Bachelor's Degree in Early Childhood Education

UNIMINUTO VIRTUAL AND DISTANCE–UVD

TEACHER OBSERVATION AND RECORD FORMAT FORMAT No. 3
IN TRAINING FIELD DIARY

First and Last Names of Date:

Teacher in Training
Semester: VII ID 000131569 Accompanying Teacher of
Practice:
Name of the Institution or Grade, course or level: FIRST
Practice Scenario: Field Diary No 1
Class Project N/A

A document written in narrative form, where the events that occur in a place are evidenced; for example, in a classroom, these evidences
his reflections and impressions
from what is observed in the place)
In what experience did you focus your observation? Provide a brief description where it is evident at what stage of development the...
DESCRIPTION planning built by
you generated more interest in the children.
The activity described below relates to planets and space travel. It is important to clarify that only one day a week will be taken.
for this field diary, because the previously mentioned topic will be worked on during the rest of the days of the week.

ACTIVITY DAY A In the observation and listening conducted of the children's experiences in the development of the activity, how can it be evidenced that
DAY: was its development enhanced?
The teacher enters the classroom and greets all the children with a song that generates movement and teamwork among them. Next, she gathers...
the children in circles. In the center of the circle place several stories about astronauts and space travel. Invite each of them to take a story and to
read it. Then, ask the children to choose a story to read aloud. To keep the students' attention, change your voice as you go.
reading the story and making gestures with the body that catch everyone's attention. Do the same procedure with two more stories. Then with
Help a student, stick a focus on the board and invite the children to pair up. As they form pairs, distribute candies for each.
Correct. Then, form work groups, placing sheets of newspaper with markers, where each of them will draw different figures, planets.
or other elements that may be in the space, that they know of and have learned about during the activity. At the end, they present the drawings in groups.
made in the folds of newspaper. The teacher ends the session with a song related to the movement of the planets

The activity carried out by the teacher allowed the students to enhance their communicative dimension by leading them into free exploration and then directed exploration.
from reading. Similarly, in the cognitive dimension, each of the preconceptions and new concepts acquired about space is reflected through play.
concentrate, where students must draw on sheets of newspaper, elements they already know about space and some new ones they have
learned during the class. Likewise, there is a strengthening in the social personal dimension, as it fosters teamwork and interaction between
 Bachelor's Degree in Early Childhood Education
UNIMINUTO VIRTUAL AND DISTANCE–UVD
TEACHER OBSERVATION AND RECORDING FORMAT FORMAT NO. 3
IN TRAINING FIELD DIARY

They. One cannot overlook the bodily dimension in which movements are generated with the body through songs and the use of materials such as
markers, different from those usually used in class. Finally, there is the aesthetic dimension, where creativity and imagination are enhanced.
and the directed drawing. Regarding the student with whom the curricular adaptation process is being worked on, there is evidence of a strengthening of relationships.
interpersonal in the social-personal sphere, as well as a command of drawing and materials regarding the physical (fine motor skills) without leaving out
side, the reading of stories that he later did alone by sitting down and choosing several books, which he read according to what he thought they said, this with reference to it
communicative. He still finds it difficult to repeat movements with his body due to his muscle hypertonia.

ANALYSIS Articulate with the theory seen in classes, cite authors. How does it take into account the cultural and social particularities of the
SITUATIONAL: children in the
development of the activity?
According to Piaget (n.d.), the association of pre-concepts and concepts is evidenced in the following way:

"The child progresses through a series of stages in which he builds cognitive structures (schemes)."
progressively more complex and adaptive until the emergence of symbolic function. With the function
symbolic begins true thought promoting the development of proper categorization
"conceptual". This categorization is progressive and is marked by the operational development itself that allows
perform mental operations (internal actions) representation and mental elaboration of a set of actions
organized and interdependent (ordering, separating, combining…) according to transformations characterized by their
reversibility.” (PSIKIPEDIA, 2019, para. 5-6)WEB PAGE QUOTE

In relation to creativity, Guerrero (2009) states that the creative dimension is becoming increasingly important in globalization.
and the school is obligated to educate people in all their dimensions. Therefore, it is vital that teachers must use strategies
to address not only verbal, analytical, and abstract operations, but also the aesthetic functions inherent to thought
divergent. (PARAPHRASE QUOTE)

Now, regarding the use of children's songs in activities with preschool children, some authors highlight
what:

Songs are a well-known and frequently used material by most of us in teaching

THEY, but they are often used as a way to relax the class or as a reward after a long week of
study and only partially take advantage of the educational possibilities they offer us. In this communication
we will present some work suggestions for using current Spanish songs, giving examples of
 Bachelor's Degree in Early Childhood Education
UNIMINUTO VIRTUAL AND DISTANCE–UVD
TEACHER OBSERVATION AND RECORD FORMAT FORMAT No. 3
IN TRAINING FIELD DIARY

songs that we have used in our classes. When talking about "songs" we leave aside, therefore, the use of
of music in the classroom (which offers, on the other hand, so many possibilities) and we focus on the sung words.
used as text. The reasons why it is advisable to use songs in class are very diverse: to motivate
the students, un inhibiting them by creating a more relaxed environment, achieving greater fluency (the music and the rhythm
force them to speak faster), inform them about certain cultural aspects and, finally, something that seems to us
important: work with real material, as we use texts created by and for Spaniards. (Coronado and
García, 1990, p. 227) (DIRECT QUOTE OF MORE THAN 40 WORDS)

Finally, regarding reading, Bruner (1989) cited by Borzone de Manrique (2009, p. 1), mentions that reading stories is a
frequent activity in the initial level and in the first cycle. The story can help convey values, to raise awareness, to create emotional bonds, to
heal, calm, boost self-esteem, free from complexes, and awaken knowledge in readers. (QUOTE FROM QUOTE WHERE IT IS HIGHLIGHTED)
THE AUTHOR

ASPECTS FOR What aspects of development and learning from the dimensions in children can be strengthened in a new activity?
STRENGTHEN
Considering that the activity focused on space and the elements that compose it in order for the children to acquire
new concepts, have fun, create and learn, the following ideas can be suggested to complement the teacher's activity from
the dimensions of development:

1. Cognitive Dimension: Bring different videos from National Geographic related to space that briefly explain the
physical and chemical composition of planets, asteroids, rings, galaxies, etc.

2. Communicative Dimension: Based on the videos, generate different questions for the children to answer, and depending on their correct answers,
they will receive a sticker about space drawings.

3. Dimensión estética: utilizando papel crepe, seda, lanas, entre otros. Cada niño diseñará el elemento del espacio que desea ser y hará su propio disfraz
according to your creativity and imagination, using the materials at your disposal.

4. Body Dimension: Once all the children have their costumes made, they will make small movements with their bodies imitating the turns of
the planets in space, among others. There will be a costume parade of planets throughout the school.

5. Personal-social dimension: this will be fostered through teamwork where group members will collaborate, helping each other to create.
costumes and to put on makeup for the parade.
 Bachelor's Degree in Early Childhood Education
UNIMINUTO VIRTUAL AND DISTANCE–UVD
TEACHER OBSERVATION AND RECORD FORMAT FORMAT No. 3
FIELD DIARY TRAINING

What elements would you consider to build a new activity, as an opportunity for improvement? (justify)
PROPOSAL
For the success of this activity, it is important to use videos from National Geographic about the planets. These can be found at the following link:
[Link] of the video: the best documentary in the universe of history.

Regarding the use of materials for creating the costumes, the following materials will be used: tissue paper, crepe paper, glue, tape.
masking, markers, colored papers, shiny papers, fabric ribbons, face painting, soft and rhythmic classical music.

Para el desfile, se usaran los espacios del colegio libres para hacer el recorrido con los niños y las niñas del grupo a cargo.

BIBLIOGRAPHY In this space, relate the various authors, regulations, guidelines, references, among others that served as support in the process of
the preparation of the field diary.
PSIKIPEDIA. (2009). Symbolic intelligence and intellectual egocentrism. [Blog Entry]. Retrieved from: [Link]

Guerrero, A. (2009). La importancia de la creatividad en el [Link] digital para profesionales de la enseñanza. Número 5,[p. 1-7 ]. Recuperado de:
[Link]

Coronado, M., & García, J. (1990). Virtual Cervantes Center. How to Use Songs in the Classroom. Asele. Proceedings II. [pp. 227-234]. Retrieved from:
[Link]

Viral Grabber. (February 4, 2015) The best documentary in the history of the universe [Video archive]. Retrieved from:
 Bachelor's Degree in Early Childhood Education
UNIMINUTO VIRTUAL AND DISTANCE–UVD
TEACHER OBSERVATION AND RECORD FORMAT FORMATO N° 3
IN TRAINING FIELD DIARY

[Link]

Signature of the Accompanying Teacher of Practice: Teaching Firm in Training: FINAL GRADE (THIRD FOLLOW-UP)