Keywords
Literatura, poesías, adivinanzas, cuentos, animales, profesiones, arte., Literature, poetry, riddles, story, animals, profession, art.
Programación didáctica para el 2º curso de Educación Infantil (4 años)
Abstract
Mi trabajo de fin de carrera es una programación general enfocada al 2º curso de educación infantil (4 años). Este trabajo ha sido muy enriquecedor para mí ya que me ha servido para tener una visión global del centro.
El centro está ubicado en la comunidad de Madrid, es público y de carácter laico. Contamos con 24 profesoras de educación primaria y 12 profesoras de educación infantil. Además, disponemos de un equipo de orientación para trabajar con niños de necesidades educativas especiales.
El hilo conductor es la literatura, y se trabajan poesías, adivinanzas y cuentos. Las poesías nos sirven para introducir el tema de cada proyecto; con las adivinanzas presentamos los contenidos que vamos a trabajar en cada unidad, y gracias a los cuentos trabajaremos los valores y las emociones.
Mi programación anual tiene tres bloques temáticos diferentes: animales, profesiones y arte. En el bloque de animales trabajamos la sabana, el fondo del mar y el polo norte; en el bloque temático de las profesiones trabajamos la profesión de astronauta, cocinero y doctor; y en el bloque de arte trabajamos pintores, el circo y la música.
Empleamos tres metodologías diferentes: el trabajo por rincones, proyectos y talleres. Los rincones y los proyectos nos permiten trabajan el contenido de forma globalizada y los talleres los llevamos a cabo con la ayuda de las familias. Nos parece fundamental que las familias formen parte del proceso de enseñanza-aprendizaje de sus hijos por lo que queremos contar con su participación.
This is my bachelor's thesis, it is a “programación general” and it is focused on 2nd year of infant education (4 years). This project has been rewarding because It allowed me to have a global view of the school. This school is located in the Community of Madrid, it is public and lay. There are twenty-four teachers for primary education and twelve for infant education. Also, we have a school guidance department which works with children with special educational needs. The guiding thread of the units is the literature, worked through poetry, riddles and stories. Through the poetry the teacher presents the next topic of the project; the riddles allow her to present the contents to be worked with in each unit, and with the stories she works with the students the values and the emotions. This work is divided in three different topics: animals, professions and art. In the animals units the student will work the Savannah, the sea and the north pole; in the professions units the children will Learn about astronauts, chefs, and doctors; finally, in arts units the students will work about painters, circuses and musicians. The teacher will use three methodologies: corners, projects and workshops. The corners and the projects allow to work the contents in a global way and the school will ask the families to help with the workshops. I think it is very important to include the families in their children's learning process because they get better results.
This is my bachelor's thesis, it is a “programación general” and it is focused on 2nd year of infant education (4 years). This project has been rewarding because It allowed me to have a global view of the school. This school is located in the Community of Madrid, it is public and lay. There are twenty-four teachers for primary education and twelve for infant education. Also, we have a school guidance department which works with children with special educational needs. The guiding thread of the units is the literature, worked through poetry, riddles and stories. Through the poetry the teacher presents the next topic of the project; the riddles allow her to present the contents to be worked with in each unit, and with the stories she works with the students the values and the emotions. This work is divided in three different topics: animals, professions and art. In the animals units the student will work the Savannah, the sea and the north pole; in the professions units the children will Learn about astronauts, chefs, and doctors; finally, in arts units the students will work about painters, circuses and musicians. The teacher will use three methodologies: corners, projects and workshops. The corners and the projects allow to work the contents in a global way and the school will ask the families to help with the workshops. I think it is very important to include the families in their children's learning process because they get better results.
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