ADAPTATION PLAN AND

DIAGNOSTIC EVALUATION
3, 4 and 5 YEARS OLD

INITIAL EDUCATIONAL INSTITUTION: TEACHER: ROCIO DEL PILAR CLASS: 5 years B

267-TINKERBELL RODRIGUEZ PINEDO

TÍTULO:“Conociendo nuevos amigos aprendemos a convivir”

FECHA:Del 13 de marzo al 31 de marzo 2023

 ADAPTATION AND DIAGNOSTIC EVALUATION PLAN

1.-STATEMENT OF THE SITUATION:

Most of the children at the Initial Educational Institution, despite having attended the same or another educational institution or coming for the first time
They sometimes appear fearful, distrustful, and not very sociable when meeting their new teacher and making new friends, so what is the purpose of this experience?
Being positive, we will carry out activities that will allow them to feel welcomed by seeking the participation of children in proposed games.
teachers for the integration into the new school year will also allow us to get to know our children better and thus have a point of
reference taking into account their needs, interests, and skills. In this experience, we propose various situations in which children and
girls will have the opportunity to experience various learnings, meeting the following challenges: What can we do to get to know each other better?
How will we do it? We will get to know the spaces of our Institution.
In this project, various activities will be carried out for the new welcome with the student as a process of integration, warm and affectionate.
trust is established where emotional ties are created through welcoming pedagogical actions, integration for a good school climate. Likewise,
activities will include families according to the age of the children aimed at accepting and gradually resolving the
conflict that necessarily brings about the change from home to the garden, routines, schedules, new friends, becoming aware of the new
The situation must adapt not only the children but also the families.

For which we ask the following question:

What actions can we take to improve the coexistence and adaptation of children in the spaces of our educational institution?
This project has been planned to carry out activities that promote in children the learning of coexistence in safe spaces.
organized in sectors, which will help develop their autonomy, socialization, and self-regulate their behavior in different situations.
2.-PRODUCTS:
Characterization or diagnosis of the children in the classroom
Classroom organization.
Attendance posters, calendar, responsibilities, and classroom rules

3.-LEARNINGS TO EVALUATE:

AREA CRITERIA OF
COMPETENCIES PERFORMANCES 3 YEARS PERFORMANCES 4 YEARS PERFORMANCES 5 YEARS EVALUATION

P Build your Recognize sus needs, Recognize his interests, Recognize your interests, ●Mention his/her likes and
E identity sensations, interests y preferences and characteristics; preferences, characteristics some of sus
preferences; the difference of the the difference of the ones physical attributes and qualities, the characteristics
R from others through words, others through words or difference between the ones personal.
S actions, gestures or movements. actions, within your others through words or Demonstrate
0 ●Carries out actions of care family or class group actions. autonomy the
personal, eating habits to groom oneself.
N healthy and hygiene. Participate in the
A cleaning of the classroom.

L Live and participate It relates to adults and children. It relates to adults of ●it relates to adults of its Participate in
democratically in of its environment in different his environment, plays with others environment, play with others games
the pursuit of good classroom activities and play in children and integrates into childreny is integrated into collectives.
S common small groups. group activities of group activities in the classroom. Respect the agreements of
O Participate in activities class. Proposes ideas of Propose game ideas and their classroom.
game and the rules of the rules. Agreed. Participate in a group
C group activities putting into practice the
rules of coexistence and boundaries same, follow the rules of with the group to choose a sharing
I what he knows. the others agree with game and its rules. materials.
A Collaborate in the care of use of
their interests.
L Participate in the construction
resources, materials, and spaces
Participate in the construction collective agreements and
shared.
collective agreements and standards based on the
standards, based on the respect and well-being of
respect and well-being of everyone considering the
everyone, in situations that it situations that affect or
they affect or bother him or they annoy the whole group.
a some of sus Show in the activities
friends. Show, in the what perform
activities carried out, behaviors of
behaviors of agreement with the norms of
agreement with the rules of assumed coexistence.
assumed coexistence.
●replenishes y collaborates in
Collaborate in activities collective activities in the
collectives oriented towards class level i.e. e
care of resources, oriented towards care of
materials y spaces resources, materials and
AREA COMPETENCIES PERFORMANCES 3 YEARS EVALUATION CRITERIA
PERFORMANCES 4 YEARS PERFORMANCES 5 YEARS

It unfolds from ●Carry out actions y ●Carries out actions and games of Perform actions and games in a way Make movements
autonomously to movements like running, autonomously, like running, autonomous combining skills thick in activities
through its motor skills jump since small ["jump","climb","roll","slide"] basic motor skills such as running, jumping, climb, jump
heights to climb to run make shared.
turns, kick and throw climb, roll, spaces
shared slide, make turns and and runs freely
slide -in which balls, etc. -in which it expresses somersaults - in which it expresses its ●Demonstrates its
express his emotions his emotions exploring the emotions exploring the ocular coordination
exploring the possibilities of your body with possibilities of your body with manual and ocular
possibilities of your body relationship to space, the surface relation to space, time, the I could while
in relation to space, the and the objects, regulating their surface and the objects; in these play or perform
P surface and objects. strength, speed and with a certain actions, show dominance y graphic activities
S ●Carries out actions y control of your balance. greater control from one side of your plastics.
I movements of body. Point out parts of your
ocular-manual coordination ●Perform actions and movements body: Head, trunk and
C and ocular-pedal in different of eye-hand coordination and Takes actions and movements of extremities: upper and
OM everyday situations and of ocular-pedal, in accordance with their eye-hand and eye- inferior
O game according to your interests. needs and interests, and according to they require greater precision.
Acknowledge your feelings the characteristics of objects He does it in different situations
T or materials used in daily, of game o of
corporate, e identify
R some of the needs and different everyday situations representation graph plastic
I changes in the state of your of exploration and play. adjusting to spatial limits and
body, like breathing to the characteristics of objects,
C materials and/or tools that
after an activity
I physics. they use, according to their needs,
D Recognize your feelings interests and possibilities
A corporals, e identify
some of the needs and
D changes in the status of your
body, like breathing
after an activity
physics.
●Represents his body (or the
from the others) in their own way and
using different
materials.

It is communicated Express your needs, Express your needs, Expresses their needs, emotions, It is expressed with
orally in their language emotions, interests and gives emotions, interests and gives interests and accounts for their clarity in form
maternal bill of some account of your experiences when experiences when interacting with spontaneous.
experiences when interacting interact with people of their people from their family environment, Listen carefully,
with people from their environment family, school or school or local. Use words from ask questions about
familiar, school or local. local. Utiliza palabras de uso frequent use and, strategically, what interests him
Participate in conversations frecuente, sonrisas, miradas, smiles, glances, signs, gestures, to know
or listen to stories, legends signs, gestures, movements body movements and various
and other stories from the tradition corporeal y various voice volumes, according to their
voice volumes according to their interlocutor and purpose: to inform,
oral. Formula questions
about what he is interested in knowing interlocutor y purpose: to ask for convince to thank.
or respond to what he/she inform, ask, convince or Develop your ideas around a
they ask. to thank. theme, although at times it can
get out of this.
●Participate in conversations or
C listen to stories, legends, Participate in conversations
riddles and other stories of dialogues o listen to stories,
O the oral tradition. Formula legends, rhymes, riddles, and others
M questions about what he stories from the oral tradition. Wait for your
U interesa saber o lo que no ha turno para hablar, escucha mientras
 It says what it will be about, how It says what it will be about, It says what it will be about, how Say what the title of a story is based on
it will continue or how it will end how it will continue or will continue
o how of images.
the text from the how the text will end it will end the text from
illustrations or images that starting from of some indications,
observe before and during the illustrations or images like the title, the
reading he performs (by himself what do you observe before and illustrations words
same or through a during the reading that expressions o events
adult. carry out (by oneself or significant, what
through an adult). observe or listen first and
during the reading that
do (by himself or to)
through an adult).
Create Explore on your own initiative Explore on your own initiative Explore of way Model your ideas and comment in a way
projects diverse materials of own diverse individual years old
group spontaneous their creations.
since agreement with your needs materials according to various materials of
others and interests. Represents with their needs and agreement with suspicious
languages ideas about theirs interests. Discover the needs e interests.
artistic personal experiences using effects that are produced Discover the effects that are
different languages when combining a material they are produced by combining a
artistic (drawing, the with another one. material with another.
painting, the dance theo
movement, the theater, the ●Show and comment on represents ideas about
music, puppets, etc.). spontaneous form a his personal experiences and
companions and adults of the context in which
●Show and comment from of its environment, what has unwrap using
form spontaneous a completed, while playing and different languages
companions and adults of your create projects through artistic (the drawing, the
environment, what has been done of the languages painting, dance or the
al jugar y crear proyectos a artistic. movement, the theater, the
through languages music, puppets, etc.)
artistic.
M Resolve ●Establish relationships between Establish relationships Establishes relationships between Group objects according to
and the objects in your environment among the objects of his the objects in their environment its characteristics
A problem according to their characteristics environmentaccordingsus to according to their characteristics perceptual.
T more than perceptual when comparing and characteristics perceptual when comparing Count to five in situations
E amount group those objects perceptual the and group, and leave some daily using concrete material or
d. similar ones that serve you for compare y group loose elements. The boy your body.
M some end, and leave some those objects he says the criterion he used
Á loose elements. similar ones that help him to group.
T for some purpose, and leave
I Use spontaneous counting some elements ●Use counting up to 10,
in situations daily loose. in everyday situations
C following a order no in which it requires counting,
A conventional regarding the Use the counting up to employing material
number series. 5, in situations concrete o your own
daily in which body
requires to count
employing material
 concrete or its own
body.
Solve Establishes relationships of Establishes relationships Establishes relationships of Identifies geometric figures such as the
problem measure in situations of measure in measure in situations circle and square.
s of daily. Express with your everyday situations. daily y usa Relate classroom objects by similarity:
form body o by meansExpress with ofyour body expressions like "it is more" Color
movement some actions when or through some long
to y Something is big or small. words when something
localization is it big or small. ●He locates himself and
ón. He places himself and places
objects in space in the locate objects in the
that is found; from He positions himself and space in which
from it, organizes its locate objects in the find; based on that,
movements y actions space in which organizes its movements
to move around. Use find; from y actions for
expressions like 'up' hello, organize your to move Establish
["down","inside","outside"] movements y spatial relationships to
what show the actions for to orient their movements
relationships that it establishes to move Use and actions while moving,
between your body, the space and expressions how locate and place objects
the objects that are in the up down in everyday situations.
environment. inside outside She expresses it with her body
"delante de", "detrás or some words - like
of on top {"cerca de":"near","lejos de":"far from","al":"to the"}

under towards side of; forward

forward y toward ["backward","toward a"]
back", which show side", "to the other
the relationships that side"- that show the
establishes between its relationships that it establishes
body, the space and between your body, the space
the objects that are in and the objects that are in the
the environment environment.
C Investigate ●Makes questions what ●Ask questions that It has been questions what Name the living beings of their
through they express your curiosity they express their they express their curiosity community.
I methods curiosity about the about objects, beings
about objects, beings Explore objects through your senses.
E scientific living, facts o objects, living beings, living beings, facts or phenomena
N s for phenomena that occur facts or phenomena what happens in your
to build in their environment. what happens in your environment; to make it known
C sus environment y, to the what he knows and the ideas that
I meet me Obtain information about
to respond, yes a it has about them.
entos the characteristics of the
A objects and materials that
to know what he/she knows Plant possible
about them. explanations y/o
explore through its
solution alternatives
senses. Use some
●Proposes actions, and the in front of a question or
objetos y herramientas en su
Y exploration. use of materials and problematic situation.
instruments for
Communicate the search for information Proposes actions, and the use
T discoveries that he/she makes of the object, living being or of materials e
E when exploring. Use fact of interest that instruments to search
gestures or signs, movements the generates Information about the object, being
C corporate o he does it questions. I live or the fact of interest that
N orally. generates questions, or for
O resolver a problem
L Obtains information proposed.
about the
O characteristics of the
G objects, living beings or Obtains information about
Í natural phenomena the characteristics of the
what observe years old objects, living beings, facts
A explore, and establish y phenomena of the
relationships between them. nature y establish
Register the relationships between them to
information of through observation,
different forms experimentation y others
(drawings, photos provided sources
modeled). (books, news, videos,
images, interviews.
Compare your response Describe its characteristics,
initial regarding the needs, functions,
object, living being or relationships or changes in your
matter of interest, with physical appearance. Records the
the information information of different
obtained shapes (with photos, drawings,
later. modeled or according to
his/her level of writing.
Communicates the
actions that were taken Compare their explanations
for obtain and predictions with the data
information y e information that has
share sus obtained, and participates in the
 results. Use their construction of the
records (drawings, conclusions.
photos or other forms
of representation, Communicate -de way
like modeling) or verbal, through drawings,
he does it verbally. photos, modeling or according to its
writing level - the
actions taken to
obtain information.
Share your results and
what he/she learned.

CROSS-CUTTING APPROACHES:
Of Gender Equality
Towards the common good

4.- PROPOSED ACTIVITIES:

PLANNER: WEEK 1

MONDAY 13 TUESDAY 14 WEDNESDAY 15 THURSDAY 16 FRIDAY 17

 We heard how it went
My favorite game
We play with our names We know the environments my vacations
from my garden companions.

We will use photos

I am happy to be back in my garden
and meet new friends PSYCHOMOTOR WORKSHOP:
MUSIC WORKSHOP: We share we move our body like
WORKSHOP LITERARY WORKSHOP: a our favorite songs and it
a snake
PSYCHOMOTRICITY: us PLASTIC GRAPHIC WORKSHOP: chick in school. we learn.
we move and play. We create fun covers.
 PLANNER: WEEK 2

MONDAY 20 TUESDAY 21 WEDNESDAY 22 THURSDAY 23 FRIDAY 24

We know our agreements

of coexistence We learned to use the I am important assuming
Who arrived today? Do you know what day it is today?
calendar responsibilities

PLANNER: WEEK 3

MONDAY 27 TUESDAY 28 WEDNESDAY 29 THURSDAY 30 FRIDAY 31

My classroom is the most beautiful!

We celebrate what has been accomplished
We establish the sequence of We label and organize the We label and organize the We label and organize the
day construction sector Home sector reading sector