Educator and Child Learning Indicators
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ScribdTranslationsEducator and Child Learning Indicators
Translated by
ScribdTranslationsEDUCATOR
INDICATORS IF NO OBSERVATIONS
Part of prior knowledge regarding the topic
(Didactic dimension)
It becomes involved and takes into account the opinion of
the children (Interpersonal dimension)
Use teaching materials to enhance the
knowledge of the child. (Didactic dimension)
Makes use of ICT
(Didactic dimension)
Respect the students' opinions
(Interpersonal dimension)
Help students find the answers
of their students.
Interpersonal dimension
Create curiosity in children to foster a
better learning.
(Interpersonal dimension)
The way to address the student is correct.
to get their attention.
(Social Dimension)
Formula questions for enrich the
learning of their students.
(Didactic dimension)
Make use of teaching materials for the good
learning of their students (Dimension
didactics
It is supported by videos, images, recorder, etc.
(Didactic dimension)
The teacher's activities are carried out as well as
inside as outside the living room. (Dimension
didactics
Create a trusting environment with your students.
(Interpersonal dimension)
There is good communication among the students.
Interpersonal dimension
There is good camaraderie among the students
upon integrating into teams. (Dimension
interpersonal
The students respect the opinions of others.
(Social Dimension)
There is good communication between the teacher and
students. (Interpersonal dimension)
The teacher communicates with her students with a
appropriate language. (Interpersonal dimension)
The teacher has good classroom management.
(Social Dimension)
The teacher gives her classes in a
appropriate way for children.
didactics
The teacher through incentives like candy,
little stars, stamps motivate the work of the
students. (Didactic dimension)
There is a trusting environment in the classroom.
(Interpersonal dimension)
They work individually or in teams.
(Didactic dimension)
The teacher gives clear instructions to the students.
students. (Didactic dimension)
CHILD
INDICATORS IF NO OBSERVATIONS
Shows interest in the topic discussed in class.
(Personal dimension)
Obtains and shares information through
various forms of oral expression. (Dimension
Social
Appreciates the linguistic diversity of its region and its
culture.
Use language to communicate and relate
with other children and adults inside and outside of the
school. (Interpersonal dimension)
Use information from names you know,
data about oneself, the place where one lives and of
your family. (Personal dimension)
Describe personas, characters, objects, places
and phenomena in their environment, increasingly
more precise.
Compare the graphic features of your
name with the names of your classmates and
other written words.
Sort, in ascending and descending order,
objects by size, capacity, weight.
Distinguish some expressions of culture
one's own and others, and shows respect towards the
diversity.
Question to know more and listen attentively
to whom it informs. (Didactic dimension)
The students are heading towards the teacher of a
respectful manner. (Interpersonal dimension)
The students manage to comply with the instructions of the
teacher. (Didactic dimension)
CONTEXT (Institutional Dimension)
INDICATORS IF NO OBSERVATIONS
It has green areas.
It is located in a developed and urbanized area.
You have enough materials to take.
to carry out the activities.
It has adequate facilities for
carry out sports activities and/or outdoor activities.
They have surveillance systems.
It has easy access.
The street where the school is located is
paved.
They have public transportation.
It has all the services.
There is a cordial and respectful relationship between the
members of the staff.
It has enough staff.
He has a physical education teacher, songs and
games
INTERVIEW FOR THE TEACHER IN FRONT OF THE CLASS
(Dimensión personal) y(Dimensión didáctica)
1.- Do you agree that it is important to instill cultural aspects in the
preschool students?
2.- What cultural aspects of Mexico does it transmit and instill in its students?
2.- Is there a difference between the beliefs you hold and those you instill in your...
children?
3.- What actions are taken when there is a refusal of
Parents for participation in celebrations and festivals?
4.- What importance do you give to informing your students about the
major events that occurred in the history of Mexico?
5.- What beliefs or festivities do you think children should have?
to know for your training?
6.- What festivities or celebrations have you noticed that only
Do they celebrate in their garden and in others not?
7.- What are the foundations you have for conveying your beliefs to
your children?
8.- What is the specific tradition, belief, or celebration that instills in a way
unique to its students?
9.- Do you respect the beliefs, religions, cultures, and traditions of the students and
Do parents have any others apart from the ones already mentioned?
10. - How do you teach respect to your students towards the
beliefs foreign to the companions?
11.- What is a diagnosis?
12.- Do you use them?
13.- What types of diagnoses do you use?
14.- Do you use the same one for everyone?
15.- What elements does it use?
16.- How often do you use it?
17.- What does teaching mean to you?
18.- Are you aware of the importance of your role as an educator?
19.- Is there a child with different disabilities? Which ones?
20.- Do you identify the learning styles of your students?
21.- How do you prefer to work with your students?
22.- Has it been difficult for you to work with children?
23.- Why?
24.- What has been your favorite activity that you have done with your little ones?
25.- Is there a specific song that you really enjoy singing with your students?
What is their favorite?
INTERVIEW WITH A CHILD:
(Personal dimension)
Do you like coming to school?
2. What do you like most about coming to school?
What do you think of your school?
4. What do you think of your classroom?
Do you like working with your classmates?
6. Do you prefer to work in a team or alone?
7. Do you understand your teacher's instructions?
8. How do you get along with your classmates?
9. Has anything ever happened with your colleagues that you haven't...
liked?
10. Of all the activities you have done, which one have you liked the most?
more and which one did you not like?
LEARNING ENVIRONMENTS
PURPOSE:
That the normal school students observe the learning environments that
prevail in the classroom and the elements that make it up in order to
recognize the importance that this has for facilitating learning
significant and its application in the intervention day.
CHECKLIST
Indicators If No Observaciones
In case any student
count with a disability, what
the classroom is conditioned
for this situation?
(Centered on the learner)
Appropriate content and
interesting for students
(Focused on knowledge)
The teacher promotes reflection
through questions at the end
of each activity (self-assessment)
(Focused on the evaluation)
Indicators Significant anecdotes
Classroom
MATERIALS-FURNITURE
Centra MANIPULABLES
do en
who ATTRACTIONS
learn
RESISTANT
e
SUFFICIENT
VARIED
ORGANIZATION
INFRASTRUCTURE
⮚TAMAÑO
ILLUMINATION
VENTILATION
CONDITIONS
SPACES
corners
AREAS
WORKSHOPS
SETTING
DECORATION
Sweet INTERACTIONS
nte TEACHER-STUDENT
(centra
do en
who
learn
of y
in the
I met
lying PRIOR KNOWLEDGE
o)
ACTIVITIES
ORGANIZATION
INTERACTIONS
Behavior
Standards and rules
Potato
mno
s
(centra
do en Participation
quien
learn
of
DEVELOPMENT OF THOUGHT AND LANGUAGE IN CHILDHOOD
It is requested to record audio at various moments during the day's development.
(classroom, recess, songs and games, physical education, etc) of a minimum of 30 minutes, for
elaborate the analysis through a record with the following characteristics:
Considerations
AUDIO:
• It is requested that you record an audio of some moment in the morning of
work, it can be in the roll call, introduction, development, or closure of the activity.
• A minimum of 10 minutes and a maximum of 15 minutes.
REPORT
. General information about the Kindergarten.
. Detailed characterization of the kindergarten and the classroom.
. Record of social language practices framed in the 4
skills in the assigned group. (Speaking, Listening, Writing, and Reading).
• Identify how language is presented in the context: among peers,
teacher-student, teacher-teacher, parents-children and teacher-parents.
• They express themselves orally, communicate their feelings, ideas, wishes and
experiences.
• They are able to ask for help verbally if they need it.
• Orders continue.
• They speak spontaneously in class.
• They participate in more systematic conversations.
• They respect the basic rules for group communication. (turns to)
to speak
• They listen to the stories, tales, etc., and show that they understand it.
listened.
• They memorize and repeat learned oral texts.
• Show some problematic diction situations.
• Interest in knowing and reproducing the language used in our area or some
foreigner.
• Reads and interprets images, pictograms, codes.
• They understand and reproduce some texts (how).
• Identify your name or that of one of your colleagues.
Ask the Teacher:
• How does it favor communication skills in its
students?
• What considerations do you take into account for the design of activities?
focused on the field of language?
Note:
Don't forget that the audio is a support for your analysis of some of the
previously mentioned indicators, but you should prioritize the use of the
OBSERVATION.