BENEMÉRITA Y CENTENARIA ESCUELA NORMAL
DEL ESTADO DE SAN LUIS POTOSÍ
TABLE OF CONTENTS
Table of Contents 2
Introduction 3
Block I. Communication and interaction with the children of pre-school level and their family. 5
1. Knowledge of natural and social and familiar means
2. Development of the social values
3. Special educative needs
Block II. Children methodology of focused pre-school level to the education of the English
language. 6
1. Methodologies to teach English like second language to children of 3 to 6 years. 2. Children activities: stories, games and multimedia
3. Methodologies for the learning through the arts
4. Methodologies for the development of the logic-mathematical thought
5. Methodologies for the development of the thought logical-scientist
Block III. Planning of the experiences in the classroom of pre-school level 7
1. Children physical and psychomotor development
2. Socialization and affectivity in the child
3. The development of the creative activity and the artistic learning.
4. Children, dynamic expression, technical preparation of the educator.
5. Acquisition and unfolding of the language in the child
Block IV. The didactic material and technical of evaluation for Pre-school level 8
1. Didactic design of activities and materials
INTRODUCTION
This workshop-course is continuity of education of language English in level Pre-school I, on what it was insisted on the importance of which the normalistas students constructed to a knowledge of the development of the children between 3 and 6 years of age stage of the life in which the pre-school level passes, appear in separated and sequential factories by reason for method and road. Also, in this course the students had the opportunity from the first approach to the fields of basic study of the infant, in this second workshop-course: THE ENGLISH Language Teaching at Pre-school, will analyze the form to organize the learning and how to evaluate the objectives of this one in the classroom, focused to the acquisition of the English language.
So that this workshop-course is successful as far as learning, he is indispensable that the professors and students establish the necessary communications between workshop-course I and workshop-course II of pre-school level, since in most of the contents they have one close relation to each other.
Taking into account that the normalista student will initiate the workshop-course with the basic knowledge of development of the child, now in workshop-course II, will instruct it in the use of methodologies that will apply in the hall class for the correct development of the infant with the acquisition of the English language during its stay in the pre-school level.
The workshop-course is constituted by articulated blocks of such form that when concluding the workshop-course, the students will have knowledge to be able to apply the suitable techniques of education more for each type of group, according to the social surroundings and familiar in that is the child.
LEARNING INTENTIONS
By means of the study of the subjects and the accomplishment of the activities of the workshop-course one hopes that the normalistas students:
They design appropriate didactic materials to use in the classroom of pre-school.
They identify appropriate forms of organization of the spaces equipment and materials in
the classroom of pre-school.
They describe to forms of communication and interaction with the families of the children and the form to involve them with the activities of the classroom. Including the children with special educative needs.
They use strategies, methodology, approaches and materials for the education of the English language in pre-school.
They interchange appropriate experiences that fortify the program of pre-school and which they foment the physical development, social, intellectual, emotional like the creativity.
ORGANIZATION OF THE CONTENTS
BLOCK I. Communication and interaction with the children of pre-school level and their family.
MAIN PURPOSE
By means of the study of the blocks and the accomplishment of the activities of the workshop-course one hopes that the normalistas students describe to forms of communication with the families of the children and the form to involve them with the activities of the classroom. Including the children with special educative needs.
SPECIFIC PURPOSES
By means of the study of the blocks and the accomplishment of the activities of the workshop-course one hopes that the normalistas students:
• They analyze the dimensions of the children development of social character, being the English language a social knowledge and therefore it is used in the society.
THEMATIC CONTENT
1. Knowledge of natural, social and familiar means
2. Development of the social values
3. Special Educative needs
BASIC BIBLIOGRAPHY
Kieff E. /Casbergue Renée ”Playful Learning an Teaching” Integrating Play into Preschool and Primary Programs M. Ed. Allyn and Bacon
Lafford P/Lafford B. Learning language and culture with internet. Technology-enhanced language learning. National Textbook Company
BLOCK II. Children methodology of focused pre-school level to the education of the English language MAIN PURPOSE
By means of the study of the subjects and the accomplishment of the activities of the course one hopes that the normalistas students, know the diverse methodologies for the development of the child of 3 6 years, with the acquisition of the English language.
SPECIFIC PURPOSES
By means of the study of the subjects and the accomplishment of the activities of the course one hopes that the normalistas students:
• They design didactic sequences agreed to the approach of the pre-school program of 2004 and that foments the physical development, social, intellectual, emotional and as well as the creativity.
• They know and they learn diverse techniques to impel the learning of the English language, as they are it the stories, the games and the multimedia focused at the level of pre-school for the acquisition of the English language, in order to favor his integral development.
• They identify the types of competitions of each one of the children and know to focus
them in dynamic so that during the class during class the acquisition of one second language is fortified.
• They use strategies, methodology, approaches and materials for the education of the English language in pre-school for the development of the mathematical, artistic thoughts, logico-mathematical, logical-scientist.
THEMATIC CONTENT
1. Methodologies to teach English like second language to children of 3 to 6 years. 2. Children activities: stories, games and multimedia
3. Methodologies for the learning through the arts
4. Methodologies for the development of the logico-mathematical thought/scientist
BASIC BIBLIOGRAPHY
Copple Carol/Bredekamp Sue ”Developmentally Appropriate Practice in Early Chilhood Programs” Ed. Naeyc
Kieff E. /Casbergue Renée ”Playful Learning an Teaching” Integrating Play into Preschool and Primary Programs M. Ed. Allyn and Bacon
Lafford P/Lafford B. Learning language and culture with internet. Technology-enhanced language learning. National Textbook Company
BLOCK III. Planning of the experiences in the classroom of pre-school level
MAIN PURPOSE
By means of the study of the subjects and the accomplishment of the activities of the block one hopes that the normalistas students count on the capacity to design strategies for the pre-school level with an approach specialized in the obtaining of the English language.
SPECIFIC PURPOSES
By means of the study of the subjects and the accomplishment of the activities of the block one hopes that the normalistas students:
• They select the appropriate materials to use in the classroom of pre-school; as well as the identification of appropriate forms of organization of the time spaces and space.
• They design dynamic for the physical development of the child, taking into account that the game more than a characteristic is a definition of the child, the movements, displacements and melodies in the bilingual games impel the development in determining form.
• They analyze and they find the form of approach for the obtaining of the confidence and
the affection, position the relation that the child settles down with the educator and companions has the intention to find the acceptance of the group, and this will be crucial for the appropriation of the English language.
THEMATIC CONTENT
1. Children physical and psychomotor development
2. Socialization and affectivity in the child
3. The development of the creative activity and the artistic learning. 4. Children, dynamic expression, technical preparation of the educator. 5. Acquisition and unfolding of the language in the child
BASIC BIBLIOGRAPHY
Copple Carol/Bredekamp Sue ”Developmentally Appropriate Practice in Early Chilhood Programs” Ed. Naeyc
Kieff E. /Casbergue Renée ”Playful Learning an Teaching” Integrating Play into Preschool and Primary Programs M. Ed. Allyn and Bacon
Leuenberger Constance J. ”The New Kindergarten” Teaching reading , writing and more. Ed. Scholastic Professional Books.
BLOCK IV. The didactic material and technical of evaluation for pre-school level
MAIN PURPOSE
By means of the study of the blocks and the accomplishment of the activities of the workshop-course one hopes that the normalistas students are able to design material didactic, as well as forms of valuation focused in the level of pre-school.
SPECIFIC PURPOSES
By means of the study of the blocks and the accomplishment of the activities of the workshop-course one hopes that the normalistas students:
• They plan appropriate experiences that fortify the program of pre-school and which they
foment the physical development, social, intellectual, emotional and creativity.
• They analyze and they design evaluation instruments that are used commonly in the education of pre-school. As well as the new techniques at present.
THEMATIC CONTENT
1. Didactic design of activities and materials
2. Design of evaluation techniques
BASIC BIBLIOGRAPHY
Cunningsworth, Alan. Evaluating and Selecting EFL Teaching Materials. 1984. Heinemann. Garcia Ramos, J.M. (1989):Bases pedagógicas de la evaluación. Madrid: Síntesis.
Kieff E. /Casbergue Renée ”Playful Learning an Teaching” Integrating Play into Preschool and Primary Programs M. Ed. Allyn and Bacon
Leuenberger Constance J. ”The New Kindergarten” Teaching reading , writing and more. Ed. Scholastic Professional Books.
COMPLEMENTARY BIBLIOGRAPHY
GENERAL TEACHING GUIDELINES
The didactic directions look for to offer to the professors and diverse students options to organize the work, to take advantage of the materials support that it and of this form to give the greater advantage to the proposed materials, thus propose diverse directions in agreement with the intentions and blocks of this workshop-course, with the security of which the teachers suggestions of and student of the normal school will be enriched with:
The text reading, will be key for the development of the workshop-course, will be deepened
in the understanding of texts, as well as its analysis and later its discussion in the classroom. Where they will be possible to be evaluating the evolution and development of the student of the previous debates to the workshop-course and in the course of this.
The text elaboration. This activity favors the organization of ideas on the part of the students it supports, them in the systematization of the learning and is a base to participate in the work of equipment and group; the writing of own ideas from the reading of a subject, of conclusions after a discussion, or a brief test, is activities that can be realized of constant way. In any case, it is essential to establish with clarity and opportunity the purpose, the subject and type of text that are required. In order to promote the text writing it is important that the professor and the students consider the entailment of subjects between subjects. Sometimes, the subjects or the bibliography of the other courses will increase the possibilities of participating in the sessions, as well as the ideas and elements for the text elaboration.
Exhibition of points of view and confrontation of ideas of the students. He is advisable that the students can express what they know about the subjects from the beginning of his treatment. Other activities to set out and to confront ideas are realized from the analysis, the study and the reflection of the contents through work with texts, or videotapes, among others resources. The educational one has a paper important to take advantage of the activities to the maximum, to orient the discussion of the subjects and, mainly, to support the processes of study of the normalistas students. These situations can be oriented by the teacher from questions or through indicators that guide the reading and the discussions in the group; also he can support the students so that they are who, progressively organize, them and propose topics for their discussion. In any case, the promotion of an atmosphere of flexible work and with opening to present/display the argued opinions will be essential for the profit of the intentions of the course.
