BENEMÉRITA Y CENTENARIA ESCUELA NORMAL DEL ESTADO DE SAN LUIS POTOSÍ

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WORKSHOP-COURSE I

SCHOOL

BENEMÉRITA Y CENTENARIA ESCUELA NORMAL

DEL ESTADO DE SAN LUIS POTOSÍ

THE ENGLISH LANGUAGE TEACHING AT PRE-SCHOOL

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TABLE OF CONTENTS

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Table of Contents

Introduction 3

Block I. Analysis of the Program of Pre-school Education 2004 5

1. Foundations: a pre-school quality education for all

2. Characteristics of the program

3. Fundamental intentions

4. Pedagogical principles

5. Formative fields and competitions

6. The organization of the educational work during the scholastic year

7. Evaluation

Block II. Children development: factors that take part in the development 6

1. The children development like integral process

2. The physical and psychomotor development, factors that influence in the progression of the

children.

3. Affective development and socialization of the children

Block III. Children development: thinking processes 8

1. Categorization and formation of concepts.

2. Construction of inferences and problem solving.

3. Mental development diversified and cultural surroundings

Block IV. The work in the classroom: observation and evaluation in the pre-school level 10

1. The didactic diversity of the group, strategies and the achievement of the educative intentions.

 The knowledge of the children of the group and his individual characteristics.

 The educative intervention before the individual needs that the children in the development

fields declare.

 The observation day and educational evaluation.

2. Components of the didactic competition

 Valuation of the abilities acquired in the initial formation and determination of formation

needs.

 The preparation and the development of the observation day and its evaluation.

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INTRODUCTION

The workshop-course; The English language teaching at Pre-school level I, has as a main goal to offer a basic panorama of the development

processes of the children from 3 to 6 years old, rank of age of the pre-school level and the repercussion that they have in their social and familiar environments, as well as the analysis of the Program of Pre-school Education 2004, which is block I of this workshop-course.

Taking into account that this workshop-course has been designed for Normal school students who have just begun their professional studies and have a limited knowledge about child development, so it has been considered that this first workshop-course at the pre-school level should have an introductory function of the behavior of the pre-pre-school child. The workshop-course is constituted by articulated blocks of such form that at the end of the block, the students will have a basic knowledge of childhood, their characteristics, and the needs of attention in the family and the school, as well as to include/understand the diversity as a characteristic of the children.

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LEARNING INTENTIONS

By means of the study of the subjects and the accomplishment of the activities of the workshop-course, it is expected that the normal students:

 Analyze the program of Pre-school Education 2004, the approaches the fundamental

intentions, as well as the appropriate development of the child at the pre-school level.

 Describe appropriate familiar and social atmospheres for the children learning at the

pre-school level.

 Include/understand that the children development is influenced by the genetics,

nutritional factors and health, among other social and familiar factors.

 Know about the evolutionary processes of the physical and psychomotor, affective

development and of socialization, that the children in the first stage of their lives have up to the pre-school level.

 Observe and evaluate a whole class in action at the pre-school level, with the intention

to be able to have the opportunity to apply the knowledge acquired on the area in a near future.

ORGANIZATION OF CONTENTS

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BLOCK I. Analysis of the Program of Pre-school Education 2004

MAIN PURPOSE

By means of the study of the Program of Pre-school Education 2004, as well as the accomplishment of the activities of the workshop-course it is expected that the normal students analyze the program of Pre-school Education 2004, the approaches, the fundamental intentions, and the appropriate development of the child at Pre-school level.

SPECIFIC PURPOSES

By means of the study of the Program of Pre-school Education 2004, as well as the accomplishment of the activities of the workshop-course it is expected that the normal students:

 Know the fundamentals about children learning and their importance, the changes in their

social behavior; as well as its legal foundations.

 Analyze the particularities of the Program of Pre-school Education 2004, for its good use

during their studies to become a teacher.

 Include/understand the intentions of the Program, as well as an introduction to the

pedagogical principles at the pre-school level and its competitions.

 The management of the educational work and the different ways of evaluation described in

the Program of Education 2004.

THEMATIC CONTENT

1. Foundations: A pre-school quality education of quality for all

2. Characteristics of the Program

3. Fundamental intentions

4. Pedagogical principles

5. Formative fields and competitions

6. The organization of the educational work during the scholastic year.

7. Evaluation

BASIC BIBLIOGRAPHY

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BLOCK II. Children development: factors that take part in the development

MAIN PURPOSE

By means of the study of the subjects and the accomplishment of the activities of the course-workshop-course it is expected that the normal students are able to construct an integrated image of the child at pre-school and its development, where knowledge is articulated..

SPECIFIC PURPOSES

By means of the study of the subjects and the accomplishment of the activities of the workshop-course it I expected that the normal students:

• Analyze the children development as an integral process, in which the diverse components

that constitute it are related mutually and establish a complex interaction with familiar and social atmospheres close to the child.

• Include/understand that children development is influenced by genetics, nutritional factors

and health, among other social and familiar factors.

• Know the evolutionary processes the physical and psychomotor, affective development and

of socialization, that children in the first six years of their lives present.

THEMATIC CONTENT

1. Children development as an integral process

2. Physical and psychomotor development, factors that influence in the development of the

children.

3. Affective development and socialization of the children

BASIC BIBLIOGRAPHY

Ausubel, David y Edmund V. Sullivan (1997), Desarrollo social inicial en la familia”, en El desarrollo infantil, 2. El desarrollo de la personalidad, México, Paidós, oo. 77-85.

Cohen, Dorothy (1997), “El jardín de niños y los padres”, en Cómo aprenden los niños, México, FCE/SEP (Biblioteca del normalista), pp. 117-124.

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Gardner, Howard (1997), “Los mundos del preescolar: la aparición de comprensiones intuitivas”, en La mente no escolarizada. Cómo piensan los niños y cómo deberían enseñar las escuelas, México, SEP (Biblioteca del normalista), pp. 95-120.

COMPLEMENTARY BIBLIOGRAPHY

Bodrova, Elena y Deborah J. Leong (1996), Herramientas de la mente. El aprendizaje en la infancia desde la perspectiva de Vygotsky, México, SEP/Pearson Prentice Hall (Biblioteca para la actualización del maestro).

Durivage, J. (1984), “Educación y psicomotricidad”, en Educación y psicomotricidad, México, Trillas, pp. 31-42.

González, María del Mar y María Luisa Padilla (1997), “Conocimiento social y desarrollo moral en los años preescolares”, en J. Palacios, A. Marchesi y C. Coll (comps.), Desarrollo psicológico y educación, I. Psicología evolutiva, Madrid, Alianza, pp. 191-217.

Howe, Michael (1999), “Cómo adquieren los niños las capacidades básicas”, en La capacidad de aprender. La adquisición y desarrollo de habilidades; Madrid, Alianza (Psicología y Educación), pp. 33-71.

Hurlock B., Elizabeth (1995) ”Efectos del nacimiento sobre el desarrollo”, en Desarrollo del niño, México, McGraw-Hill, pp 84-108

Moreno, María del Carmen y Rosario Cubero (1994), “Relaciones sociales: familia, escuela, compañeros. Años preescolares”, en J. Palacios, A. Marchesi y C. Coll (comps.), Desarrollo psicológico y Educación, I. Psicología evolutiva, Madrid, Alianza (Psicología) pp. 219-232.

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BLOCK III. Children development: processes of the thought

MAIN PURPOSE

By means of the study of the subjects and the accomplishment of the activities of the workshop-course it is expected that the normal students will analyze the main processes of the development of the children thinking, being located in the stage among the first 6 years of life of human being.

SPECIFIC PURPOSES

By means of the study of the subjects and the accomplishment of the activities of this workshop-course it is expected that the normal students:

• Obtain a systematic knowledge, initial and about the development of the functions and

intellectual capacities of the 0-6 children years of age.

• know the tools that will allow them progressively to meet and to understand the child; his

familiar environment, the physical objectives and the natural phenomena that surrounds him as well as the ways and the symbols of the culture he belongs to.

• Acquire the knowledge to guide the children in their curiosity attitudes as well as those

related to sensitivity and affection, also to recognize and to respect its differences that are related to them and to offer the attention that they require in the establishment at pre-school education.

THEMATIC CONTENT

1. Categorization and formation of concepts

2. Construction of inferences and problem solving.

3. Mental development diversified and cultural environments.

BASIC BIBLIOGRAPHY

Ausubel, David, P. Joseph, D. Novak y Helen Hanesian (1995), “La naturaleza de los conceptos”, “Problemas en la adquisición y uso de conceptos”, “Naturaleza del significado genérico”, “Términos conceptuales y contenido cognoscitivo”, “Aspectos relativos al desarrollo de la adquisición de conceptos” y “Factores que influyen en la adquisición de conceptos”, en Psicología educativa. Un punto de vista cognoscitivo, México, Trillas, p. 87-89, 90-94, 94-98, 98-99, 102-108 y 108-109.

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Garton, Alison F. (1994), “Mediadores en el desarrollo” y “Nuevos caminos de las investigaciones acerca de la interacción social y el aprendizaje”, en Interacción social y el desarrollo del lenguaje y la cognición, Barcelona, Paidós.

Rodrigo, Ma. José (1995), “Procesos cognitivos básicos. Años preescolares”, en J. Palacios, Á. Marchesi y C. Coll (comps.), Desarrollo psicológico y educación. I. Psicología evolutiva, Madrid, Alianza (Psicología 30), pp. 143-155.

ADDITIONAL BIBLIOGRAPHY

Donalson, Magaret (1993), “Lo que puede hacer la escuela”, en la mente de los niños, Madrid, Morata (Psicología. La psicología y el niño).

Garduño, Teresa (1995), “¿Quién es el niño preescolar?”, videocinta del Seminario Educación Preescolar. Retos y perspectivas, Oaxaca, IEEEPO.

Meece, Judith L. (2000), “Teoría del desarrollo cognoscitivo de Vigotsky”, en SEP, Desarrollo del niño y del adolescente. Compendio para educadores, México, McGraw-Hill/SEP (Biblioteca para la actualización del maestro), pp. 127-138.

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BLOCK IV. The educational work in pre-school

MAIN PURPOSE

By means of the study of the subjects and the accomplishment of the activities of the workshop-course it is expected that the normal students analyze and evaluate the activities that they observe during their visit to a pre-school classroom, having as a main goal to know the behavior and way of thinking of the child in a real atmosphere.

SPECIFIC PURPOSES

By means of the study of the subjects and the accomplishment of the activities of the block it is expected that the normal students:

• Acquire and develop the knowledge, the abilities and the attitudes that integrate the didactic

competition and analyze the diverse ways in which it is developed in the daily educational work.

• Obtain the capacity to learn from the experiences when observing and evaluating with

groups at pre-school education and to propose new challenges through analysis of the observation.

THEMATIC CONTENT

1. The didactic diversity of the group, strategies and the achievement of the educative

intentions.

• The knowledge of the children in the group and their individual characteristics.

• The educative intervention in the individual needs that p that the children show in their

different development fields.

• The observation day and educational evaluation.

2. Components of the didactic competition

• Evaluation of the abilities acquired in the initial formation and determination of

formation needs.

• Planning and the development of the observation day and its evaluation.

• Analysis of the educative visit.

BASIC BIBLIOGRAPHY

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Farzad, Sharifian “English as an international language: perspectives and pedagogical issues” Bristol, UK; Buffalo, NY: Multilingual Matters, 2009

Robles Valle, Adriana (1988), “Un día cualquiera en un aula de preescolar”, en Los preescolares: ¿páginas en blanco o sujetos con historia?, México, UPN (tesis de licenciatura), pp. 22-28.SEP (1996).

Sheal, P (1989) Classroom observation; training the observes. In ELT Journal 43/2.

ADDITIONAL BIBLIOGRAPHY

Barbarin, A. Oscar, Hanna Wasik Barbara “Handbook of child development and early education: research to practice. New York: Guilford Press, 2009.

Erben, Tony, Ban Ruth, Castañeda Martha “Teaching English language learners through technology. New York, Routledge 2009.

Gordon T. David “The digital classroom: how technology is changing the way we teach and learn” Cambridge, Mass.: Harvard Education Letter, 2000.

Shalaway, Linda “Learning to Teach...not just for beginners” Scholastic Professional Books

Wallace, M (2002) Training Foreign Language Teachers. Cambridge: Cambridge University Press. Williams, M (1989) A developmental view of classroom observations. In ELT Journal 43/2.

GENERAL TEACHING GUIDELINES

The didactic directions look forward to offer the teachers and students diverse options to organize their work, and to take advantage of the materials. Thus it is proposed diverse directions in agreement with the intentions and blocks of this workshop-course, with the security that any teachers and students’ suggestions of the normal school will be enriched with:

• The revision of the texts of theoretical character, that comprise this workshop-course, has as

an aim that the students learn to use them as tools of analysis and this forms the creation of a critical thought. By such reason it is suggested to analyze and to structure the methodology that will be implemented to transmit the motivation by the investigation and the understanding of each one of the subjects of the workshop-course.

• The previous beliefs and knowledge at the beginning of the taller on the part of the students

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• Text reading, will be key for the development of the workshop-course, it will be deepened in the understanding of texts, as well as its analysis and later its discussion in the classroom. Reading of the basic bibliography will allow the students to acquire up-to-date data, being analyzed through different study strategies which will give those foundations and tools from the beginning of the workshop-course. On the other hand, A complementary bibliography is recommended for any teachers or normal students interested in extending information. The teacher can provide the students some elements in context to the reading materials; this can be, for example, providing information that allows to focus certain text in the general work of the author, or who helps them to establish relations between some normative documents or with compatible or complementary tendencies.

• The activities of observation and evaluation in the whole classes in action will be of great importance so that the students have a direct approach to the children at pre-school age. One will be due to make a specific planning of the intentions and aspects that will be obtained in each one of the visits to the whole class. Suggesting itself of such form that at the end of the observations in the classroom is realized a deep analysis of this one, with the reinforcement of discussions, talks, as well as of visits of specialist people in he subject..

• Visits of experts in the subject. One recommends the professor of the workshop-course to

make invitations to people described in certain subjects, so that they give talks, so this way they will enrich the knowledge that the normal students are acquiring day by day. This educative Didactics will be of great importance to become a pen mind student as well as the professor.

• Recommendations for the interpersonal communication. The English language should be

used as much as possible to communicate in the classroom. It is a way to use English in a real environment and will help to improve their English through practice it as they learn about the contents of the workshop-course; since one will be preparing students who will specialize in the education of this language. During the course of each one of the classes of the workshop-course it is recommended that the professors:

a) Teach their students how to communicate in English from the first day of class.

b) Communicate with the students in a comprehensible way in the English language.

c) Teach the students to communicate using images, gestures, emotions, drawings, varieties

of voice, sketches, visual pictures and materials to give the meaning of a word. To add visual support during the use of the spoken language, that will be able to contribute to major understanding about the subject.

d) Provide enough time between listening and speaking; since the beginner students tend to

translate to their native languages and later to translate them to the English.

EVALUATION

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Therefore, he must have as referents, among other elements, the general direction of the curriculum, the profile of the graduate student, the intentions of the workshop-course, the characteristics of the subjects studied and the goals obtained by the students in the different activities performed. It is indispensable that at the beginning the workshop-course the students know the procedure that will be applied to evaluate the tasks and the abilities which they will acquire, as much in the individual work as teamwork, so that they can evaluate his own formative process. The professor will have to take a systematic control of finished tasks done by the students (observation logs and interviews, summaries, tests), in order to have sufficient information to evaluate the learning and to avoid the tendency that reduces the evaluation of grading tasks at the end of the semester. It is recommended that the normal students elaborate and use a portfolio, which must contain the productions are elaborated in the process and a selection of finished tasks, done during the workshop-course. The portfolio will help the students to keep track of his learning ad at the end he can evaluate himself. At the same time, the portfolio of each student constitutes a referring one for the evaluation that the teacher does. Being an evaluation modality that allows to be monitoring the evolution of the process of learning by the professor and the same student, in such a way that it is possible to be introducing changes during the course of the workshop-course. By such reason the professor will have to take into account that the elaboration of a portfolio implies:

• To have time to evaluate

• To prepare the students, that is to say to provide the clear expectations at the beginning of

the workshop-course.

• To design evaluation by headings.

The professor and the group will be the one who decide the moments and suitable instruments more so that the evaluation is formative. Next some aspects are written down that can orient the evaluation process during the workshop-course, characterized by the principles of continuity, systematically and flexibility:

• Ability to elaborate own explanations on the concepts that are analyzed, from studied texts

and of the experiences of investigation.

• Capacity to analyze the data that are obtained when observing children, in relation to the

development processes that study.

• Competition to organize the ideas and to present/display them in a logical way when writing

up or to set out a subject.

• The attitude of commitment and responsibility, as much to carry out the individual work, like

collaborating with the team and the group.

• The disposition to obtain data about the study subjects. However, by another part also the

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