NATIONAL PEDAGOGICAL UNIVERSITY

UNIT 152 ATIZAPÁN

PROFESSIONAL PRACTICES

PROPOSAL FOR EDUCATIONAL INTERVENTION:

DIDACTIC STRATEGIES TO PROMOTE TRAINING OF

PERSONAL AND INSTRUMENTAL VALUES IN PRESCHOOL
VICTORIA CHAIX MOLINA

They present:

OLVERA SANTOS ANA MARÍA

BECERRIL CAMPOS MAYRA YOLANDA

GPO: 7.1

Advisor:

LIC. PATRICIA DELGADO MONRROY

ATIZAPAN DE ZARAGOZA, STATE OF MEXICO, December 2010

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 INTRODUCTION

The main purpose of this work is to present the information gathered according to the
detailed observation that was made at the Victoria Chaix Molina Preschool, to carry out a
comprehensive diagnosis that accounts for the current situation and needs for promotion and
insertion of educational values, for example: respect for oneself and for others, what is the
freedom and justice, collaborative work, recognition and appreciation of cultural diversity,
etc.; the report at the same time, the result of the diagnosis obtained through the practices
carried out in that institution, aims to be useful for an intervention proposal
through an educational project of continuous improvement in order to promote in children a
education in values.

But what is the purpose of educational intervention and the agent who exercises it?
Educational intervention is the invention, creation, and development of educational projects.
plans, programs, and alternative solutions to educational problems for their
transformation and improvement, which will depend on the context in which the intervention takes place

this is the socio-educational or psychopedagogical field, however, it might be necessary to

mediation of both, in formal, non-formal, and informal education, supporting the
institutions and sectors of the population, detecting educational needs and
specific problems.

We believe that it is necessary for preschool children to know, build, and practice values.
educational so that they can develop in a favorable and supportive environment among the
people with whom he lives if the educator creates the necessary situations for the child
express your knowledge and experiences and if you show interest in the different ways in
that the child shares his reflections. Between the ages of 3 and 6, children
they experience the development of skills and motivations within preschool, which are
are significant for their holistic growth.

Professional internships are the set of activities and tasks that are specific to
professional training for the application of knowledge and the connection with the environment
social and productive. They have certain specific objectives to cover, such as: to contribute to
the comprehensive education of the student in the Bachelor's degree in Educational Intervention, through

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of the exercise of contrast between theoretical knowledge and practical activity that the
professional reality provides; to achieve that we the students at LIE develop
competencies to diagnose, plan, evaluate, and intervene in problem-solving or
situations that the career demands, contribute to the rescue of information for the
adjustment of study plans and programs; consolidate the linkage of UPN No. 152
with the institutions that provide us this benefit to complement our training
academic.

The present work was carried out through the socio-critical paradigm, which allowed us
propose an educational intervention project for the promotion and reintegration of
values in preschool. Research from this perspective is self-reflective,
emancipator and transformer.

It is composed of four chapters, which will be developed over the course of the
implementation of the project, adjusting according to the results obtained. In the
Chapter one mentions the Institutional Framework, starting with the overview.
historical background of the Municipality of Atizapán de Zaragoza, continuing with the description of the

Institution 'Victoria Chaix Molina' and concluding with the analysis of the Education Program
Preschool and the Preschool Education Department of the Valley of Mexico. In order to provide
know the place where we carry out our professional internships. In chapter two, it
narrate the diagnosis that was obtained through the practices carried out in that institution,
Likewise, the problem of the absence of personal and institutional values is posed.
The theoretical framework addresses the meaning of values in education and their classification.
It is of utmost importance to us, the concept of value is defined from the author's point of view.
and the subjects involved in the teaching-learning process, as well as the
characteristics of the preschool child according to Piaget's theory. Finally in the chapter
four presents a proposal for educational intervention, in which are implemented
didactic strategies, these were carefully selected with the purpose of
develop alternatives that favor personal and instrumental values in the child, to
through a set of activities.

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CHAPTER I: REFERENTIAL FRAMEWORK

1.1 HISTORY OF THE MUNICIPALITY OF ATIZAPAN DE ZARAGOZA

Atizapán de Zaragoza
Municipal Head: City Adolfo López Mateos
Area: 97.64 km²
2,280 meters above sea level

Average Temperature: 15 ºC
Date of establishment: September 3, 1874
472,526 inhabitants (INEGI 2005)

1.1.1 Localization
It is located to the northeast of Toluca, bordered to the north by the municipalities of Nicolás Romero and

Cuautitlán Izcalli; to the South, with Jilotzingo and Naucalpan; to the West, with Isidro Fabela and to the East,

with Tlalnepantla de Baz.

1.1.2 Orography

Currently, Atizapán de Zaragoza has 98 neighborhoods and 55 subdivisions of levels.

of high, medium, and low incomes and large commercial areas.

The H. Municipal Council of Atizapán de Zaragoza is leading a cultural project that

the objective is the promotion, production, management, and dissemination of the arts, through
programs that allow the population to access the diverse expressions of culture; for
Hello, it continuously carries out artistic events in its different currents and themes,
similarly, every year in the month of October, it celebrates the Arts Festival 'Luminaria'
which, thanks to the effort of the municipal administration, has year after year become a
artistic platform of great relevance in the State of Mexico.

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1.1.3 Organization and Structure of the Municipal Public Administration

The structural organizational chart of the constitutional municipality is represented by the

municipal president of whom the Municipal DIF Committee depends; the Councils of
Collaboration or Citizen Support, the Planning and Development Commission, the
municipal delegations and the Town Secretary; in turn the Department of
Treasury, the Department of Urban Development, Works and Public Services, the Section
Administrative and the Command.

1.1.4 Mission:

The H. City Council of Atizapán de Zaragoza has the task of managing efficiently and promptly.
transparent the resources collected from services provided to the citizenship, as well as the
what the State and Federal Government receives to have a proper development, planning
services in the different sectors of the population, and that the actions carried out
they are truly beneficial for all those who make up the Municipality, always working
for comprehensive improvement.

Vision:

Comply with the laws, regulations, and general provisions established, so that the
Officials should act with honesty, efficiency, and social commitment. Maintain the
public services in optimal conditions. Work harmoniously for development
economic and social of the municipality. Carry out the necessary procedures to obtain benefits

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focused on assisting the needs of the citizens. Contributing to the Progress of
Municipality, implementing control measures and actions for the correct application of
public spending.

1.1.6 Values

Organization: to maintain unity, coordination, and a work spirit aimed at

adequate execution of all teamwork activities.

Planning: through the understanding of the situation that the Municipality holds, seeing
its possibilities and perspectives, development can be promoted.

Coordination: communication among all members of the different departments,

to achieve consensus and agreements with a view to obtaining good results.

Execution: apply the minimum necessary human and material resources, to

carry out the work with quality.

Honesty: instilling trust, security, and transparency in management of the

human and material resources.

Service: a vocation of service in all public servants, to work with diligence and
to provide excellent citizen service (Municipal Development Plan Atizapán de Zaragoza
2006-2009: p. 42)

1.2 PRESCHOOL EDUCATION PROGRAM 2004

The educational intervention and the school experience as a whole, which seeks with the
resources available to preschool education students advance in
different levels depending on the achievements obtained in each of the competencies; the
which are understood as the child's ability to act effectively in
various situations, a capacity that is supported by knowledge but is not limited to it
domain, as it encompasses skills and attitudes necessary for personal performance and
social. A competence is considered a key that allows individuals to
access progressively complex achievement levels to continue learning during
all life, making decisions and actively participating in their cultural and social environment

The child must have the ability to perceive the needs of others as notions about it.
what it means to be part of a group, they learn ways of participation and collaboration

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share experiences; With this, the child develops social skills together.
they allow them to integrate into a group and feel part of it.

When the child learns through values, it is important that they develop a sense.
positive about themselves, act with initiative and autonomy, show willingness to
learn, in this way you will be able to recognize your own abilities in the different areas of
participation, will learn to regulate their emotions and to express their feelings through
socially accepted forms.

They will be able to take on different roles, work collaboratively, and support those who do.
they need to resolve conflicts through dialogue, recognize and respect the rules of
coexistence in school and outside of it.

Manifest in your relationship with others the fundamental values for coexistence and
understand their importance: personal dignity, equality of rights among people and among
genres, recognition and appreciation of cultural and ethnic diversity; freedom and justice as
exercise of the rights that correspond to each person.

It is important to talk about the role played by the preschool education department, so that
this preschool education program meets the established objectives when
its execution (SEP 2004: p. 40-43).

1.3 DEPARTMENT OF PRESCHOOL EDUCATION OF THE VALLEY OF MEXICO

The Preschool Education Department of the Valley of Mexico is committed to

fulfill with each of the areas that make up this Institution, in the same way, it
proposes to strengthen the permanent and direct communication between the different actors that
educational services in preschool are being suspended.
Today special attention is given to Preschool Education due to the legislative initiative of
to grant it the character of 'obligation', meaning and fundamental basis for Education
Basic, as a key educational process for the comprehensive development of boys and girls.

Having the following as objectives, mission, and vision:

Objective: Establish the rector program of the institutional activities of the Department of Education
Valle de México Preschool, in compliance with the objectives established by Educational Services
Integrated into the State of Mexico (SEIEM), constantly improving equity, quality, and relevance.
of the Educational Services offered in Kindergarten, to progressively contribute

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to the consolidation of Preschool Education.

Mission: To provide a quality educational service through efficient management.

continuous improvement to enhance the comprehensive development of preschool.

Vision: To be an institution of excellence in ethical values, that meet the needs of the
educational community facing the challenge of the obligation of service and the demands of society
(Portal of the Department of Education 2010: p. 7).

1.4 EDUCATIONAL INSTITUTION "VICTORIA CHAIX MOLINA"

The file of the 'History of the Garden' is a document that captures the most important aspects.
important events that occurred during the school years since its founding, is prepared from
chronological form, by month or narratively. For that reason
we will make a description of said school, where it
carry out the intervention proposal.

The Preschool 'Victoria Chaix Molina' was inaugurated in the

year 1979, located at Av. Callejón del puente s/n,
Calacoaya Atizapán de Zaragoza, in the State of Mexico,
with C.C.T 15DJN0060X, in that year being as
director Professor Enna Negrón López. Institution that
has undergone modifications both in infrastructure and in
the staff template.

The preschool belongs to section 36 which is

composed of a secretary the Professor: Alberto
Hernández Meneses, the slogan of that section is "for the
education at the service of the people,” in the general education law it is established that “the
initial education aims to promote physical, cognitive, emotional, and
social of children under four years of age. It includes guidance for parents or
tutors, for the education of their children or pupils. The dimensions were applied here.
marked in the P.E.P 2004, the year in which the teacher's participation allowed for great
achievements in the quality of teaching-learning. In the school year 2006-2007, there is a
reconstruction in the pedagogical dimension where the elaboration of the begins
P.E.T.E,accordingtotheanalysisofthestructurethatwascarriedoutinC.T.C.,inthesameway
promotes study and reflection in meetings and technical councils to involve

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activities that promote the formation of values in students. Taking into account the
importance that was previously taken about instilling values in students, the
the institution has once again taken the lead in involving both parents
as teachers in the education of values, this has been done through activities
developed mainly in the area of physical education, coexistences that allow for
the student interacts positively with their parents.

It has four classrooms, a library that is not yet available.

operation, restrooms, direction (currently under renovation),
disabled kitchen-dining room, restrooms and supervision, rest area, play areas and
patio for civic and recreational activities. The children enjoy various games during their recess,
swings, slide, handrail, sandbox and tires painted in bright colors.
There is also active participation from C.A.P.E.P.

The teaching-learning process takes advantage of material and social aspects,

with those they have, to create possibilities for more and better experiences.

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CHAPTER II: DIAGNOSIS

The socioeconomic condition of this colony belongs to the category of "poor class".
According to Anda Gutiérrez (2007, p. 77), 'the poor generally lack goods.'
of having low income." Families find themselves with a modest standard of living and with low
resources within an urban context. Therefore, the majority of parents
only have completed primary school and some others have not completed secondary school. The
houses where people live are rented or owned, some lacking basic services.
The behaviors displayed in the school environment are the result of the separation of the
child with his family, consequently the student faces problems on his own in front of the group and
his other classmates. In the classroom, the values that the child has achieved are put to the test.

internalize in the home those imposed by media and other places such as
the relationships with the community in general.

Nowadays, the teacher's tolerance towards their students is unstable, but at the same time
they wish to contribute to their performance and proper training within the classroom. It was found

that the teachers of the institution are seen merely as monitors, leaving aside the
academic motivation that their students require. The response to learners
discrepant people tend to be negative and intolerant.

Through the observation of the work performed in the classroom and reflection on the interview.
carried out for the teachers, shows that it attends to and guides its students specifically in
the curricular contents with some variations according to the rhythm and style of learning of
each student, generating their dependency on authority and knowledge
School. The teacher in the classroom is the main element for the formation of values and about
everything to educate with discipline, motivation, and the interests of their students, however the
activities within the group are indicated by the teacher.

Forming "a good citizen" (Eccles 2007: p.26) is the task of teachers and parents, due to
to which their ability to learn through values will depend.
It is important to mention that the teacher should teach these through their own example.
The learning environment within the classrooms must be designed according to the profile.
group, taking into account: age, gender, and physical, social, and emotional conditions.

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Inside the classrooms, it is observed that the interaction between the teacher and the student is

merely group-based. According to Eccles (2007: p.25) "...the use of teaching to the group
complete and in groups formed based on skills within the classroom, increases in
frequency as children progress from school..." Preschool to primary level.
Therefore, the teacher is the one who guides, listens to, and directs the student through their process of

teaching-learning, as long as the student and the family allow it.

The family is the first agent where the child begins their process of affectivity and socialization.
intellectual and cognitive development. It is also the place where the first
social relationships for the child, generating the formation of self-image and of the
world around him. It is important to mention that parents influence the
construction of their thinking, causing them to relate in various ways
ways with their peers, taking into account that school is a fundamental element for
this process. According to CREFAL (2003, p. 20) in its publication called 'The school and
the family" "the participation of mothers and fathers, as well as grandparents and other relatives
responsible for the education of children, enriches school life and helps to care for and
improve this important community space." Due to the community context,
parent participation within the school occurs inconsistently, they participate
only in events that concern the institution's infrastructure, avoiding intervention
in actions regarding the teaching and learning of their children. For this reason, it is required
to raise awareness among all educational stakeholders about the importance of their
participation for the emotional, cognitive, and social development of students.
On the other hand, Eccles (2007: p. 58) states that: "The participation of parents also
contributes to establishing a protective network for interested adults (parents and teachers)
that supports the academic and socio-emotional development of children, and helps them in case of
"that adaptation problems arise." However, in this institution, the persuasions
cultural factors influence the way parents think about teachers
because they believe that the teacher is the only one responsible for education of
your children; adding to this, their inconsistent participation is due to a lack of interest and to
the 'belief' of feeling incapable of collaborating in school tasks.
The reality that students experience in the school environment reveals the opposite, coexistence.
highlights aggression and intolerance among them, even in pairs that interact

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effectively. In the following graph the results obtained from the
surveys conducted:
A value allows us to change bad behaviors for good ones and
instill customs from one generation to another
100%
90% Injustice and irresponsibility are values
80%
The main value to promote at home is respect.
70%
60%
Values are important because I can educate my (s) better.
50%
son(s)
40%
Dad and mom should teach values
30%
20%
10% Children learn values at home and school.

0%
I teach my son values through respect.

GRAPH 1. Own data constructed through a survey of parents

According to the data obtained in the survey conducted with the parents, it can be
corroborate the importance of educating in values, as this work is the responsibility of both parties: school

and family, however for education in values it is necessary that these two elements
understand the differences between stocks and bonds.
For the above reason, it was concluded to implement a program of teaching strategies.
for the formation of personal and instrumental values, through simple activities and
organized individually, in teams, and in peer work. Achieving this
the child apprehends significant experiences that favor the acquisition of both
competencies established in the PEP 2004, such as the appropriation of personal values and
instrumental tools developed in the process of each activity.

2.1 STATEMENT OF THE PROBLEM

Nowadays, the absence of personal and instrumental values training has been noted.
from the family nucleus of the learners. This is compounded by the fact that the father, mother, or guardian

they argue that the teacher is the one who must instill values in the student, denying the
infant the opportunity to develop as a future conscious adult, with a broad perspective
ethical and moral. This scenario leads to a series of conflicts that, as a consequence

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they hinder children from achieving optimal progress in their psychosocial development, since the
Preschool education is classified as the first formal education.

Current plans and programs emphasize the treatment of values as topics.

transversals such as the use of PEP 2004., that is to say that they are present in all the
educational practices and are not only seen as isolated contents, but as an essential part
for the student's formation during the educational process, grounding it in the curriculum
institutional through the daily practice of activities that cover themes of
individual and group training. These are handled differently in each of
the institutions of the valley of Mexico. The formation of personal and instrumental values in
the preschool should be conceived as a pivotal part of the school project, which
provide in everyday life the opportunity to live the values. Through practices
carried out in this institution and through the diagnosis made after the observation
in the four groups we obtained the following results: the children do not respect their
equals, nor shifts, norms, rules agreements; push their peers; snatch the
materials; they shout; they want the materials from the colleagues who are currently
Using 'and'; they don't say: 'Excuse me!', 'Can you lend it to me!', 'Thank you!' Etc. These issues
they come from the family nucleus, that is, the head of the family demands that the teacher teach them
values to their children, yet they themselves have no idea what that is and no, we
we realize that we lack values in our daily lives, at least some of them
them.

During the teaching-learning processes, the teacher carries out activities that allow him/her
allow to guide, transmit, and motivate students in the different activities that are
they are carried out inside and outside the classroom, visible to the circumstances. Therefore, it requires seeking

appropriate strategies for the group profile to achieve objectives in the area of
Formation of personal and instrumental values. At the same time, the family core is the
initiator of behaviors aimed at values which can promote or inhibit the
acquisition of the same; this will depend on the social environment. Therefore, it was determined
It is necessary to propose teaching strategies that promote the formation of values.
personal and instrumental in the student community 'Victoria Chaix Molina', with the
the purpose of innovating the educational quality of this institution for its continuous improvement.

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CHAPTER III: THEORETICAL FRAMEWORK

Public education in Mexico is governed by a political system, as well as by

democratic procedures accessible to the individual freedoms of society. To
regarding Gutiérrez (2007, p.13-125) states that '...the educational system is responsible for
help individuals develop a series of civic and ethical abilities that
the society considers relevant and that have been enshrined in its principles," generating a
democratic society, which depends in particular on individual and group behavior
regulated by principles and standards.
The Comprehensive Program of Civic and Ethical Training of the SEP (2010) - incorporating
currently at the preschool level - indicates that the formation of citizens '...must respond to
the remnants of a society that demands the ability to participate in the strengthening of
the democratic coexistence and the conditions that promote the exercise of rights
humans. Developing students' abilities that integrate knowledge,
skills and attitudes, which come together in response to the challenges to be solved as part of
his learning.
Gutiérrez Espínola (2007, p. 25) asserts that competency-based work has had an impact.
In primary education, its development allows for the construction of knowledge.
tending towards know-how, know-how and being, articulating skills, attitudes and
values; the result of this articulation favors the individual to develop the ability
to act in any situation you find yourself in. Knowing-how requires
link between theory and practice, so the didactic situations that contain
a difficulty for the child generates the application of a precursor that facilitates the solution of
problems or the search for possible answers. The learning that was developed through
competencies are more than the acquisition of logical-mathematical, linguistic skills,
etc., constant training is required to face situations that arise
to present oneself during the course of life within the institution and outside of it, whether they are
positive or negative, for example, the development of skills through the fields
training such as personal and social development, language and communication, physical development
and health…", etc., established by the 2004 Preschool Education Program.

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The promotion of moral development within the classroom is essential for stimulation and
reasoning of values, creating in the student the need to coexist in passivity with
his other companions and self-knowledge. For the above, Kohlberg (1998,
p. 76) states that one of the main objectives of moral education is '...to develop in
students values and skills that contribute to achieving a lifestyle
psychologically healthy and satisfying.” Kohlberg divides the child's moral development into
three stages: “...the pre-conventional, the conventional, and the post-conventional.” (Medina; 2006 p.
The first stage refers to awareness of the cause or punishment of every action.
second exposes it as the morality that humans acquire according to what is imposed
by society or what society considers as moral, delineating its will or belief.
The third stage refers to the will where there is a free choice to decide. It raises
some points that can influence the malformation of behavior and discipline,
marking them as mistakes that the teacher could make, for example, setting limits on the
behaviors considered improper for the educator out of time and improvised; the
transgression of norms or rules previously agreed upon by the teacher before the students and;
The application of sanctions can be inadequate and unfair to the student. These
alterations, Kohlberg explains would cause disorder confusion in his personality. (Medina:
2006 p. 211
Lloreno Carreras (2006 p. 22) mentions that value "...is a goal that we
we propose in education that it is based on the idea one has of man and that it helps to
to be a better person. It is simply the reasoned conviction that something is good or bad.
to become more human..." The value comes from the perspective of the individual and part of being
positive or negative, that is, the attitudes and actions executed that manifest values or
countervalues. These actions or reactions are the stimulus of the one who provokes it. For the
It can be said that throughout history, values are acquired according to
the ideology and culture in which the subject is immersed, values that are
internalized and subsequently executed with a specific purpose. Contemplating that
Through these, actions are the reflection of the attitudes learned inside and outside the home.
According to Lloreno Carreras (2006 p. 22), the attitude '...is a disposition that we must awaken.'
in the child to acquire and assimilate a value. When the attitude becomes easy to execute
we have a habit...

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Education in values involves the effective and coherent way of its practice and appropriation.
guiding the construction of a strong human personality. Rubies (Cited by Carrera
...it is impossible to educate without educational principles and without values. It is
unthinkable the existence of a school of education if they do not have some principles, if in this
school does not respect values that give meaning to the idea of man, of the world, of the
life and the meaning of history...
According to the Royal Academy, Ortega (1998, p.37) defines tolerance as 'Attitude of
understanding towards opposing opinions in interpersonal relationships, without which one
Such relationships (social meaning) are formed. Tolerance manifests unpredictably and the
the use of reasoning skills is a challenging task; if humans are
they will become accustomed to being tolerant during a long learning process from their early childhood

He will hardly learn to coexist in a tolerant and respectful manner in the face of multiculturalism.
that occurs in their school environment.

On the other hand, Ortega, P (1998, p.39) defines dialogue as "value in itself, without denying
his pragmatic character, as something rooted in the very nature of man as long as
open structure, not isolated, enclosed in itself. Acting as a person, and education for
The dialogue is preparation for personal self-realization." This process aims to
provide the opening of verbal and non-verbal communication, through respect, trust and
humility of the individuals involved in a topic, mainly educational, which
allows finding solutions to problems and discernment between actions that
benefit the motivation for reflection and behaviors perceived as acceptable according to
to the social context. The above is supported based on the proposals of Lipman and Paulo.
Freire (Kohan 2000: p.25), who states that '...dialogue is the foundation
epistemological of the educational process
J. Woldenberg (2007, p.45) cites democracy as 'a system of institutions that per-
they live and from representatives that change. And that quality tends to combine stability and
change, or rather, change does not necessarily produce instability." A society
democratic, promotes and practices its most varied expressions, among them is the
diversity and tolerance, which in turn exercise the rights of other people. For
both students internalize the value of coexistence in diversity, combating the
discrimination in school.

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Gutiérrez Espínola (2007, p. 47) says that discrimination "derives from the Latin discriminativus,
What does distinction mean, separation, which in turn comes from the particle divide, distinguish,
to perceive clearly. It is a product of the social stigmatization of certain traits that
considered disturbing, harmful, or dissolving." That is to say, a brand that is socially
It is imposed to point out any individual who deviates from the established norms.
as acceptable, with the aim that their indignation is publicly acknowledged.
Therefore, within educational institutions, it is important to eradicate this from the root.
problematic, allowing students to experience it at some point
they acquire confidence and security, regardless of the social context in which they develop.
The 'New Didactic Contract' by Gutiérrez Espínola (2007, p.18) in his writing called
"Education, civic and ethical training", the teacher's task is to guide in learning.
of the student and propose knowledge in a learning situation, checking that
effectively achieve the previously established objectives for the development of any
theme, however, the application of simple tests that validate the
assimilation of such knowledge and its relation to their daily life. Likewise
It is necessary for students, through observation and constant practice, to be able to identify
what values are and appropriate them, mediating their behaviors and attitudes within and
outside the classroom. To this end, Kohlberg (1998, p.105) establishes that "...teachers have the
moral responsibility not only to help students understand the logical foundation that
underlies what is taught, but also develops their ability to evaluate
critically.
According to Lloreno Carrera (2006 p. 24) '...the revaluation of the figure of the teacher (a)' is
Primordial for students, the educator is a guide of values present in society.
recognizing the authority of the teacher goes beyond being a mere educator. The dialogue
interactive implies the participation of everyone, it is based on mutual respect between
teacher-student, student-student, teacher-family. It promotes development and internalization
of values through various techniques and activities such as games, stories, etc. This to their
it allows for the revaluation of the figure of the teacher, achieved through development
of a code of attitudes and actions through rules, behaviors, etc., previously
chosen. This will result in the fulfillment of previously established objectives,
for the formation of values inside and outside the classroom, bringing with it the improvement of

school performance, reduction in conflicts among students within the institution, etc.

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Medina Mercado (2006, p.202) refers to the importance of inserting through the
discipline the values that will shape the civic and ethical part of the individual, suggesting that 'if
we want to teach values, any type of value, we must do it under discipline…
human behaviors can be divided into reactions, actions, activities, habits, and
values." Man compares himself to the animal as it acts consciously, due to factors
social skills acquired during their training and growth. To discipline, it is necessary to start
from a previous design of determined objectives. Habits are the result of actions or
repetitive acts, whether negative or positive, subsequently such reproductions
are internalized, forming the discipline. On the other hand, it is necessary to clarify which
they are the limitations to their behaviors to achieve the formation of specific values. Therefore
thus, Medina Mercado (2006, p.205) concludes that '...to learn how to do what one must
to do, and not only what one wants to do... it is necessary to impose rules inside and outside
from the classroom.

The hidden curriculum '...is made up of those knowledge, classifications, evaluations,

attitudes that are acquired through participation in teaching processes and
learning in all daily interactions in the classroom. These acquisitions are never
they explain how intentional educational goals" (González 2001: p.28), is a part
significantly social in the school life of the student and the teacher, an aspect that
presents in the daily life of the school and '...functions implicitly through the
cultural content, routines, interactions, and school tasks” (González 2001: p.28).
The greatest achievement of humanity through 'doing' is to know oneself as
result of the search for one's own wisdom, through philosophy. Philosophy is '...'
thus, etymologically, love or tendency towards wisdom..., is a human participation of
the ideal wisdom.”(Millan-Puelles 2000: p.13)
According to Stella Accorinti (1999, p. 34) Philosophy for Children 'It is a program to achieve
a critical, creative, and careful thought of the other that can be developed by the
children within the framework of an inquiry community. The inquiry community is not a
"An object is completed only if it is a process; above all, it is an experience." Through this program, the

research is carried out cooperatively, involving both the student and the teacher
through dialogue and conversation, considering the following aspects: listening
Sincerely, provoke reflection, tolerance, equity, trust, and respect.
The concern of some philosophers to embed philosophy in educational institutions

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as part of the individual's training and benefactor of moral discernment, this
I determine that the philosopher Matthew Limpan will create the program of 'authentic education with'

theoretical and practical material specific with which it will somehow achieve that philosophy
could remain in the institution" (Santigo 2006: p.47).
Stella Accorinti (1999, p.19) states that "it is essential for children to learn to think for themselves".
the same from entry at the basic level, with the aim that they can and must philosophize like
important part of their educational process.
To ensure that boys and girls are more reasonable, Thomas Reid (Quoted by García
Moriyon 1998: p.104) says: 'the seeds of moral discernment need a
careful education and that their development depends greatly on having been nurtured at their
due time and exercised adequately." According to this author, it is important to refine
the dispositions that are, in some way, present in children from their upbringing, to
through reflection and the acceptance of values that transform the behavior of the child,
with the support of strategies that allow for a change of ideas or issues in the
child's thinking and that this, in turn, allows for the modification of their thinking
pairs, supporting their ideas through reason.

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CHAPTER IV: PROPOSAL FOR EDUCATIONAL INTERVENTION

4.1 PROJECT NAME

Proposal for educational intervention: "DIDACTIC STRATEGIES TO PROMOTE

THE FORMATION OF PERSONAL AND INSTRUMENTAL VALUES IN THE
VICTORIA CHAIX MOLINA PRESCHOOL, IN GROUPS 3.A and 3.B

4.2 PROJECT DESCRIPTION

This project consists of carrying out a set of activities with participation from
parents and children through the application of teaching strategies that help to promote the
formation of personal and instrumental values, which will be carried out within the
corresponding institution, adapting and conditioning "dead" spaces of it, and,
It will consist of activities that contain information and guidance on personal values and
tools for students and parents to learn to coexist and integrate
as a group conducting outdoor activities at the end where parents and children participate.

4.3 JUSTIFICATION

The human being, through their experiences, is part of the requirements of society.
he is immersed in situations that lead him to engage with the environment around him
in a relationship with others highlighting their habits, customs, traditions and
values.

In the field of preschool, part of the teaching focuses on promoting behaviors,

habits, values, attitudes, appropriate for their age, as it is important that they acquire, reaffirm
or are initiated in the sense of responsibilities and rights, which in addition to being principles
for a human life, these are values that the S.E.P. has proposed for civic-ethical education,
in order to promote integration into the social environment in which children develop.

The present work finds its justification in proposing didactic strategies for
promote the formation of values in groups 3.A and 3.B of the preschool 'Victoria Chaix'
Molina”, since they are presented in both an imposing and traditionalist way resulting in a

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offensive and disrespectful behavior by the student towards their classmates and teacher. With
the purpose of these strategies is to provide a solution to the problems of these two
groups emphasizing that values, from preschool age, to ensure that the child learns them
Practice without coercion, this training will help the child experience and develop.
satisfactorily as a social subject who reflects, criticizes, and analyzes, these are foundations
for your future. However, it is important to emphasize the people surrounding the
students both at home and at school should be encouraged to practice values such as
respect, order, dialogue and cooperation, allowing them to express their feelings, desires
and thoughts that will lead him to autonomy.

Our concern for providing an improvement in valuation training in preschool is feasible.

because it aims to generate changes in the teacher's behavior in order to have classes
with harmony respecting the interests of the child. We must not forget that the current situation
The social environment surrounding our children makes us pay more attention to this aspect; no
We can allow the violence and social disruptions that families experience to affect the
emotional and affective development of the students.

The child in the preschool stage acquires the knowledge, skills, and attitudes for the
development of his personality and its formation where he has the receiving power of
to capture everything he sees and hears, it is necessary first to see what the values are inside and

outside of school, because otherwise, the values program from SEP may not
fulfill its mission, or do not achieve the proposed scope, if we do not complement it with a method
where the child becomes interested and is capable of analyzing, reflecting, and criticizing values.

4.4 GENERAL OBJECTIVE

Reinforce the training of personal and instrumental values in students of 1.-A and 2.-A of
pre-school said through didactic strategies that favor the integral development of
student

4.4.1 Specific Objectives:

Promote experiences that strengthen the practice of personal values.

instrumental having the support of the use of teaching strategies

Encourage a behavior of respect towards others through group activities.

Achieve the practice of personal and instrumental values within an environment of

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 harmony in the classroom.

• Create a co-educational environment, harmonizing gender equality inside and outside.

of the classroom

4. 5 BENEFICIARIES

Boys and girls from groups 3.A and 3.B, as well as the parents and school.

4.6 DEVELOPMENT OF THE WORK. (METHODOLOGY)

The methodology used is situated in a socio-educational research with character

descriptive, as they refer to factors in detail using techniques such as the
observation. In the same way, it will allow us to develop a participatory methodology that
generate individual, group, and community self-organizing processes. It will be based on
in the field of education specifically at the preschool level or early stage, where
the information will be collected, recorded, analyzed, and interpreted, which will allow for understanding the

existing reality through the results obtained, in order to provide possible solutions to the
proposed issue. The conclusions will be drawn from the analysis of these results with
regarding the formation of personal and instrumental values in students of 3.A and 3.B
from preschool 'Victoria Chaix Molina'

The activities are carried out through the Philosophy for Children method developed by
the following way:

Each session begins with an activity that allows the group to build trust.
in each of its members

A brief introduction to the topic is made through reflective questions and that
let us remember everyday experiences.

At the end of each session, a series of questions are asked in order to

remember the significance of the topic addressed.

The sessions are scheduled for every Thursday.

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CONCLUSION

In the development of this socio-pedagogical proposal, we realized that it is essential

to carry out a preliminary diagnosis prior to the planning and organization of teaching strategies such as

intervention proposal to develop a project, allowing us to visualize the diverse

problems within the institution both from the teachers and the community
student; for this reason, we have been entrusted with the task of educating with values, with the
purpose of promoting the respect for the interests of the children of 'Victoria Chaix'
and give them the opportunity to experience values through playful activities.
personal and instrumental. After analyzing and studying the problem regarding the
absence of didactic strategies that promote values in the preschool child
it can be concluded that: from a social point of view, relationships have a privileged weight
human, that is, that only from these relationships will the meanings begin to be defined
deeper during interaction with the socio-cultural and natural environment. From the point
psychological impulses towards life acquire meaning and form, they are expressed in
the diversity of relationships that the child has with other people, in their games and in
in general in all his actions, his desire and the quest to know about himself, constitute
their learnings. Learning has been conceptualized in various ways, one of them
as a process by which the child discovers and constructs knowledge through
actions and reflections that occur when interacting with objects, events, phenomena and
situations that awaken their interest. The application of the philosophy for children method has
favorable results for the students of 3.A and 3.B of that institution, the interaction
between them and the relationships of friendship creates a co-educational environment day by day,

improving the quality of classes within the classroom. The proposed strategies do not provide a
immediate solution to the problem, but they serve as a starting point to achieve in the
child the process of building personal and instrumental values; its success
it depends on the educational agent who is involved in this intervention proposal,
let us remember that the socio-educational intervention achieves its purpose through animation

sociocultural, this is the active participation of the school community and the love for our
profession.

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BIBLIOGRAPHIES

1. Kohlberg L., Power F.C. and Higgins A. - "moral education; according to Lawrence"
Kohlberg, Gedisa, 1st reprint, Barcelona 1998.

[Link] J.- "Democratic Change and Civic Education in Mexico" - Cal and
Arena. 1st impression, Mexico City 2007.

[Link]érrez, Espíndola J.L. "Education, civic and ethical training" Carl and Arena. 1st
printing, Mexico City 2007.

[Link], P., Mínguez, R. and Gil, R., "Values and Education", Ariel Education, 1st.
Edition, Spain, April 2001.

5.Sánchez, Blanco, C., "The development of attitudes in early childhood education"

EDELVIVES, 1993

[Link], J., Woolfolk, A., 'Manual of Psychology and Educational Development', PRENTICE
HALL, volume II, seventh edition, Mexico, 1998

[Link], R, Reimer, J and Paquito D., 'The growth of Piaget's morality to'
Kohlberg, NARCEO, S.A. OF EDITIONS, Spain, 2002

8.S.E.P., "Comprehensive Program of Civic and Ethical Education", 1st Reprint,

Mexico City, 2010.

[Link] Kohan 'Philosophy with Children; Contributions for Classroom Work', News
Educational, Buenos Aires, Mexico, 2000.

10. Accortin Stella "Introduction to Philosophy for Children", Manantial Center

Philosophy for Children Research, Buenos Aires, 1999.

11. Santiago, Gustavo "Philosophy, children and school: working towards a meeting
intense, Paidos, Buenos Aires-Mexico, 2006.

12. García, Moriyon, Félix, "Moral Growth and Philosophy for Children", Bilbao,
Desclee de Brouwer, 1998.

13. Antonio Millan-Puelles

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14. Lloreno Carreras, et. al., "How to Educate in Values, Text Materials-
Technical Resources.” Edit. NAREA 14th edition. Madrid, Spain, 2006.

15. Silvia González de Angelini, et al. The hidden curriculum in the school.
Poverty conditions but does not determine. Social Work and Education. Edit.
Lumen Humanitas. Buenos Aires-Mexico, 2001.

16. Medina, Mercado, José E. I need to love. I need to love you. Love, education
and values. 1st Edition. Mexico, 2006.

17. SEP(2004), "The educational intervention", in Preschool Education Program

2004, Mexico, pp. 40-43.

18. SEP(2004), "2004 Preschool Education Program" [Link]. 2004

p.p. 71-72

19. DURKHEIM, Emilio. Education and Sociology Anthology 6th semester UPN
221p.

20. Training and Professional Updating Course for Teaching Staff

Preschool Education. Volume I. SEP. Mexico. 2005 pp. 225-256

21. Ms. Silvia L. Conde Flores and Ms. Ma. Teresa Armendáriz Jiménez,
"EDUCATE FOR DEMOCRACY"; Preschool 2 Activity File, I.F.E.
August 2004, Mexico City, pp. 51-53

22. Eusebio Megías Valenzuela; School Prevention Educational Program

Activity Workbook for Second Grade Preschool
26-36

23. H. City Council of Atizapán de Zaragoza. "Municipal Development Plan"

Atizapán de Zaragoza 2006-2009, 1st Edition, Ecatepec, State of Mexico
February 2007.

24. Estebaranz, G. A. (1999). DIDACTICS AND CURRICULAR INNOVATION. Spain:

Publications Secretariat of the University of Seville.

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2
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2
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 2nd A Teacher: Kenny 2ºB 3A Teacher: Sun 3ºB Teacher: Eva

At first in the In this group in Special this is This group in the three
development of the first first activity; a group that activities have been
activity; "Respect to the "Respect a It is characterized by being a success, the objectives.
Diversity with the Diversity", it is not a group very of way
students of the group completed the participatory although satisfactory due
2A achieved the objectives because in our first one it is a group that
established objectives that the children are very motivated to achieve.
For this activity, we paid attention to what we did with them by the teacher.
because the children necessarily did not have 'Respect' a the
they paid attention to the appropriate respect for Diversity, no They are a very group
adequate and showed for their companions covered the participatory
the respect towards and for us. Without objectives because
we y a his embargo in the children did not have In a very case
companions, without second everything your special attention with a
embargo in the second 'My friends the centered on us. small that is called
activity that was carried out with little animals However, for the Sarahis, I noticed
with this group which they covered The other 2 activities I know I couldn't do at the beginning.
it is named; 'My objectives' they fulfilled the write your name, and
friends the little animals, established objectives since the in these last ones
in this activity appropriately, children followed the activities without help
they could observe even though I noticed instructions about us wrote
advances in children, already in this group in a favorable way. his name.
that in the first the very special cases of
children no They wanted Viviana is a girl in this group.
to participate, and in a very unsettling case and not a very special case in
very special Sebastián knows we have followed your achievements
one of the students that indications o not observed in
the start of the loans the attention Leonardo and in Javier.
activities was very suitable for
shy and when someone does it the Leonardo; because in
I was asking about their activities, without a beginning it was one of
work did not respond embargo when one of the children that each
nothing and in this activity, he/she feels beside the activity that
of my friends the she carry out we asked him to do
animals, when activated he told us that he didn't
I was asking what he/she ate properly. knew or could not
little animal that I had make them, sine
touched responded in the third embargo in this
correctly and activity: I am the last activity Leo
I participate in the major development and I am,” despite I carry out the work of
of the activities. Of that in this individual form is
in the same way, they have found occasions to gather to say that we do not
advances in form, in the two seconds he requested support for
that the children draw, in years, it was achieved that this was done
how they interact as they fulfill the activity.
them and how is their shape objectives
to work of each one established, on the other hand Javier is
of them. it's important a child that a
In this last activity, mention that it started with us.
What was it; "I am older and allows us not to want to work and
I am”, we covered the work with them, no us daba the
objectives in a way but there are necessary respect children without
satisfactory because this group is very much in the embargo on the
there was an adequate dependence on the following activity
participation of each teacher and they did not want Javier's work
one of them is to achieve satisfactory ways
it's important to do activities because allowing them to
mention that it was not her teacher's goals him
group that characterizes with them. they would fulfill, sine
especially because I noticed an embargo.
they are children to whom what is a child who
like to work of likes to feel that it is
2
more individual way and useful for something. 4
it's a group where
must be changing
constantly of
 DIDACTIC DIMENSION

WHAT IS THE DIDACTIC DIMENSION?

The technical or didactic dimension, '... implies an attempt to do well, to teach

effectively, which can be possible by the application of scientific knowledge, that
eliminate improvisation and direct the intervention in the classroom in a precise way
(Estebaranz, 1999: p. 133). Through the practice and experiences they acquire during the
stay in preschool, the child constructs their knowledge and channels each of their
experiences, whether positive or negative. Therefore, constant practice is necessary.
from the values inside and outside the classroom, the best way to transmit them is through practice

constant of them and the daily example of the adult towards the child. Through activities
previously planned according to the group profile and characteristics of the students.

PLANNING OF ACTIVITIES
AS IF...
September 9, September 30, 2010
GRUPOS:1-A, 2-A, 3-A y 3-B
OBJECTIVES
Knowing our body through expressiveness.
Learn to listen to instructions.
MATERIAL
Cardboard tubes.
Cellophane tape and tapes of various colors.
Candies.
DEVELOPMENT
Phase 1: 'as if...'
● Ask the children to form a circle. Each of them should imagine a series
of actions, pretending as if they were actually carrying them out.
They can be animals, objects, or themselves in various situations. The important thing is
that they visualize it and take the different actions.
This activity can be used to differentiate opposing concepts, such as

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example:
◗ fast-slow; pretend to drive a car, describing the scenes that
they would appear before them in that case.

◗ cold-hot; act as if they were eating an ice cream or a hot bowl of soup.
Phase 2: "as if..." they were candies
Form a circle and talk among everyone about the foods they like the most.
Propose to the group that they play as if they were candies: taking with their body their
shape. Next, all those candies slowly come together inside a box.
Pass the imaginary box around so that everyone can take a candy. But the box
It is made of glass and we must be careful not to let it fall. In addition to stimulating symbolic play and the

level of attention to the task, it is a good opportunity to work on courtesy habits

that will verbally favor the dramatization. They are invited to develop it, throwing away the paper.
imaginary in the bin; they eat it: is it hard, soft, sweet, sour, big, small?
They must express all the sensations.
What would happen if we drop it on the ground? And what if we swallow it whole?

Ask the group to sit down and give them a real candy so that while they eat it,
comment on what they have done with questions like these:
◗ What have you felt during the activity?
◗ Have you been aware of how the different parts of your body were moving?
◗ Has it been easy for you to express different emotions?
Phase 3: make a candy box to take home
Each of the children will make a drawing to decorate the candy-shaped box that
will build.
Wrap the tube with the tape. Close one end with cellophane, and then tie it with the
love or cord
Fill the tube with candies and close the other end.
At the end of the day, they will take the candy-shaped box home to
sharing with family the game of "as if..." and the candies.
2) TELL ME A STORY "THE ISLAND OF VALUES"
APPLICATION DATE: September 30, 2010
1-A and 2-A
OBJECTIVE:

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Learning values through reading a story, allowing students and the
parents work together and develop trust and security among
both.
MATERIAL:
Story 'The Island of Values'
Images of values
White sheets
Colors, glue, and scissors.
DEVELOPMENT
It will start with a series of questions such as:
What are values?
How do you teach values to your children?

What value predominates in your home?

Parents will continue to be asked to read the story 'The Island of the'
values", to their children. This will be read quietly to respect the other members.
of the group.

•You may ask:

What values did they identify in the reading?
What was the tale about?
A blank sheet and another one with images of values will be provided to them.

On the white paper, they will be asked to question the children about what it was that
they understood the story, as well as that the children tell them the story
according to what they understood, they will color the images and with them
they will make that story.
The Story of My Cousin Javier
September 30 to October 07, 2010
3-A and 3-B
OBJECTIVES
Learning to accept ourselves as we are.
Value oneself, feeling important.
MATERIAL

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Poster of 'The Tale of My Cousin Javier'.
DEVELOPMENT
Phase 1: reading the story
Read to the children "The story of my cousin Javier," commenting on all aspects that
they appear in it. Make special emphasis on the content about the way of being of each
one and the acceptance of others.
After reading, establish a dialogue by asking questions such as these:
What did you like most about the story?
Have you ever felt unhappy with yourselves, like the child from
story?
What do you not like about yourselves?
What do you like the most? Do you think it's good for people to accept themselves as they are?

Phase 2: We accept you!

●Sit the children in a circle. One by one, the children go out to the center and say a
physical characteristic that they like about themselves. They should say it like this:

My name is XX (name) and I am ZZ (tall-short, brown-haired-dark-haired...)!

The others then respond:

And we like that XX is ZZ!
In my house we live
October 7 to October 14, 2010
3-A and 3-B
VALUE
Confidence
Training Field
Development and health
COMPETENCE
Recognizes situations in the family or in another context that bring them pleasure,
well-being, fear, distrust or unease and expresses what it feels.
Values and associated competencies
Freedom and respect.
Recognizes their qualities and abilities and those of their colleagues.

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 Understand that people have different needs, viewpoints, cultures
and beliefs that must be treated with respect.
Communicates moods, feelings, emotions, and experiences through the
oral language.
Establishes connections between the present and the past of their family and community through
of objects, everyday situations, and cultural practices.
INQUIRY ACTIVITIES
Talk to the students about their family, through their participations analyze the
various ways in which families integrate, the different participations of
each member and their importance. Discuss the shortcomings and problems
of the children who do not have family (orphans, street children).
PROPOSITIVE ACTIVITIES
Ask the students to bring different photographs of family members to school.
your family, in their places in small groups, ask them to show one by one to the
Besides the photographs, comment on who it is, what their name is, and what they like to do.

that person.

Ask the minors to bring three things with which they can characterize someone.
family member, in the classroom provide supplementary material for children
and girls dress up, then in small groups they represent their character;
they also form different families; they group by characteristics, for example: the
moms, the grandparents, the uncles, and participate by carrying out everyday actions that
those people in their family usually do, also say what they like about each one
character.
5.- THE VALENTINO SPARROW
October 21, 2010
3-A and 3-B
MATERIALS
Graphic materials to show them about: forests, beeches, holly, and their fruits.
Paper for recycling
Blue and green paintings

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TIME ALLOCATED
The activity is designed to be carried out in one session.
WE WILL DO IT THIS WAY:
Through a series of short and simple activities, we will engage the children in
situation of the geographical environment in which the story takes place, and we will give them to
to get to know the characters that participate in it.
PRELIMINARY CONSIDERATIONS
To prepare activity 2, ask the children to use the paper and paints,
each one of them:
A green circle the size of a small plate.
Two little blue balls.
Enable a space in the class (we can also do it in an open place).
wide and free of obstacles.
OBJECTIVE:
Learn to value and respect what Nature offers us.
•To understand the importance of forests as a source of raw materials and as
water catchers.
Learn about new species of trees and shrubs.
Work on communication and active listening skills.
ACTIVITY 1: TREES AND FORESTS
The protagonist of the story, named Valentino, lives in a forest. The first thing there is
What to do is to get to know this environment. This can be done through questions like these:

What is a tree?
What names of trees do you know? Let's create a list.
How are they? Review what you remember about each of them.
What is a forest?
Using graphic material, show the children what a beech tree and holly are like.
talk about them:
Do you know what the forests are called? Valentino lives in a beech forest.

What do hollies produce? We mentioned that Valentino feeds on their fruits.

some red balls.

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 Why are forests important?
What do they provide us?

ACTIVITY 2: THE FORESTS AND WATER

● Place the children (each with their two paper balls) sitting in a circle and in the
center of this, half of the green circles, separated from each other.
● To suggest that you imagine that the circles represent trees viewed from above, and that
this was once a land where there was a forest that was cut down and only a few remained
trees.
The children will simulate the rain by throwing their little balls towards where the trees are. When
they finish counting the balls that have fallen inside or very close to the circles.
Collect the small balls and place the rest of the green circles in the center trying to ensure that
stay together, closer to each other. (Illustration 2)
● I want to tell you to imagine now that this is a better cared-for forest and that, for that reason,

it maintains that large number of trees.

The children will simulate the rain again. When they finish, count the little balls they have.
fallen inside or very close to the circles.
First, explain that the little balls that have remained inside or very close to the circles of
trees, represents the water that has been captured by the trees and that also makes them
grow, then it will form rivers and other sources of water. The drops that have fallen outside
they lose and are not taken advantage of.

Establish a dialogue with the children to reflect on what happened during the activity.
through questions such as:
When have more balls fallen inside the trees, the first time or the second?
Why?
What happens to rainwater when there are forests and when there are none?
What happens to the rainwater that is not captured by the forests?
Do you understand why it is important to conserve trees?
What forest do they have nearby and what can they do to protect it?
5) SEARCHING FOR THE LOST TORTILLAS
APPLICATION DATE: October 28, 2010
3-A and 3-B

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Overview
The game consists of a board of 40 squares, 10 cards with bumps on the road.
(returns) and 10 with corn grains (advances), and 8 Rutilo chips. To play, it requires
a die (not included).
Instructions
During the development of the game, the educator will emphasize that the students are going to imagine that

They are making the tortillas and everything that needs to be done for them to arrive at our
table.
The group will be organized into teams of two to six members, depending on the number.
of students that are in the group.
The educator will be present during the game with each of the teams to ensure that they carry out
the reading of the cards and facilitate reflection at the end of the game.
The educator will apply the strategies she considers appropriate according to the
characteristics of your group to assist the other teams.
The game consists of moving on the board as many spaces as indicated by the dice.
to throw it out.

Players choose the color they want to participate with and place their token on the space of
exit.
They place the pothole and granite cards into two piles, one for potholes and another for granites, with
the text down.

If a player lands on a pothole or corn granule space, they move back or forward.
depending on the card's indication.
Before starting, each player will roll the dice to establish the turn order from highest to lowest.
exit.
In case two players are on the same space, they must share it.
The game is won by the one who reaches the finish line first.

To close the activity, the educator will question the children when they move backwards or forwards.
in the game, about the values of productivity.

6) DIDACTIC SITUATION: IN CONTACT WITH OUR EMOTIONS.

APPLICATION DATE: November 4, 2010

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3-A and 3-B
FORMATIVE FIELD:
Personal and Social Development.
COMPETITION:
Becomes aware of their own needs, viewpoints, and feelings, and develops
his sensitivity to the needs, viewpoints, and feelings of others.
ELEMENTS TO FAVOR:
Self-concept
Self-esteem
TRANSVERSALS:
Communicates moods, feelings, emotions, and experiences through oral language.
PEP 2004.
Understanding and regulating emotions involves learning to interpret them and
to express them, to organize them and give them meaning, to control impulses and reactions in the
context of a particular social environment... Emotions, behavior, and learning are
individual processes, but they are influenced by the family, school, and social contexts in which
children develop; in these processes they learn different ways of relating to each other,
they develop notions about what it means to be part of a group, and they learn ways to
participation and collaboration in sharing experiences... Current research has
it has been demonstrated that from a very early age they develop the ability to grasp the
intentions, the emotional states of others and to act accordingly, that is,
in a framework of interactions and social relationships...
ORGANIZATION:
SMALL GROUP.
DEVELOPMENT:
1. Show the images and ask the corresponding questions for each one.
they. At the end of each image, imitate the gesture that appears in it and say aloud the
feeling that is shown.
2. The children will be asked to close their eyes and think about the emotion they are feeling.
feeling at that moment, and that on the count of three they will say it out loud.
3. Finally, they will draw their face according to the emotion that each one felt.
they.

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Note: Small children (3-5 years old) are only able to identify four or five.
sentimientos básicos - enfado, felicidad, tristeza, miedo.
What do you think this... is feeling?
What makes you angry?
How do you show your anger?
Can you give me a 'mad' face?
Can you place your body (hands, arms, legs, etc.) to show me that you are
angry?
In what situations is it important to say that one is angry?
How do we find contentment?

What makes you happy?

How can you say that this girl is happy?
Can you give me a "happy" face?
Can you position your body (hands, arms, legs, etc.) to show me that you are happy?
What are some of the things that always make you feel happy?
What makes you sad?
Can you make a sad "face" for me?
Can you position your body (hands, arms, legs, etc.) to show me that you are sad?
What are the things you can do to help a friend who is feeling sad feel better?
What are the things that scare you?
What are the things that scare your friends?
Can you give me a 'face' of fear?
Can you position your body (hands, arms, legs, etc.) to show me that you are
scared?
In what situations is it important to say that one is afraid?
Have you ever felt scared, but there was really no reason?
for that?
Can you remember a moment when you were surprised?
Have you ever surprised someone?
Sometimes children get scared when they are surprised. Has that happened to you?
Can you give me a surprised "face"?
Can you place your body (hands, arms, legs, etc.) to show me that you are

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surprised?
When do you get bored?
What do you do when you are bored?
Do you always complain when you are bored? What happens when you complain?
8) SWIMMING WITHOUT STOPPING

APPLICATION DATE: November 25, 2010 3rd A and B

OBJECTIVE:
Participate in a group to achieve a common goal.

Understanding and interpretation of a fantasy.

Estimation and valuation of one's own abilities and those of others.

MATERIAL: Bond paper, copies of the images, colors or crayons, scissors, glue and
green tissue paper
DIDACTIC PROPOSAL: Story
Reflection and conversation

• Understand the story

• What is Max like?

• Who does Max help?

• How does Max help others?

• How would you help your friends or classmates?

Image arrangement

• Distribute the story images to the children in a disordered manner.

• The children must color and sort the images

Mural

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 • On a bond paper, you should paint the background blue to simulate.
the bottom of the sea.

• They will simulate seaweed with tissue paper.

• Each child will color a fish and cut it out to later glue it on the
bond paper to make a big fish

Application

Everyone will reflect on how the mural was created together.

questioning them:

What does that fish represent?

How was it done?

What would happen if no one had helped?

TALE

SWIMMING WITHOUT STOPPING

At the bottom of the sea lived a group of very cheerful little fish. They were all red.
less one that was born black. Moreover, he was different from his companions.
because he swam much faster than them, his name was Max.

One day a large fish appeared, opened its huge mouth and swallowed many little fish; Max
could escape.

The other fish hid behind some seaweed, full of fear. Max them
he said it was a shame not to be able to get out of there and miss the opportunity to live new experiences

adventures, but the little red fish did not dare to come out.

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So Max had an idea: they could all join together forming a single fish and it would be the eye of the
fish. In this way, all united, they were able to leave their hiding place without risk and never again

Was there any fish that frightened them.

I know myself, I value myself, and I regulate myself.

December 2, 2010
GRUPOS:3-A y 3-B
Purpose
It is intended that preschool children identify some situations of
risk, represented through a puppet story, so that they decide what is necessary
to do and avoid putting your health and personal integrity at risk.
Competencies:
Understand that decisions have consequences.
Recognize the alternatives you have in a given situation.
Understand that decision-making involves freedom and responsibility.
Make decisions based on your tastes and interests.
Accept that other people may make better decisions than your own.
Material:
Puppets made by the student
The puppets offer another opportunity for you to talk with the child and encourage them to speak with
They also help your child learn new words, use their imagination and
develop your manual coordination.
Before starting:
To make good personal decisions, it is necessary to anticipate the consequences, to have
information about the advantages and disadvantages of decisions, taking into account desires
as well as developing feelings of self-esteem and respect for others.
Preschool children make personal decisions when selecting the
clothes they will wear, request a toy or illuminate with a certain color, that is to say, they
focus on decisions that mainly relate to immediate actions that
they hardly express formal reflections regarding what is suitable or not. Therefore, it is
it is essential to create learning situations in which they can practice their skill
to choose between options and explore the possibility of anticipating the consequences of

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their actions and make decisions that commit them to act in a certain way, being
responsible for the consequences that their decisions bring.
Start
1. When the puppets are ready, show them how to handle them. Next, present your
puppet giving it a name, preferably one that is not that of any group member.
Invite them to do the same.
2. Immediately, tell them that you are going to tell two stories in which everyone has to
participate with their puppets.
3. With the team sitting in a circle, start narrating the first story: Your Puppet
will be the protagonist, so that the rest of the group can express their opinions freely
ideas regarding the situations that are raised.
Once upon a time, there was a group of friends who were called... (show your puppet and say the

name; ask them to do the same, so that everyone assigns a name to it

to his puppet).
They were playing in a very nice park! (pretend that your puppet jumps, does somersaults)
Dance, and invite everyone to do the same, they can sing a well-known song.
everyone) in which there was a very tall wall!
All the friends decided to play ball (so the whole group moves their...
puppets to play with.
AT A CERTAIN MOMENT, EMPHASIZE ON:
Suddenly, the ball went over the other side of the fence which was very high!
Everyone became sad about the loss of the ball (pretend that the puppets are
sad).
What will we do? everyone wondered.
So... everyone started telling (say the name of the main puppet)
Climb up the fence to look for the ball! Climb up!

4. Upon reaching this point, simulate that your puppet is thinking about what to do. Question the group.

regarding what the protagonist must decide to do and ask them why they must do what
they say.

5. When they have expressed themselves in favor or against, explain to them that you are going to tell them the

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same story but in a different way, and reverse the situations: in this case, the
the protagonist must be the one who decides for himself to climb onto the fence and it will be the rest of the

group that tells him not to do it (don’t forget to promote representation with puppets).
I again questioned the group about the reasons why they should or should not do what they
they say.
6. Ask them to propose an ending for the story, indicating what is the best decision that can be made.
take the protagonist and what would happen if he listened when 'the group of friends' told him that
he/she would climb up on the wall.

7. Ask them how else they could retrieve the ball without putting themselves in danger. Starting from
of the suggestions, represent different endings for the stories.
Closure
8. Gathered in a circle, ask the group to answer the following questions:
a) How do we know that something others want us to do can harm us?
b) What should we do in those cases?
c) Why is it important to consider the consequences before making a decision?
Evaluation
9. Observe if the group:
a) Identify that the decision to climb the fence is the protagonist's responsibility.
b) It expresses that group pressures sometimes push to make decisions.
misguided or that pose a risk.
c) Share (complementing or correcting) positions expressed by others
companions.
d) Refers to situations in which he makes a decision that is convenient for him or for others.
without affecting third parties.

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