynamicandparticipatorymanner,withanemphasisontheirusefulnessfor
analyzetheworldaroundthem,[Link]
the skils that wil serve as the basis for the acquisition of learning in general.
organizaentrescomponentes:Percepción,MotricidadyPensamiento.

[Link] in a group:
Distribute the content among the group members, and prepare a presentation of the
types of activities that can be carried out to develop the various components of
[Link] do this:

They will carefully read the section they will be presenting.

b. They will prepare the material so that the group members practice as if they were
students.
c. They wil add other activities that they know.
They wil analyze what other skils are developed with these exercises (oral expression,
vocabulary, etc.
They wil assess the performance of their colleagues as they would with the children.
preschool.

Guidetodevelopperception

Perception: It is the product of a well-defined physical activity or it can be said that it is the
ability to structure the information received through the senses, to reach
a real knowledge.

Understandhapticperception(oftouchandthesensitivityofbodymovements),
visual perception, auditory, olfactory and gustatory.
Implicationsforthedevelopmentofthechild.
Sensoryactivityallowsforfundamentalknowledgeaboutobjectsandprocesses.
ofNatureandofsoce i tyn
i genera,lthedeveo
l pmentofsensato
i nsandpercepto
i ns
constitutesthefundamentalbasisoftrainingandofconcepts,principles,[Link]
Sensoryactivitywil developthevariouschannelsandlearningstyles.

The National Base Curriculum

Pre-primary 19
 Hapticperception:Itinvolvesaschemethathasitssensorysourcesin
the tactile and kinesthetic; includes the stereognostic sense, related to textures; the
barometric sense, referred to weight; and thermal sense, which has to do with temperature.
Gustatoryperception:Itinvolvesfeelingandperceivingthetasteofthings.

Olfactoryperception:Itinvolvesperceivingthevarioussmells.

Implicationsforthedevelopmentofboysandgirls:
Working on haptic perception requires addressing didactics from the perspective
[Link] activates new and changing schemes in the skin and in the receptors
[Link].
pleasant, in which the positive affective attitude facilitates learning. When the child
and the girl sustains solid foundations of experiences with elementary forms, she prepares
better for facing the initial steps of reading learning.

Activities:
Encourage children to identify opposite sensations from different
objects. For example: cold-hot-warm, rough-smooth, heavy-light.
2. Ask them to look at and touch the qualities of various objects, to identify their
texture,temperatureandweight.
3. Ask them to classify objects according to their properties (long-short, wide-
thin).
4. Ask them to identify familiar objects from various items.
5. Motivate them to explore familiar objects and shapes that are hidden in
theenvironment.
Ask them to recognize objects of different abstract geometric shapes of their
environment.
7. Allow them to explore and identify ways to reproduce them graphically.

Visualperception:
Itinvolvesrecognizing,discriminating,andinterpretingstimulicapturedbytheeye.
Itspurposeistodevelopvisualvocabularyinboysandgirls,thatis:
recognizefamilarwordsbytheirshape,[Link]:identify
clearlylabelsofCocaCola,Pepsi,PolloCampero,[Link]
visualperceptionmustbeworkedonfromtwodimensions:themechanical,
whatdoesitmeantoexerciseeyemovementandtheperceptiveitself
inordertoidentifysimilaritiesanddiferencesbetweendiverseobjects.
Implicationsforthedevelopmentofboysandgirls:
Developing visual perception is important for children to be able to
identify the various forms of letters and differentiate those that are written in a way
similar to the p, q, d, b. It must also be trained to move its eyes accordingly
the characteristic movement of reading in the Spanish language: from left to right and from
top down.

20 The National Base Curriculum

Pre Primary
Directionality:
Itmeanstodeveloptheprogressivemovementofbotheyesfromtoptobottomandfromleft.
totheright.
Implicationsforthedevelopmentofboysandgirls:
Acclimatetheeyestothemovementrequiredforreading:fromlefttorightandfromtoptobotom.
activities
Provide a large box with figures 6. Elaborate
real tviestoreadfromel ftorg
i ht drawingsof
dfierentdrawn i gs,suchas:car,house,do,l mazes
cornonthecob,cup,andothers. withroads
2. Present them with a large sheet with diferent complicated
colorsforthemtoreadfromleftto andtangled
[Link]:red,yellow,blue, for
green,etc. findthe
exit.
3. Draw
schemesof 7. Ask them to draw lines changing the
objects address,forexample:alinethatgoestowards
dottedand turnrightandthenturnupwardsand
askthechildren thengoestotheleft.)
andgrsilwhounte
i
thepointswith
continuousandsecurestrokes,withoutliftingthe
pencilorcrayon.
4. Draw mazes with paths of
easyentryandexit. 8. Encourage them to draw horizontal lines in
intheirnotebookoronsheetsofpaper.

9. Ask them to draw n i theri notebook or on sheets.

verticallinesfromtoptobottom.
[Link]
objects,toformpatterns:circle,circle,
círculo;triángulo,triángulo,triángulo,
5. Dictate different drawings. [Link]:
example:heasksthemtodrawacar,a circle,square,circle,square,etc.
flower,ahandandothers. Then,threefigures.

Eyemobility:(Movetheeyeswithoutmovingthehead,followinganobject)
Throw a bal to him/her and ask the boy or girl to 3. Indicate to them that
followthetrajectoryoftheballwithyoureyes, theywlicontn
i uewtihthe
withoutmovingthehead. viewstrokesof
2. Indicate that they wil read coloreessoofigguurraasseennhojas, differentfigures
geometric.
(lezi cqtuura
i er(dzi aq-ude
i redcah-dae,raercrhb
i aa,-aarbra
i ba
j o-)down) 4. Ask them to observe the u
li strato
i ns through
fromthetipofapencil.
Throw a bal and ask the boy or girl to
followthetrajectoryoftheballwithyoureyes,
withoutmovingthehead.

The National Base Curriculum

Pre Primary 21
 Perceptionofshapes(fromgeneralandconcretetotheidentificationoflettertraits,
numbers and words
Ask the boys and girls to identify 9. Ask the chd li ren to d
i entfiy
basicformsintheenvironmentaroundthem. the'differentshapeandcolor'amongvarious,
Provide them with a variety of circles, example:tworedsquaresandonerectangle
squares,ovals,andtrianglesandaskthemto green.
groupthembyshape. [Link]
Provide them with a variety of circles, findintheoppositedirectiontothe
squares,ovals,andtrianglesofdifferent others,forexample:fourfishwiththe
colorsandsizesandaskthemtogroupthem headtothee
l ftandonetotherg
i ht.
accordingtoshape,color,andsize.
4. Stimulate the
boysandgirlsto
discover [Link]:
newforms
combiningthe identical drawings in a series
figures identical abstract shapes in a row of
geometric. figures
5. Ask them to similar letters in a series
discriminate
determined b b d b b d
figures(objects, even figures in
geometricfigures, leterforms
letters,numbers)to
startingfromabackground,askingthechildrenand
girlswhotracetheoutlineoftwoormore
figures.
the different letter in each row
6. Ask the children to complete the
omitedpartsto P P Q P P
figures,taking the letter similar to that of the model
asareference
themodelcom-
fulofthefigure.
a q u a p q
7. See
l ct drawn
i gs that represent dfierent among several words, those that are similar
objectsand,onseparatepagesorcards, tothemodel
copytheoutlineswithapencilorcrayonof
[Link]
scheme
withhis
correspondence
tooth the word similar to the one on the left in each
drawing. row

8. Ask the boys and girls to identify

thedifferentobjectina different words in a row of several
[Link] words
example:aboxwith
roundbuttonsandone hand hand monkey hand
square.

22 The National Base Curriculum

Preschool
Perceptionofsize:(Identifiesthevolumeofobjectsuptotheletters)
1. Ask them to sort objects by size in 2. Request them to identify the size in series
seriesofsixobjects(startingwiththree). alreadyarranged.
3. Motivate them to choose an object at first glance, 4. Ask them to establish correspondence by
ofthesamesize,tothemodelgivenamongfive sizebetweenseriesofobjects.
objects.

Colorperception: 2. Organize activities where the child

mixtwoormorecolors.
Carry out exercises where the boy and the girl 3. Invite them to mix colors for
recognizeandverbalizethecolors. obtaindifferentshadesorhues.

Perceptionofposition:
1. Invtie them through the game to di entfiy h
' ere, 2. Carry out play activities in which
there,overthere,around,between. theboyandthegrilrecognziee
l ft-rg
i ht.

Visualmemory: 2. Ask them to reproduce fg

i ure or drawn
i gs a
l ter
tobeobservedfortenseconds.
Motivate them to reproduce series of letters that
theyincreaseprogressively. 3. Indicate that
they will reproduce
figuresofa
series.

Visualvocabulary: anmi asl (dog,cat);wordsthatd

i entfiy
topeople(mom,dad,Pablo);words
1. Ask them to d
i entfiy known words thatdesg
i natepartsofthebody(face,head).
betweenaparagraph. 3. Promote acvtie
tis where they cary out aco
tins
2. Invite them to classify known words by [Link]:
[Link]
l :wordsthatdesg
i nate jump,runandothers.

AuditoryPerception:
Itreferstorecognizing,discriminating,andinterpretingstimulicapturedbythe
ear. Its purpose is to achieve the ability to hear similarities and differences
in [Link] natural process for their development includes the taking of
awareness, memorization, and discrimination.
Implicationsforthedevelopmentoftheboyandthegirl:
Thegoalistohearsimilaritiesanddiferencesbetweenthesoundsoftheletters.
whentheyresonateinthewords,preparingtheboyandthegirlfordiscrimination
[Link]
[Link],itmustbedifferentiated
twoaspects:[Link]

The National Base Curriculum

Preschool 23
 thatbeginorendwiththesamesound;allowssynthesizingsoundstoforma
word,dividethisintoitscomponents,differentiatebetweenlongandshortwords,between
[Link]
tone(high,medium,andlow)andsoundquality(particularcharacteristicsofeachsound=timbre).

Auditoryawareness:(Knowingthevarioussounds)
1. Ask the minors to identify 3. Motivate them to identify high and low tones.
[Link]:the 4. Carry out activites to identify the duration
soundofwater,ofthunder,ofwind,andothers. andsequenceofsounds.
2. Ask them to recognize sounds of 5. Ask them to recognize rhymes (for example:
[Link]:thetrumpet,thedrum, skate-sock,midget-banana.
thedrum,etc.

Auditorymemory(Abilitytoremembersounds)
1. Promote activities in which they can Encourage them to memorize poems.
reproducerhythmswithvariouspartsofthe 5. Encourage them to answer questions.
body.
6. Ask them to recognize onomatopoeias
2. Encourage them to produce sounds, (imitationofthesoundofobjectsoranimals).
wordsandnumbersafterben
i gheard.
Promoteactivitiesinwhichtheytransmit
3. Ask them to read and reproduce rhythms.
oral messages.

Auditorydiscrimination(Establishdifferencesinsounds)
Invite them to describe sounds. 4. Promote actvitei s to di entfiy words
2. Carry out activities in which they imitate o
l [Link]
l :ven i andposions.
sounds. 5. Ask them to compare sounds and noises.
3. Ask them to identify real sounds and 6. Ask h
tem o
t esa
tbsilh h
te sm
i alieitrs and de
firences
ofrecordings. referencesn
ithesoundson
fia
ticlonsonants.

Initialsounds:(Discriminationofwordswiththesameinitialsounds)
1. Ask them to group objects, cards by the thewordsthathaveinitialsounds
sameinitialsounds. similar.

I have a spider ring 2. Motviate them to d

i entfiy, n
i a sere
i s of words,
theonethatbeginswithanothersound.

3. Ask them to discriminate, in one sentence, dwarf bee tree

Finalsounds:
Invtie them to gather obe
j cts whose names rhyme.3. Encourage them to invent their own rhymes.
2. Carry out activites - 4. Motivate them to repeat poems, riddles,
fromforthatbe- wordgames.
drawinglessons 5. Ask them to match cards with ilustrations.
thatrhymewithhim
whosenamesrhyme.
whatisshown.

24 The National Base Curriculum

Pre Primary
Phoneticanalysis:
Ask them to join 3. Motivate them to identify
ilustrationswiththe Ixaim ilustrationswhosename
initialletterofher Istartedwiththelettershown.
name. 4. Ask them to write the missing initial letter.
inanilustration.
frog
2. Ask them to identify ilustrations that do not 5. Motivate them to complete words by writing
theycorrespondinarowbyinitialsound. lettersininitial,medial,orfinalposition.
__I dont' know__
Promote activites to identify numbers.
ofsyllablesthatmakeupknownwords.
7. Classify words by the number of syllables.

Gustatoryandolfactoryperception

Thesameorderusedtodevelopthecomponentsmustbefollowed.
of perception: awareness, discrimination, and classification,
considering the activities proposed for haptic perception.

Guidetodevelopingmotorskills

Motorskills:Theacquisitionofmotorskillsisdeterminedbydevelopmentandmaturity.
neurological, which occurs according to chronological age under normal conditions, of
insuchawaythataschildrengrow,theyacquiregreaterskilsthatallowthem
to move, to move in space and execute different actions with greater precision.
Motor skills are divided into two main categories: general motor skills, previously
calledgross;andspecificmotricity,previouslycalledfine.
Implicationsforthedevelopmentofboysandgirls:
Promotesthedevelopmentofskilsthatallowpsychomotordevelopment,stimulatingthefunctions.
motor skills, muscle tone, the development of balance, control, speed and precision of
themovementsofthebody,aswellastherelationshipsofspaceandtimethatareintimately
related to the movement.

Grossmotorskills

Itrelatestomovementandexecutionwithmusclesandbodyparts.
big.
Implicationsforthedevelopmentofboysandgirls:
Fortheel arnn
i gofthewrtingprocess,tisvtialtostm
i ua
l te
tm
i eyl themotorareaofthechd
li andthegriltoache
i vebeterperformanceoftheriabtiles,
startingfromthebodyschema,[Link]-
Itsimportanceliesintheknowledge,control,andmanagementthatthechildhasoftheirownbody.

The National Base Curriculum 25

Pre Primary
 Itisnecessarytostartwithactivitiesaimedatdevelopingmusclesandbodyparts.
limbs:upperandlowerlimbsandtrunksincethecoordinationandharmonyofthese
parts benefit the postural adjustment mechanisms necessary for execution and control of
fine movements.
All coordination, balance, relaxation, and breathing exercises, performed with the
large muscles imply training to become aware of space, which
it is important at the moment of learning to write.

Activities:
Run, walk, and march. frombreathing:whentheyinhale(entry
2. To stop: to hatl the acto
i n of wakln
i g, marchn
ig theytighten;whentheyexhale(exitoftheair)
andrunataverbalsignal. Airloosensthepartsofthebody.

3. Jump: on one foot, with both feet, with [Link]

gestural:referstoadoptingpositionsthat
strings,indifferentpositionsimitating
allowtomoveaccordingtothespace
variousanimals(rabbit,duck,frog).
thatishad:betweentwoobjects,underneath
Climbing up and down stairs, climbing. objectsorwhenthrowingobjectsnearbyorfaraway.
Theyallowaphysicalrelationshipwiththeenvironmentand
5. Roll, crawl, and drag.
diferentiatesomepositonsandmovements
6. Throw, catch, bounce, kick, roll, [Link]:arms
tocatchballs. extendedforwardwiththepalmsof
7. Throw objects that aim at a target. handsfacingeachother;tothesideswith
thepalmsturnedtowardstheground;armsto
8. Balance exercises: on the tip of the
alongthebodywithoutstiffness;handsinthe
feet,ononefoot,kneelingplacinga
shoulders,onthehips,onthenape,on
weightonthehead;playingstatuesin thehead;feettogether,apart,tipof
variousbodypositions,walkingfrom stepforward,backward,quickly,
frontandsideonawoodenbeam [Link],roll
wellsecuredsoitdoesn'tturn; ontheground,holdhandswithanotherand
balancemaintainingthefeetonebehindtheother
toroll,tocrawlthroughatunnel
fromtheother,insuchawaythattheheelofthefoot
narrow,topassbetweentwobars,topassto
therg
i hstin
i frontofthep
tiofthee
l ftoot, througharing,shootabow.
inthisposition,asktobendyourknees
andthatitremainsinthispositionfora [Link]:
shorttime. showandnameinoneself,inothersor
inadol,thevariousbodyparts
9. Balance the arms: forward, to fromthebiggesttothesmallest
thesides,simultaneously,alternatingwith [Link]
energetic,normal,andrelaxedmovements, humansinvariouspositions,toassemble
makecircleswithyourarmsandelbowsdown humanfigurepuzzleand
forwardandbackward. reproducedrawingsofthehumanfigure.
[Link]
l xato
i nexercsies:squeezeando l osenfn
i gers, [Link]:
puños,brazo,antebrazo,boca,oo
j s,párpados, identifythetermsrightandleftin
pies,playgameslike:waxdolls thetwohavlesofhsibodypon in
tigtoparts
theymeltandfallslowly,imitate bodyparts,example:righteye,ear
whatarelooseragdollsor e
l ft,e
l ftknee,rg
i hteb
l ow,etc.;
puppetscontrolledbytightstrings,from performvaro i usacotinswth
i therg
i hthand
suddenlythethreadscomeloose;thisishowtheycombine left,[Link]
thechangesinmuscletensionwiththe thebodytotherightandleft
imaginethatthethreadsarelooseortight. placingthechildinaspecificarea
[Link]
l xato
i nandbreathn
i gexercsies:combn
ie likeinsideacircledrawnonthefloor.
wtihtheprevo
i usexercsiesthetwomoments Pa l ceobe j ctstoyourrgi htande l ft,

The National Basic Curriculum

26 Pre Primary
 ofotherboysorgirlsandofobjects. plugconsistsofasquarewhereit
[Link] theyhavedriledrowsofholesintoit
for distance;inwhichtheboyandthegirlmust
toorientoneselfin insertcoloredplasticpegs.
thetableof [Link]
work consistsofatable
having wherenailsaredrivenin
asareferenceyourownbodyP
. rovd
ie twoinches,all
graphpaperand"dictate"directionsthat atthesamedistanceand
leadtotherepresentationofafigure: rubbersareplacedon
startatpointzeroandmakeastrokeof colorstoform
fivesquarestotheright,oneto variousfigures.
down,onetotheleft,etc.
[Link]:rhythmisintegratedinto
[Link] altheactivitesdescribedabove;
however,activitiescanbecarriedout
emphasizingthisaspect;besidesthealready
mentioned:dancetotherhythmofthemusic;
performvariousbodymovements
[Link]
[Link]
[Link] strongandweaktimeemphasizingtime
ofpatterns strongwithabodypartandtheorthe
withsticks weaktimeswithothermemberslikethis:1-
diverseorof 2,[Link]
matches. colors
18. Reproduction [Link]
ofpatternsin bycodes,inwhicharecombinedfromthe
theboardof handandfeet:1,2,3,M,M,M,P,P;
[Link] claphandsinthefirsthalf;and
boardof whtihandsande
fenith
tesecondandh
trd
im
it e.

Specificmotorskills:
Itinvolvesthemovementandexecutionwithgroupsofmusclesandbodyparts.
small.

MotorEfficiency:ManualandDigitalExercises

Wrist rotation, supporting the arm turns with regular movements, with the
at the height of the elbow on a table, with vertical index finger, the thumb and the middle
the extended or clenched hand. in a horizontal form, the ring finger and the little finger

2. Finger movement: hit the table with folded.

thetipofeachfinger,asifitwere 4. Opposing movement of the thumb: Each
playing the piano, first in form finger must touch the thumb, one behind the other
simultaneously with both hands, and then with another, in one sense and then in the other.
each hand in a separate shape. 5. Finger separation movements:
3. Puppet movement: the adult makes the the two hands resting on the table
demonstration with both hands. The with the fingers together; start to separate
arms bent at the coconut joint the fingers one by one, starting with the
and slightly separated from the body, let thumbs and without moving the rest of the hand.

The National Base Curriculum 27

Pre Primary
 Useofnon-graphictechniquestoperformexercises:
They are exercises aimed at developing fine or specific movement for writing.
especially the precision, coordination, speed, and control of the movements of the
fingers and [Link] choice of exercises, as well as the application time, must
[Link]
with a simple criterion of utility for the development of the boy and the girl, but also as a
form of affectionate contact.
Teachers have a varied repertoire of this type of exercises, among which are
stand out:

Cutting strips using scissors or hands, dotted.

paper,drawnfiguresormagazinepages. Card games: apply the techniques
Thecutcanrefertostraightlines, common,likeshuffling,todealthecards
broken,curved,wavy,mixedandto inafan,[Link]
[Link],thestrokes andthefluidityofthemovementsandthe
theywilbethickandwilnarrowdown coordinationofthetwohands.
[Link],itcanbe Make prints with potato stamps,
teachthesequenceofmovementsfor carrotandothers.
usescissors:openthescissors,placethemon Modeling with plasticine, clay, dough or others
middleoftheline,closeit. pasta.
• Carry out the folowing activities with paper: Use tweezers to make towers with cubes
folded,creases,braids(forthebraids smalones,tocarrycoloredpapers,
wool,tufts,orotherscanalsobeused. leaves,cerealgrainsfromonecuptoanother.
materials. Stringing beads or seeds, wrapping thread,
• Outline figures with blunt needles and enhebrar,abrochar,abotonar.
coloredyarn. Remove bolts and nuts, screw, cover and
• Outline the figure on cardboard previously uncorkingcorks.

Useofgraphictechniquestoperformexercises:
Theactivitieslistedbelowmustbestartedonlargepaperformats.
(complete sheets for each boy or girl) and observe that in the execution of each exercise
perform movements of the entire arm.
Whenthechildacquiresmasteryofthesemovements,thesizeoftheformatisreduced.
half a sheet or a quarter of a sheet until reaching the size of a letter-sized paper. In the
It is important to observe that the movement is made with the wrist and hand.
specifically.
It should start by using thick and soft crayons and pencils; progressively use the thinner ones.
thin and hard.

Paint with your fingers, with brushes, with tufts ofarm,wristand

-declinedwithaforkandrolledup [Link]
simulatingabrush—,withcrayons forthearabesques
thickandsoft. madewith
• Make arabesques which are strokes paintingsare:standing,
continuousthatdonotrepresentanobject trunkinfrontofthe
determined;theyhelpwiththemovement,tothe table,shouldersandoutstretchedarms,fists
improvementofposturesandcontrolof sg
il htyl [Link]
relaxationorstrengtheningofmuscles inapositionclosetovertical,halfway

28 The National Base Curriculum

Pre-Primary
 [Link] regularpressureandrhythmicmovement.
crayonsorpencil,thepositionisthesameas • Perform large progression exercises and
[Link]: smah
t:leyareconnituoussrtokesusnigh
tewdih
t
Fil surfaces of indeterminate shapes fromthesheetandfromlefttoright,then
drawingregularlinesorpoints. makethesamestrokesbutsmae l r.
• Conduct registration exercises: due to
thatthefingersarethemainagentofthe
registration,thatis,oftherequiredmovement
toregisterthelettersonthesurface,
[Link]
• Make smooth strokes: they are continuous strokes exercisesshouldbecarriedoutfirstin
withslippingoftheentireforearmandof freeformatsorspacesandthenina
[Link] definedspace,likelargegrids,
[Link] ordoubela
l rgen
il es,tilebytilethespace
apretexfo
trtheboyandthegtro
ildeveolp shouldbereduceduntilitreachesthegrid
numerousaspects:properposture largeordoublelineofnotebooksandsheets.
(headheldhigh,straighttrunk,shoulder The registration exercises end with
horziontae
,lb
lowsfi,a
tndhandniextenso
in thedevelopmentofletterstrokes.

Guideforthedevelopmentofthinking

Thought: We understand thought as the intellectual act of developing concepts and

[Link],store,process,anduseinformation
to solve everyday life problems.
To develop thinking, one must start from the logical ideas that children have.
formulas, becoming increasingly abstract until reaching the symbolic function, which implies
totranslateeverythingrealintoimages.

The thought that si reaziled through theimagesorrepresentations

extremecondition,itiscalledthoughtin approximatelythesameasIwouldwiththe
aco
tinandsicharactersictin
iearylages. realobjects.
Representative thinking, or thinking in images, Logical thinking begins to form in
requiresthattheboyandthegirl-whensolvinga theboyandthegirlwiththesymbolicfunction,andhim
taskorfaceaproblem—itisrepresented allowstounderstandthatanobjectcanbe
throughimages,theactualactionswith representedbyanother,byadrawn
ig,aword,
theobjectsandtheirresults,thatis,actwith asymbolorsign.

Verbalexpressionofalogicaljudgment:
Boys and girls spontaneously express value judgments in their verbal expressions.
everyday when they affirm or deny the properties of objects.
activities

Denial:Itmeansseekingdiverseforms Mariano'shairisblack.
to express negative phrases. For example: It si not true that Francsico si ta.l
It's not true that this table is high. don'tgohigh.
highmesa. It's not true that it's night.
It is not true that José is your brother. night.
heismybrother. Show the house that has neither window nor door.
It is not true that Maria's hair is black. door.

The National Base Curriculum

Pre Primary 29
 Theconjunction:Itimpliesexpressingpresence Claudia is Margarits' younger sister.
combined from two properties or from two what Margarita.
relationships using 'and'. The apple is red and big.
Ana is María's cousin and is older Show
than the house that has door
María. and window.

Thedisjunction:Itmeansthatthereexistsforthe A pencil can be red or blue.

less one of the proposed alternatives, An orange can be big or small.
making use of the letter "o", example: A pot can be made of clay.
cement

Use of quantifiers:
Theproperuseofquantifiers:none,some,all,manyintermsofexpression
Thelogicaljudgmentfavorsintheboyandthegirlthenotionofconservation,theconstructionofthe
notion of class and the notion of quantity.
Theseactivitiescanbecarriedoutintheclassroom:

Ask the boys and girls to place the basket and the rest on the [Link]:
allthecrayonsonthetable. Where are the balls?
Invite them to verify that there is none Invite them to respond: Are there any children
nopaperonthefloorandthateveryone outsidetheclassroom?
crayons are on the table. Ask: Are many girls sick?
Ask them to place some balls in but?

Symbolicexpressionofalogicaljudgment
It involves representing logical judgments through colors, images, postures, even taking them
to make representations through symbols.
Activities:

Ask the boys and girls that if the statement fitheresi adsi u
j ncto
i n,rasi ethegreencrayon.
Ifit'sfalse,crouchdown;ifit'strue,jump. Show them that each quantifier can
• Ask them to identify if in the statement torepresentoneselfthroughcolors,imagesand
theconjunctionappears,raisetheredcrayon; another.

Conceptofconservation
It refers to an object, or set of objects, not changing with respect to the structure of its
elements when representing them in various circumstances.
Conservation can occur in quantity (substance, weight, volume), in length and
[Link]:

Notionofconservationofquantity: portionshavethesameamount.
Take two equal portions of plasticine or Several contan
i ers of dfierent types are represented.
breadcrumb,modifyoneofthem forms,twoofwhicharefiledoutinfrontofthe
crushingit,stretchingit,crumblingitand boysandgirlswiththesameamountof
asktheboysandgirls,whatin [Link]
Istheremoreporo tin?Thosewhohavenotdeveo l ped containershavethesameamount;varythe
thenotionofconservationindicatesthatthereis exercise,usingthefourcontainers.
moren itheonethastispreadoutora
fltenedtm
;i ust Use the smal contan iers, whose capactyi
toexerciseuntiltheydiscoverthatthetwo distinctandclearlyperceptible;andtwo

The National Base Curriculum

30 Pre Kindergarten
 [Link] [Link],
teltheboysandgirlsiftheycanknow spontaneously,theywilusethecontainers
fitheal rgecontan
i ershod
l thesame smallonesasaunitofmeasure.

Length conservation: one in a broken shape and

Ask the children another spaced out. Then
build, with cubes, two towers of I asked if the routes are from the
equal height. One of the towers is placed same length. If they cannot justify
about one chair and the other remains correctly their answers, they are
on the table, it is asked: can help by inducing them to
Which of the two towers is taller? count the sticks or to which they
• Motivate them to build —with sticks or arrange them in a way that they do
matches of the same length—two to match.

Weight maintenance: they must be aware that both

Weighing portions of bread or modeling clay, portions weigh the same. One takes
putting one on each dish of a one of the portions and a form is created
balance and establish weight equality, tortilla and they are asked, which one weighs
removing or adding. The boys and girls more?

Notion of seriation
It means to establish a systematization of objects following an order or sequence.
previously determined. Activities:

• Show the smallest pencil, then the putting on the table and that the
larger and finally the medium one. hang them on another rope, trying to
• Use strips or rulers of different reproduce the same order as the first.
sizes; observe and measure, show the • Present in a disorganized manner a series
smallest rule then those that are of images that represent lines or
bigger than this. geometric figures of complexity
• Use collections of leaves, stones, increasing; ask them to arrange in ascending order
boxes, sticks; observe to compare greater complexity.
Its qualities of thickness, sizes, weight. • Present a series of cardboard that show
Use two ropes to hang clothes from different moments of the fall of a
dolls. A lot of clothes is passed around that telephone pole or tree trunk. It
It should hang on the first string. It they ask you to arrange the images in the
ask them to take clothes from another lot, sequence that includes the fall.

Multiple serialism:
It relates to organizing objects according to various criteria, such as shape, color, and size.

Activities: possible, if they do not manage to sort the sheets of

Deliver cards that represent nine according to the size and the color, the
leaves of three different sizes teacher organizes the series of three sheets
(large, medium, and small) and small, regulating the intensity of the
painted in three shades of green. They color and they are asked to do the same
asks them to arrange the sheets as best as possible with the medium and the large.

The National Base Curriculum

Pre-Primary 31
 Conceptofclass
[Link]
classificationisonlyachievedwhentheboyorgirlisabletoestablisharelationshipbetween
the whole and the [Link]:

Classification of objects according to a criterion:

Motivate them to take an object that does not

Ask them to surround it with wool or cord.
similar objects. belong to the group and ask them to
• Invite them to name it a joint box, for justify their non-inclusion.
example: the set of buttons Ask them to classify all the
small. elements, based on another criterion
Encourage them to identify the qualities: (shape, color, sizes)
round, large, plastic, red, Encourage them to gather objects in a bucket,
that characterize all elements of different colors and shapes.
that make up the set. Ask them to look for objects in a box.
Ask them to select an item of different colors: the big ones, the
from the set and ask the boy or girl small, the reds and then the
Why does it belong to him? blues.

Multiple classification:
It means classifying objects based on different criteria: shape, color, and size. It is
It is necessary to exercise this type of classification with common everyday objects, such as
kitchen utensils that are large and small, or made of wood and metal. At the beginning
the teacher will assist with the activity, providing the corresponding model, then
try to have the boys and girls carry out the activity independently.

Symbolic function
It refers to the aspect of the cognitive development of the boy and the girl, through which they are capable
to represent real objects in images, signs, or symbols.
The first manifestation of this function is language and then drawing.
Firstly, the boy or girl imitates by observing the model and then in a deferred manner;
this means, without observing the model.

activities

Imitation:
Encourage children to imitate:
gestures, attitudes, and movements
various states of mood
Draw the various opposing moods.

Symbolic games:
Invite them to use various objects by giving them a different meaning: broomstick
like a horse; a crayon like a microphone; a sweater rolled up simulating being a baby,
and others.

32 The National Basic Curriculum

Pre Primary
The opposites (antonyms) and the synonyms:
Actividades donde identifiquen el opuesto. Ejemplo: gordo - flaco, alto - bajo, blanco
- black, glasses - eyeglasses, slippers - flip-flops, etc. Little by little it establishes
a time to boost your intellectual activity.

Association of ideas:
Encourage them to group objects by use. The key and the lock, the plate and the glass, others.
• Suggest that they group items by belonging, men's clothing, women's clothing
women, the accessories of a boy or girl, etc.
• Ask them to group objects by similarity: pencils, crayons, markers; folder,
notebook and book, among others.

Logicalsequence:
Presentthemstoriesindisarray,sothattheycanlaterbearrangedfollowingthelogicof
[Link],dependingon
the capacity of children

Theabsurdities:
Ask them to identify absurdities in statements, objects, or various [Link]
The sun rises at night.
Mentalimage:
This can stimulate him through:
Translation of figures in relation to one that remains stil.
Rotate figures by 180 degrees.
Identify and solve problems.
Associate ideas by cause and effect.

NOTES
In order to work the
mental image is
necessary
first of all that the
the boy and the girl imitate,
after they carry out the
joint action with the
or the teacher.

A way for the

information about this
the process is
modeling
defining it as the
external mediation
to solve tasks
cognitive, since
every action of
thought is established as such, based on the internalization of actions
external. The ways to internalize are:

The National Base Curriculum

Pre-Primary 33
 The verbalization: the girl and the boy express what they are doing.
Explain the reason behind a fact or situation.
Transformation in correspondence between the model and the modeled reality.

Quantity and number:

The child's first approach to the concept of quantity is made
through comparisons, which has already begun in the series: the largest, the
smaller, etc.

The number is a concept

that relates to
amount. For this reason,
when the boy and the girl already
they have worked and mastered the
classification and seriation,
can start in the
learning of calculus. It
suggest the following
sequence:

The boy and the girl associate

the idea of quantity with
what they see and touch.
They express it using
words like 'some,
a lot, a little, several
etc. This is the first
indication that they already have the concept of quantity. This can be stimulated.
through questions, for example: How many pencils do you have? Do you have many
pencils or do you have few? The boy or girl will compare with another classmate
to determine if it has more or less.
The boy or girl will begin their journey in the world of numbers, counting and
associating objects from their environment parallelly.
c. One by one, the numeral (symbol of the number you have counted) will be shown to you.
in such a way that it simultaneously captures the concept of 'number, numeral, and quantity'.
d. It is not advisable to start writing the numbers unless you already have
fine motor skills have developed so he can hold the pencil, but he can use the
number cut out or painted on cards, to indicate the amount that has been counted
in the objects indicated.
e. It is also not recommended to teach several numbers at once. One will work on a
number and will not move on to the next one until it is ensured that they have mastered it.
f. From this account, the cycle begins at classification and ends at the numeral. The
complete cycle includes the concept of set. At the same time, it can be included.
addition and subtraction, if asked questions like:
How many pencils do I have in this set? The boy or girl counts.
What happens if I add another pencil? The child counts again and gives the answer.
If the answer is a known numeral, you can ask him to point it out or
I wrote it.

34 The National Base Curriculum

Pre Primary
26. Reflection. Discuss in your group and answer orally:

What other components should be taken into account before starting

to work on the concept of number, numeral, and quantity?
Why is it necessary to teach the three concepts at the same time?
time? Do you consider that there is any drawback in developing the
addition and subtraction when working with groups, sets,
calculation and other activities, even when the child only counts up to
three?
• How has it been so far?

27. Reflection. Answer individually and then share your responses with your
group mates.

Could you tell which component of the skills area is the

more important?
How could you carry out these activities if you don't have materials?
in their school? Give examples.
What benefits have you gained from sharing with your colleagues in this section?
skills?

28. Evaluation:

Student Progress Control Chart for Pre-Primary Students

Student's name
Performances
Learning skills P A P A P A P A P A P A P A
A. Haptic and gustatory perception
olfactory
cold, hot
tempered
2. Sentido bárico: pesado, liviano
3. Stereognostic sense: rough,
liso, suave, rugoso
4.

P = in progress Achieved

[Link]-evaluation method: go back to the table you filled out in section 5, and review it.
Think, would you like to change something in the way you have worked until today?

In your notebook, note which aspects you will improve in each idea expressed there and
set a date (that you will write in the column) to fulfill it.

The National Base Curriculum 35

Preschool
 Section IV: ANNEX
Key of section 3: 9. Demonstrates habits of order, cleanliness,
coexistence and attitudes and behaviors
All questions favorable for the conservation of the environment
1 point environment.
points. 10. Use information and technological resources
appropriate for their age that are to their
If your rating was: scope.
From 1 to 40 points = you are 11. stillDemonstrates habits of order and cleanliness in
quite traditional, needs to do his/her daily life.
urgent changes to adapt to the 12. Takes initiative and participates in activities
Current Curricular Transformation. personal.
From 41 to 80 points = you are 13. Express ideas, thoughts, emotions
moderately traditional, must do and feelings in their mother tongue, in
some changes to adapt to the a second language and other forms of
Current Curriculum Transformation. language.
At 81 in advance = is starting to stop being your opinion and respect others
14. Express
traditional, is on the right track opinions in their family relationships and
to form thinking boys and girls. social
15. Show initiative and positive attitudes
Profile of the graduate at the Pre-primary level in their interpersonal relationships and
The profile of the pre-primary graduate intercultural
group cognitive abilities, 16. Show respect for diversity
procedural and attitudinal that children cultural and linguistic of your community.
and girls must possess upon graduating from the level, in 17. Shows attitudes of solidarity,
the areas of knowing, being, doing, living together tolerance and respect for Rights
and undertake in the different contexts that Humans.
they are surrounded by: natural, social, and developmental. 18. Demonstrate a positive emotional state,
feelings of security and trust in
Demonstrates skills to start in himself and herself and an emotional state
the learning of reading and writing positive.
in their native language and a second one 19. Recognize and appreciate their belonging of
language. gender, ethnicity, and culture.
2. Demonstrates skills to get started in 20. Manifest security and confidence in
logical-mathematical thinking. different areas of their life.
3. It is located in time and space. 21. Evidence attitudes and habits that he/she
4. Identify elements of your social environment, they help to maintain your physical health and
nature and culture. mental.
5. Demonstrates fine motor skills 22. Act based on reason and not on emotions.
to start the writing process. impulses, within the possibilities of
6. Controls and manages his/her body (image, her age.
concept and body scheme) according to 23. Consciously manifest that in each
with its stage of development. acting must make decisions.
7. Express spontaneously and upon request Has all the necessary information
its creative capacity. to make decisions.
8. Demonstrates skills to express and 25. React with enthusiasm and initiative
solve problems in your daily life. within the possibilities of his/her age.

BIBLIOGRAPHY

Ministry of Education of Guatemala, National Base Curriculum. Pre-Primary Education.

2005. National Typography. Guatemala.

Annex
36 Pre Primary