LEARNING PROJECT

I. PHASE 1:
TITULO DEL PROYECTO: “Con gotitas de colores me expreso y me siento feliz”

IDENTIFICACIÓN:
This project arises from an interest that seeks to achieve
that girls and boys achieve oral expression,
according to their biopsychosocial development, which gives them
will allow to develop safely in any
situation. The project is a response to
situations like:
The misinformation and lack of knowledge of the parents
family to stimulate the oral expression of their
children and strengthen the teaching performance in the
application of innovative strategies. The aim is
highlight the importance of the development of expression
oral in children through the technique of the
painting thus stimulating their creativity, sensitivity,
ability to concentrate clear expression,
strengthening their self-esteem, developing their
communication skills for solving everyday problems, achieving that
our children express themselves in a clear, coherent, and fluent manner before the rest of their
companions and adults
Cross-cutting approach: Pursuit of excellence:

1.1. PROJECT PLANNING WITH CHILDREN:

What will we do? HOW IT What do we NEED? WHO ARE THEY

SHALL WE DO? WILL THEY DO?

1.2. PEDAGOGICAL PLANNING WITH THE TEACHER:

What will I do? How will I do it? What will I need?

PREPARE THE THINGS TO ORGANIZE THE CHILDREN ON PAPER

WE NEED GROUP PLUMNES, LOVE
MASKING,
CARDSTOCK, ETC.
Design of our project Observing various models Images of various
to reach an agreement models.
Selection of activities Listening to MATERIALS openly WHAT
opinions of children. WILL ELABORATE THE
NIÑOS.
We learned to use our Observing Then he material yes
materials practicing it.
elaborate.
 II. PHASE 2:
1.2 PROJECT EXECUTION:

MONDAY 15 TUESDAY 16 WEDNESDAY 17 THURSDAY 18 FRIDAY 19

MONDAY 22 TUESDAY 23 WEDNESDAY 24 THURSDAY 25 FRIDAY 26

1.3. Selection of area, competition, capacity, performance indicator:

COMMUNICATION AREA
INDICATOR
COMPETENCE CAPACITY 4 years
Participate in conversations or
Interact strategically listens to stories, legends, and others
It is communicated orally. with different interlocutors. tales of oral tradition.
in their mother tongue. Ask questions about what he/she
interested in knowing or responding to the one who

they ask
Create projects from Apply creative processes Represents ideas about
the languages experiences personal using
Artistic different artistic languages (the
drawing, painting, dance or the
movement, theater, music,
etc.

MATHEMATICAL AREA
INDICATOR
COMPETITION CAPACITY 4 years

Usa strategies and use some expressions that

Problem solving estimation procedures they show their understanding about
of quantity and calculation.
of the quantity, weight, and time–
muchos, pocos, pesa mucho,
it weighs little, just a moment.
 MONDAY, JULY 15, 2019

What activities are promoted with these activities? RESOURCES

Through this activity, the development of the skill Paperotes is promoted.
He communicates orally in his mother tongue, emphasizing on the markers.
capacity Strategically interacts with different interlocutors when I tell
Participate in conversations or listen to tales, legends, and other stories Pillows
from the oral tradition. Formulate questions about what you are interested in knowing or
answer the one who is asked.

ACTIVITIES DIDACTIC SEQUENCE AND PEDAGOGICAL PROCESSES

ROUTINE Permanent activities in the classroom.

Reception, greeting, and welcome of the children
Varied songs
Free Use of the sectors
We gather in assembly in the classroom.
Free play in sectors we organize work groups of your preference
They play freely in the sectors of their preference.
They share the material with their classmates.
At the end, they organize the sector.
They verbalize what has been done
START
We placed the children in a circle on their chairs sitting in front of
The board will announce the activity we will carry out on the day
from today, which is to plan our project, then the teacher will give to
Project development to understand the purpose which is for children to communicate
verbally when using common words when planning a
project.
We tell the children that we have noticed that there is
need in the classroom.
We start the dialogue through questions. Do you like to paint?
Do you know the colors? Where are there colors? Why will they exist?
The colors? What would happen if everything were a single color?
If the children's proposal doesn't come up, we suggest: what do you think?
Shall we play with colors?
Once the objective of our project is agreed upon, which is "to
we express orally through colors" we identify with the
Children the following: what will we do? How do we do it? What
Do we need it? We gather your proposal.

DEVELOPMENT:
In the same location, we assess what is valuable or not for
to be able to carry out our activity much better.
We prepared a table in which we define the tasks, proposing
some ideas on how it can be done and we identify the
materials we can work with then we ask them to
each one registers in the box by locating themselves in the task that
wants to carry out.
We accompany the process by helping them identify the things that
they need to be done.
What How lo What who the
Shall we? What will we do? do we need? will they do?
 Next, we make comparisons between the participants.
de la tarea usando cuantificadores ¿Dónde hay más niños donde
Less? Where are there many children?
We observe if there are enough children and where there are few children.
We invite you to support the group that needs it without forcing it.
situation.
CLOSE
Then we place our flip charts where they can be seen.
in order to be able to work all week.
The teacher asks the boys and girls, 'How did you do it? Did it...
Do you like the activity?

Plastic graphic workshop START:

We started the workshop by gathering them in a circle and beginning the assembly to
to be able to present and propose the workshop we want to do today which is the
plastic graphic workshop, we approach the graphic plastic sector where
we observe the various materials from which we can choose the one that
no matter how much we like it, we will put on the poles that will help us protect
our clothing, we will organize ourselves into groups according to the material
what have we chosen what do you think you can do?
DEVELOPMENT
The children take their little paper and sit down in the place where they are seated.
more comfortable, exploring the material they chose.
CLOSING
At the end of the workshop, we showed and presented our work.
carried out, and exchange with the other colleagues, we will represent
in symbolic form our works, then we will choose the place where
We will be placing our works to showcase them.
ROUTINE ACTIVITY PERMANENT OUTING ACTIVITIES
 TUESDAY, JULY 16, 2019

NUMBERS ARE LEARNED THROUGH PLAYING

What activities are promoted with these activities? RESOURCES

Through this activity, the development of the Bags
competence of 'SOLVING QUANTITY PROBLEMS' Markers
emphasizing the ability to translate amounts into expressions Scissors
numerical when it establishes relationships between the objects of its rubber
environment according to its perceptual characteristics when comparing and
group those similar objects that serve a purpose and
leave some loose elements

ACTIVITIES DIDACTIC SEQUENCE AND PEDAGOGICAL PROCESSES

ROUTINE Permanent activities in the classroom.

Reception, greeting and welcome of the boys and girls
Varied songs
Free use of the sectors
We gather in assembly in the classroom
Free play in sectors We organize work groups of your choice.
They play freely in the areas of their preference.
They share the material with their classmates.
At the end, they organize the sector.
They verbalize what has been done
START
We placed the children in a circle in their chairs sitting.
In front of the board, the activity that will be announced.
we will carry out today that we are looking for colored objects
Project development blue, for dad then the teacher will disclose the purpose
what is it that boys and girls SOLVE PROBLEMS OF
QUANTITY when relating objects in your environment.
We organize the classroom so that each person can work in
the groups that he/she has formed.
We ask you to observe objects in the classroom that are from
blue color and group them at their table.
At the end of the allotted time, we began the dialogue. What
found? Are they blue? Will there be more objects?
We prepare the materials that each group will use.
we inform the children that we will prepare the materials
what we are going to use to develop the classification of
objects.
DEVELOPMENT:
In teams, the teacher distributes new materials of various
colors where children will select colored materials
blue, after having done that activity, they will be given out
sheets where children will outline the shape of each object
found it and they color it blue then they will count how many
blue objects were found.
CLOSURE
We close our activity by engaging in dialogue. How do we...
Did they feel? Did they manage to finish the work? When?
could we finish?
Refreshment and Recreation Permanent food activities:
Generate good hygiene habits
Generating good eating habits
Observation and participation in the moment are important.
from recess

Plastic graphic workshop START:

We started the workshop by gathering them in a circle and beginning the
assembly to present and propose the workshop we want
do today what is the graphic plastic workshop, we approach to the
plastic graphic sector where we observe the various materials
which we will be able to choose the one we like the most, we will place ourselves
the poles that will help us protect our clothes, us
we will organize into groups according to the material we have
chosen what do you think you can do?
DEVELOPMENT
The children grab their paper and settle in the place where they
feel more comfortable, exploring the material they chose.
CLOSURE
At the end of the workshop, we showed and presented our work.
carried out, and exchange with the other colleagues,
we will symbolically represent our work, then
we will choose the place where we will be placing our work
to expose them.
ROUTINE ACTIVITY Permanent Activities for Departure
 THURSDAY, JULY 19, 2018

What activities are promoted with these activities? RESOURCES

Through this activity, the development of Papers
competence of 'SOLVING QUANTITY PROBLEMS' Markers
emphasizing the ability to translate quantities into expressions Scissors
numerical when establishes relationships between the objects of its gum
environment according to its perceptual characteristics when comparing and
group those similar objects that serve a purpose and
leave some loose elements

Activities Didactic Sequence and Pedagogical Processes

ROUTINE Permanent activities in the classroom.

Reception, greeting and welcome of the children
Varied songs
Free Use of the sectors
We meet in assembly in the classroom.
"Free play in sectors" we organize work groups of your preference
They play freely in the areas of their preference.
They share the material with their classmates.
At the end they organize the sector.
They verbalize what has been done.
START
We placed the children in a circle in their chairs sitting.
In front of the blackboard, the activity that will be announced
we will carry out today that we are looking for colored objects
Project development yellow, then the teacher will reveal the purpose
what is it that boys and girls SOLVE PROBLEMS OF
QUANTITY when relating objects in your environment.
We organize the classroom so that each one can work on
the groups he has formed.
We ask you to observe objects in the classroom that are of
yellow color and group them at their table.
At the end of the allocated time, we began the dialogue. What
Did they find it? Is it yellow? Will there be more objects?
We prepare the materials that each group will use.
We inform the children that we will prepare the materials.
what we are going to use to develop the classification of
objects.
DEVELOPMENT:
In teams, the teacher distributes new materials of various kinds.
colors where children will select colored materials
yellow, after having done that activity they
will distribute sheets where the children will outline the shape of each
object found and they color it blue then they will count
how many yellow objects did they find.
CLOSURE
We closed our activity by engaging in dialogue. How is it...
Did you feel? Did you manage to finish the work? When?
Could we finish?
Refreshment and Recreation Permanent feeding activities:
Generate good hygiene habits
Generating good eating habits
Observation and participation in the moment are important.
from recess

START:
We started the workshop by gathering them in a circle and beginning the assembly.
Psychomotor workshop in order to present and propose the workshop we want to do today
What is the workshop on 'body and movement'? We are preparing to go to the
psychomotricity class where we will carry out the activity What do you think
What can we do here.

DEVELOPMENT
The children gathered in a circle to do work on
warm-up, then at the end we line up to perform the
circuit.
CLOSURE
After finishing the workshop, we returned to our classrooms leaving in the
same order where we find things. Arriving at the classroom
we discussed what was done in the psychomotricity room.
ROUTINE ACTIVITY PERMANENT OUTGOING ACTIVITIES
 Friday, July 20, 2018

What activities are promoted with these activities? RESOURCES

Through this activity, the development of the Paper bags
competence of 'SOLVING QUANTITY PROBLEMS' Markers
enfatizando en la capacidad Traduce cantidades a expresiones Scissors
numerical when it establishes relationships between the objects of its rubber
environment according to its perceptual characteristics when comparing and
group those similar objects that serve a purpose and
leave some loose elements

ACTIVITIES DIDACTIC SEQUENCE AND PEDAGOGICAL PROCESSES

ROUTINE Permanent activities in the classroom.

Reception, greeting, and welcome of the children
Various songs
Free Use of the sectors
We meet in assembly in the classroom.
Free play in sectors we organize workgroups of your preference
They play freely in the areas of their choice.
They share the material with their classmates.
At the end, they organize the sector.
They verbalize what has been done.
START
We placed the children in a circle in their chairs seated.
the activity that will be announced in front of the board
Today we will look for colored objects.
Project Development yellow, then the teacher will announce the purpose
what is it that boys and girls SOLVE PROBLEMS OF
AMOUNT when relating objects from your environment.
We organize the classroom so that each one can work in
the groups that he/she has formed.
We ask that you observe objects in the classroom that are of
green color and group them at their table.
At the end of the allocated time, we started the dialogue. What
Did they find them? Are they green? Will there be more objects?
Preparamos los materiales que cada grupo utilizará les
We inform the children that we will prepare the materials.
what we are going to use to develop the classification of
objects.
DEVELOPMENT:
In teams, the teacher distributes new materials of various kinds.
colors where children will select the colored materials
green, after having done that activity they will be distributed
sheets where children will trace the shape of each object
found and they color it green then they will count
How many green objects did they find?
CLOSURE
We closed our activity by engaging in dialogue. How do we...
Did you feel? Did you manage to finish the work? When?
Could we finish?
Snack and Recreation Permanent feeding activities:
Generate good hygiene habits
Generating good eating habits
Observation and participation at the moment are important.
of the recess

COMPUTING WORKSHOPThe children are getting ready to go to the computer room where the
the teacher will give the classes

Routine activity Permanent outbound activities

They organize the classroom
They sing farewell songs and repertoire.
-Oran thanking GOD for the day, and for having a family.
They return home