BENEMÉRITA Y CENTENARIA ESCUELA NORMAL DEL ESTADO DE SAN LUIS POTOSÍ

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BENEMÉRITA Y CENTENARIA ESCUELA NORMAL

DEL ESTADO DE SAN LUIS POTOSÍ

WORKSHOP – COURSE III

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TABLE OF CONTENTS

Introduction 3

Learning intentions 4

Organization of contents 4

General teaching guidelines 5

Evaluation 7

Basic and additional Basic Bibliography …

Block I. knowledge of the 2009 primary education study plan 8

Block II. Steps of the development of the children in primary education 10

Block III. The physical and psychomotor development and the factors that are involved with

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INTRODUCTION

The study of the childhood´s development lets us understand it better. Every childhood is singular, It is the first chapter of a new biography in the world. “The teaching of English Language in Primary Level I” Workshop - course is designed for the teachers of secondary education with English specialty, where you will know the 2009 Primary Program with its purposes and its specific aims, offering necessary academic resources to accomplish the formative purposes that are planned, besides knowing the challenges of the primary education and the development of the children, their universal characteristics, and their psychomotor, physical, emotional and social steps.

The main purpose of this workshop - course is to transmit the normal students an initial and systematic knowledge of transmitting the functions and intellectual capacities of children, of the tools that let them know and understand progressively their personal and familiar environment, the physical objects and the natural phenomena which children, are surrounded, the shapes and the symbols of the culture which they belong. As a summary, it talks about analyzing the main processes of the development of the child´s thought, that is located in the comprehended step between the six and twelve years old, with more emphasis in the correspondent ages of primary education, besides guiding and motivating the students to acquire an integrated vision of children´s development, as a consequence, it implicates to assume, in every person the processes of growth and psychomotor growth up, the linked ones with the development of the cognitive functions and the emotional and affective change are encouraged between each other permanently.

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LEARNING INTENTIONS

 Analyze the 2009 Primary Education Study Plan, its purposes, bases, competences for

life and the thematic edges of the Spanish, Mathematics and Science subjects.

 Comprehend the development of children through different pedagogic theories, for

the understanding of the emotional, physical and psychomotor processes of the primary school children.

 Explain the processes of physical, psychomotor, and cognitive development, of the

language and affective of children from six to twelve years old, with the purpose of comprehending the characteristics of the children who attend to primary education.

ORGANIZATION OF CONTENTS

For practical reasons; it is necessary that the basic topics are separated and analyzed continuously. In this workshop - course the thematic fields are organized in three blocks: Block I “Knowledge of 2009 Primary Education Study Plan”, Block II “Steps of Development for Children in Primary Education”, and finally Block III “Physical and Psychomotor Development and the factors that interfere”.

In the first Block “Knowledge of 2009 Primary Education Study Plan”, they will be analyzed all the competences for life and the profile of graduating from Primary Education, besides learning the general objectives of this level.

The course begins with a general explanation of the characteristics of the profile of graduating from Primary Education, the challenges that are presented in Primary Education, and the curricular articulation with the other Education levels.

We expect that the students learn the characteristics of the Plan, the purposes, and the focuses of the Spanish, Mathematics and Science subjects.

The study of the topics of Block II, “Steps of Development for Children in Primary Education”, concentrates in the knowledge of the cognitive mechanisms of the attention and the memory, such as the development of superior processes like formation of concepts, the advancement of the abstract comprehending and the consolidation of the language.

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This block also includes elements which guide the student according to the influence that the cultural and familiar contexts execute on the cognitive development of the children. This topic contributes to recognize the link between two ambits of children´s development. Different factors of the immediate social development – the early stimulation, the type and variety of the linguistic exchanges, the appreciation or the indifference through the learning of the children – modify, in specific limits, their intellectual development.

Block III, “Physical and Psychomotor Development and the factors that interfere”, includes relative basic contents to the physical and psychomotor development of the children from six to twelve years old.

The course begins in the process of growth and the development of the motive skills. In this way, the students have a referral of the conditions that they will probably find in their work space.

It´s important for the students to comprehend that the processes of physical and psychomotor development have important variations in each child, in his rhythm and in his intensity, they are involved with genetic and nutritional factors..

The study of the patterns of growth allows to warn the students how an adequate or deficient feeding harms the children´s physical development, in the vulnerability face to the diseases and, in general, in the stamina of the children at school.

GENERAL TEACHING GUIDELINES

The General teaching guidelines seek to offer the teachers and students different options to organize the work and take advantage of the materials that support it, in addition they are proposed some orientations of the workshop - course:

 The checking of the theoretical elements that are part of this workshop - course which

has as a priority to encourage the students to learn using them like tools to analyze the reality, to contrast and appreciate different focuses and to make critical judgement. This vision is different in comparison with the other one which establishes the study of the theory itself, in order to accumulate information.

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 It is important to consider the previous ideas of the students as a resource in different moments of the course. However, we need to take into account that these ones must improve through the elaboration of concepts and the comprehension of the processes that are subject of this workshop - course. To investigate the previous conceptions it is not enough to plan questions to the group at the beginning of a topic, it is necessary to seek different strategies like, the use of a questionnaire, the elaboration of schemes, and others, that can be instruments to appreciate the obtained advancements.

 The compressive reading, the interpretation of information and the justified discussion

are intellectual abilities that are accomplished only if it is done in previous individual work.

For this reason, it is necessary to foment in permanent way the reading of texts, the elaboration of synthesis, brief essays and different registers of information, with these kind of activities, the students will express their ideas, points of view and conclusions, that work as a support for the collective work.

 The teamwork results productive, if the tasks are organized with a common referral

which allows to offer elements for the analysis and the discussion. For example, if it is about obtaining information about the growth in children of different ages, each team can investigate in a range of age, present to the group the obtained information, comment it and contrast it with the corresponding tables and with the support of the texts, make explanations of the found differences and the consequences that have in the scholastic yield.

It is necessary to emphasize that the teamwork is just formative if it is supported in the individual effort of each one of their members.

 It is important to consult the web pages to know the different disciplinary focuses

about the development of the child. In this way, it begins the comparison, contrast and integration of points of view that the authors offer. This exercise lets the students elaborate own explanations about the processes of development. In order to accomplish that, it is necessary to emphasize the aspects that the reading must focus, with guides, main questions or problems that represent intellectual challenges to interpret the information.

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EVALUATION

It is recommended to guide the formative evaluation process, supported on the purposes of the workshop - course, the thematic content, paying attention to the continuity, systematic, and flexibility principles. The teacher will be the person who decides the critic moments, instruments and appropriate activities for its elaboration.

Coming up, they are proposed some suggestions that can guide the evaluation process during the course:

 Elaboration of own explanations about the concepts that are analyzed, from the studied

texts.

 Organization of the ideas to present them in an ordered way when they are written,

exposed in a topic or when the information is registered in the observations that were already made.

 Elaboration of arguments about the factors that are involved in the physic, psychomotor,

and emotional development that is conformed as an integral process, based in the different types of information that are checked and obtained.

 Organization of the information to ask, plan problems and identify the challenges that

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ORGANIZATION OF BLOCKS

BLOCK 1. Knowledge of the 2009 primary education study plan

PURPOSES

Analyze the purposes and characteristics of the Primary Education Plan, in order to comprehend the articulation of the assignment in the different levels of Basic Education, besides knowing the purposes and the focuses of the Spanish, Mathematics and Science subjects.

1) COMPETENCES FOR LIFE AND CULMINATION PROFILE OF THE BASIC EDUCATION

1.1. Competences for Permanent Learning

1.2. Competences for the control of the information.

1.3. Competences for living together.

1.4. Competences for the life in society.

1.5. Competences for life, established by UNESCO.

2) THE CULMINATION PROFILE OF BASIC EDUCATION

2.1. Characteristics of the Culmination Profile of Basic Education.

2.2. The curricular articulation of basic education.

2.3. The challenges of the Culmination Profile of Basic Education.

3) CHARACTERISTICS OF THE PLAN AND THE STUDY PROGRAMS

3.1. The culture diversity.

3.2. Emphasize in the development of competences and definition of expected learning.

3.3. Incorporation of topics that are included in more of one subject.

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4) BASES OF THE SPANISH PROGRAM

4.1. General Purpose of the Spanish teaching in the basic education focused on primary level.

4.2. The focus and the social practices of the language in the definition of the contents of the program.

5) BASES OF THE MATHEMATICS PROGRAM

5.1. Thematic axles of Mathematics.

5.2. Study Purposes of Mathematics in Primary Education.

5.3. The didactic focus of Mathematics.

5.4. Evaluation of the execution of Primary children in Mathematics subject.

6) BASES OF THE SCIENCE PROGRAM

6.1. Didactic and Conceptual Structure of the Primary Program.

6.2. Purposes of the studies of Science in Primary Education.

Basic Bibliography

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BLOCK II. Steps of the development of the children in primary education

PURPOSES:

 Analyze the different steps of the social and emotional development of Primary

Children.

 To know the main characteristics of the cognitive capacities of attention and memory,

formation of concepts, the resolution of problems and the abstract reasoning, besides identifying the different steps of the development of Primary Children.

 To understand the emotional changes that are presented in the child from six to twelve

years old and its influence in the child´s development.

 Observe the factors that are involved in the identity construction in the child, in the self

concept development, in the establishment of new affective links and in the interrelations of the family.

TOPICS

THE COGNITIVE DEVELOPMENT

Cognitive Development Theory according to Piaget.

 Operational Concrete Step.

 Formal Operational Step.

 Evaluation of Piaget´s Theory.

THE INFORMATION PROCESS MODEL

 The Information Process Development Model.

 Knowing Resources: Ability and Speed.

 Comparisons with Piaget´s theory.

 What is the attention?

 What is the memory?

 What is the thought?

 The Children´s mind theory.

THE DEVELOPMENT OF THE EMOTIONS

 Childhood.

 Early Childhood.

 Tardy Intermediate Childhood.

THE MULTIPLE INTELLIGENCES THEORY

The Multiple Intelligences Theory according to Gardener

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 Proofs of Intelligence

 The influence of the legacy and the environment.

 The eight multiple intelligences.

ME AND THE IDENTITY

AUTOKNOWLEDGE

 What is self knowledge?

 Changes due to the development.

 Differences in the self- esteem.

IDENTITY

 What is the identity?

 Perspective of Erikson.

 Changes due to the development.

 Social Contexts.

Basic Bibliography

Ausubel, P. David y Edmund V. Sullivan (1996), “Adquisición de conceptos”, en El desarrollo

infantil. Aspectos lingüísticos, cognitivos y físicos, T. III, Paidós, pp. 117-127.

Carretero, Mario (1993), “Desarrollo cognitivo y procesamiento de la información”, en Constructivismo y educación, Argentina, Aique, pp. 52 – 61.

Cohen, Dorothy (1997), “Las palabras como medio de expresión”, en Cómo aprenden los niños, México, SEP/FCE, pp. 299-311 y 329-343.

Delval, Juan (1997), “El pensamiento concreto” y “Las operaciones”, en Crecer y pensar. La

construcción del conocimiento en la escuela, México, Paidós, pp. 157-184.

Flavell, J. I. (1993), “Percepción”, en El desarrollo cognitivo, España, Visor, pp. 296-300.

Santrock, W. John(2007), “Desarrollo Infantil” McGraw-Hill Interamericana pp. 39-46, 147-151, 179-181, 218-223, 262-263 y 382-386

Websites

www.nodo50.org/sindpitagoras/Vigosthky.htm

www.institucional.us.es/revistas/.../18/09%20desarrollo%20emocional.pdf www.ucsfchildcarehealth.org/.../15

www.itson.mx/tutoria/lectura inteligencias multiples.doc

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BLOCK III. The physical and psychomotor development and the factors that are involved with them.

PURPOSES

 To explain the typical patterns that are presented in the growth and in the motive skills development in children´s population.

 To study the different physical and psychomotor steps of the primary child to comprehend

the behavior and the learning processes.

 To comprehend that in both the physical and psychomotor development variations in each

person are presented , in relation with the genetic, nutritional and health factors.

 To explain the importance of the family in the development of the primary child.

TOPICS

GROWTH AND MOTOR DEVELOPMENT

Growth Theory and Motor Development according to Ausubel.

 Development of the ability of the memory, of the organizational mechanisms and the

registration and use strategies.

 The metacognition as coincidence of the own cognitive processes.

 The evolution of the language in the primary child.

 The growth patterns in size and weight between the six and twelve years old, variations in

the rhythm and the individual scales of growth; the principles of growth by sex; and the first steps in sexual maturity.

 Maturity Principles of the motive skills and the physical strength.

 Health and Security at school.

 Participation of the family in child´s education.

 The Family in the learning environment of the primary child.

Basic Bibliography

Ausubel, David y Edmund V. Sullivan (1990), “Crecimiento y desarrollo motor”, en El desarrollo infantil, T. III, España, Paidós, pp. 197-219.

Dean, Joan (1993), “Los niños”, en La organización del aprendizaje en la educación primaria,

España, Paidós, pp. 17-38. Ssa/UNAM (1997), Mi Salud y yo, 6 a12 años. Guía de apoyo para el cuidado de la salud, México, pp. 3-19.

Driscoll Amy and Nancy G. Nage (1999) “Early childhood Education: The world of children, families and educatives” pp. 102-104, 144-152.

Additional Bibliography

Driscoll Amy and Nancy G. Nage (1999) “Early childhood Education: the world of children, families and educatives” pp. 77-94, 210-224, 459-465.

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