4 CHILDREN'S DAY PROJECT

Suggestion of 4 projects for Children's Day, which is now celebrated on October 12th. Fun Games and Pranks.

1- PROJECT FOR CHILDREN'S DAY

JUSTIFICATION:

Children's Day allows other important themes to be discussed with it transversally, as the construction of identity, the passage of time and aging (the stages of life), among others. It is also a time to raise awareness of children's rights and duties, preventing (or helping them to report) any abuse and violence they may suffer or have suffered.

GOALS:

• Working with oral and written language;
• Develop interpretive capacity, creativity and abstraction;
• Helping in personal development and identity construction;
• Identify and recognize the main forms of violence and abuse that a child may be a victim and offer guidance on how to proceed in these situations;
• Raise awareness of their duties and rights;
• Understand the concept of childhood and introduce or deepen the notions of age (stages of human development), aging and the passage of time.
• Develop logical reasoning;

DEVELOPMENT:

• Don't leave it to the last minute, work on the theme "Children's Day with a few weeks of in advance so that the culmination of the project is on Children's Day itself or in the week in which the same will happen;
• Probe the students: In an open conversation, ask them what it's like to be a child? What makes a child different from an adult? What does a child do? That way you will have a sense of what they already know about the topic and will have a starting point;
• Bring songs and movies that talk about childhood;
• Graphics;
• Games and directed games;
• Cutting and pasting;
• Use activities that develop spontaneous and creative writing, make dictations, ask them to invent a poem (if you have poetry work with them before), or produce a narrative text about the theme;
• Brazil is a country with a long history of serious abuse and violence towards younger people. Introduce, carefully and taking into account the age group they are in, the main forms of abuse and violence that a child can being a victim, such as child labor, aggression, humiliation, harassment and grooming (not forgetting to be careful with the language used);
• Make a community mural that spells out childhood characteristics;
• Make toys with recyclable material. Ask them to use all their creativity and imagination and invent new toys.

2 – CHILDREN'S DAY PROJECT

Justification: The child has the right to be happy, to be valued, respected and loved. She spends most of her time at school, which in turn performs its social function by providing the child with a happy, welcoming and loving environment.

Project objectives:

Promote, during the child's week, extra-class activities, varied and interesting, aiming to give the child opportunities for leisure and educational sociability
Valuing the child
Boosting children's self-esteem
Show children's rights and duties
Develop logical reasoning, oral and body expression, motor coordination, auditory and visual perception of the child
Provide educational games and games

Project development in the child's week:

Cover for work
Children's day party favors
Coloring pages on the theme
cut and paste
Songs and poetry about children
fun folding
toys with junk
Directed educational games
Messages for children's day
Children's Day Panel

Project culmination:

Presentation of music, poetry and theater with popcorn or hot dogs or cake and delivery of souvenirs for children.

Project evaluation:

The assessment must seek to understand each child's process and the meaning that each work entails. The observation of the group, in addition to being daily and constant, must be part of a systematic attitude of the teacher within his/her school workspace.

Duration: 1st fortnight of October.

3- Project: Fun Games

In the month dedicated to children, how about rescuing games that made another generation happy and working all the possibilities they offer, including providing moments of interaction in the environment school?

* Objective
* Let's play
* Statue
* Hot potato
* Tico-Tico shot
* chop statue
* Dots Game
* Little Colorful Elephant
* Street mother
* Five Marys
* Pushcart
* Customs
* Goldfish and Shark
* Para-ball
* Shall we form groups?
* Steals flag
* Game of five
* little blind
* Lord hunter
* Bunny comes out of the woodwork
* And still…
* Assessing
* Bibliography

OBJECTIVE:

• Recover, with children, creative and fun games.

Recreation is to man (to his body, soul and mind), as food is to his organism. Games tone up the soul, give physical health, promote self-expression, the joy of living.

The proposal is to rescue the history of our country, diving into the magic of toys and games of yesteryear. This trip will certainly bring pleasant moments of fun and joy.

Children are curious to know how children from other countries have fun, what their toys are. That's why it's interesting to do research work to discover the origin of some toys and games. Thus, they will learn that, depending on the region, toys and games are given different names and shapes.

Jussimara Dias Rodrigues (elementary school teacher in Belo Horizonte – MG) developed a project which considers the humanist vision of education and the concern with the transition of the child who has just left Kindergarten to Elementary School in the most peaceful and playful way possible. There was also the purpose of forming a more cohesive group, since the group had a significant number of new children.

Here are some discoveries made:

Let's play?

The project's trigger was a fight that took place on the second day of class, due to a game created by the students. The attitude of one of them was misinterpreted by another who felt attacked and retaliated.

After the misunderstanding that arose during recess, the teacher and students talked in a circle about some values ​​such as alterity and respect. Then, the debate began.

__ What is playing?

__ It's doing something cool.

__ It's fun with friends and colleagues.

__ No! You can also play with someone who isn't your colleague.

__ That's what we do at recess.

The teacher probed what was the main characteristic, the main "brand" of a game:

__ Everyone helps to choose.

__ You play together with peers, with other children.

__ No, I've played hopscotch alone.

__ Yeah, but it's cooler when someone plays with us.

The discussion continued to be heated until they agreed:

__ When we are playing we are happier.

__ Playing is really cool!

The teacher intervened, questioning:

__ If playing is so cool, why did one of your colleagues come home from recess today bored?

And he replied:

__ Because it was a bad joke.

The teacher resumed the direction of the debate and proposed to the children that they mention some games they already knew. As they spoke, the teacher repeated the name, writing it on the board.

It can be seen that the repertoire of games that the children played was quite poor, which probably led them to imitate aggressive TV characters.

As a homework activity, a pad sheet was given to each of them and asked to write the titles on each side:

* drawing (where a drawing identifying that game would be made);
* rule (where it would be written as you do to play).

The next day, the children took the job. The teacher asked each one to come forward to introduce him. Colleagues would try, by drawing, to identify which game was chosen. The teacher's intention was to seek more representation in the drawings. The vast majority of the game was football. It is also possible to notice the children's difficulty in carrying out the proposal. Some listed five games and did not write rules, others just drew, others did nothing.

At that moment, the teacher started to question about the difference between a game and a game. They sensed that there were differences, but they couldn't identify them. It was then that the teacher began to challenge them, asking:

__ Pique is a game or a joke?

__ Is football a game or a joke?

__ Is Queimada a game or a joke?

__ Is Maria-viola a game or a joke?

__ Customs is a game or a joke?

From there, the following hypotheses emerged:

__ If you make a mistake in the game, you leave.

__ No, it's just missing.

__ Yes, but if you have two yellow cards and make another foul, then it goes.

__ And in the game there is a team, a coach, a reserve.

Some children turned to football as a generalization of play. Others were already looking for a way to define what was a game and what was a game. At the end of the debate, they concluded:

__ Game has rules and that's the only way it works. In fun, you can combine with your friend a different way of playing. But it has to match.

The teacher and students chose some games known to most of the class and, as a group, the children illustrated and wrote how to play. This moment of group work (the first in the class) made it possible for the teacher to realize the participation, leadership capacity, resourcefulness, in short, the abilities and difficulties of each child.

There was also the challenge of writing a rule that had to be read by another child and understood to be played. This stage offered a very rich moment of exchange: as one colleague spoke the rule, another listened and worked out the best way to write it.

As the objective was to assemble a binder of games, in trios, the rules were typed in computer classes. In the first classes, many works were lost because they were not saved, others were not completed and some trios were unable to organize themselves to start the work.

The teacher proposed several activities for home and in the classroom, to encourage the search for information about other games. The internet was a resource used to search, on the website www.mundocriança.com.br the children also discovered other names for already known games. The new rules were typed and incorporated into the binder.

At the end of each class, the teacher evaluated what was positive and what needed to be changed. The wide variety of computer resources (size and typeface, for example), combined with the children's ease of dealing with them, sometimes made it difficult to work: with each discovery, they were enthusiastic and wanted to show their colleagues their achievements, which transformed the living room environment into a tumultuous place, but one of a lot of exchange.

Each day, a game was drawn to be enjoyed in the playground. At the beginning of work, all the time determined for play was taken up by discussions, because each one knew the rule in a different way and the exercise of listening to the colleague and giving in was still very difficult. During the activity, the placements were already made more calmly, favoring the development of the game within the proposed time. It was a success!

Another objective was for the children to take this work as a souvenir of the 1st grade. Therefore, the teacher suggested that, in addition to the filing cabinet, a book of games and games be made.

The mother of a student who is a book editor was invited to clarify doubts and show different ways to bind the book. She gave a lecture on various forms of illustration and binding, presenting vast material. She drew attention to other forms of diagramming a text in addition to different illustration techniques, a topic that most aroused interest in her presentation. She also spoke about the technical sheet, which should include the names of all the people who participated in the making of the book.

The technical form of the book was defined, which should contain several information:

* Publisher – the person who believed in a beautiful and well done job, in our case, the teacher.
* Producer – the person who worked on the execution of the book; here there was an impasse because the children felt they were also producers.
* Editorial coordinator – who increased the work with new ideas and ways of doing it.
* Reviewer – the person who, after the book has been assembled, reads and discovers words that are wrong and must be corrected before being printed.
* Printing – the identification of the place where the printing was made, when it stopped being an idea and became a book.

The illustrations were created by the children in the Paint Brush program. These illustrations were made for each of the researched games written by the children themselves.

Below, some games will be transcribed:

Statue

In a circle, the participants sing hand in hand:

“Grandma's little house,

surrounded by vines,

the coffee is taking a while,

there is definitely no dust!

Brazil! 2000!

Whoever messed it out!”

Everyone becomes a statue and it's not worth laughing or blinking or moving or scratching!

Hot potato

There is no team. We pass the ball, or another object, to a colleague while everyone sings:

__ Potatoes that pass hot, potatoes that have already passed, whoever keeps the potato, poor thing got burned!

Whoever has the ball when it is said "burned", leaves the wheel.

Throat shot

Each child will have a can. On one side, the children will be next to each other. On the other, the cans. Each child must play the ball (in tennis or socks), trying to hit one of the rows of cans. The owner of the one that is hit must catch it before the other participants throw the ball again. If he doesn't succeed, he will be “shot”: he stands up and chooses a place on his body so that his colleague can throw the ball and hit the chosen spot. Anyone who is “shot” three times leaves the game.

chop statue

Picking one person to be the catcher. All the other kids start running. If the tong touches a child, it becomes a statue. Another teammate will have to touch her to save her, and then she can run again.

dots game

On a dotted sheet, you should connect one dot to another with lines, until you form a square. One player at a time. Whoever can close more squares wins.

little colorful elephant

People are in a circle. A boy or girl speaks:

__ Colorful elephant!

The others ask:

__ What color is it?

The child chooses a color and people have to touch something that has that color. If someone doesn't find the color, the "little elephant" can get it.

street mother

One person stands in the middle. The others are on the sides. They have to run across the street so the mother in the street doesn't catch them. If she takes a child, it becomes the mother of the street, and she will start all over again.

Five Marys

There are five bags full of sand or five small stones. Throw a bag up and try to catch those on the ground before the bag thrown up falls. You can create stages and win them, as in hopscotch.

Pushcart

There are two teams. Mark a start line and a finish line. The stroller is made up of a pair of children. The one in front puts her hands on the floor and the one in the back holds the first one's feet. Walking with her hands on the ground, she will try to reach the marked line first.

customs

A person chooses a rule like: “only passes if it's something that flies”. If you say ox, it doesn't pass. Whoever made the rule always passes and says whether others pass or not. The goal is to discover the rule.

goldfish and shark

There are two teams – one with fish, the other with sharks. When playing a song or whistle softly, the little fish go out for a walk. When the music is loud, the sharks go out to try to catch the little fish, who will have to run back to their house. The goldfish that is caught by a shark becomes a shark too.

parabola

We take a ball, make a wheel and pass the ball to each other. When someone drops the ball, everyone must run. Whoever dropped it, catches the ball and shouts:

__ Parabola!

With the ball in hand, she can take a maximum of three steps. When he's finished walking, he'll have to stop and try to “burn” one of the players – if he doesn't grab the ball he'll be burned.

Are we going to form groups?

The children, in a circle, spin and sing. At a signal – whistle or palm – the teacher shows a card with a number and they will have to organize themselves into groups. Let's suppose the teacher showed the number 7. Then everyone has to get together in groups of 7 and then go back to the roda.

Steals flag

There are two teams. Each has a field and a flag in their group. The object of the game is to steal the other team's flag without getting caught. If you are caught in the opponent's field, you are “glued” until another player on your team “takes you off”. The team that manages to steal the flag first wins.

Game of 5

Separate the cards in the deck from ace to 5. Shuffle the cards well. Each player will win three cards and the rest will stay in the table pile. The game will run counterclockwise. Each time you play, you must take a card from the pile and try to make it a total of 5. The player who manages to form a greater number of groups of 5. wins. It's worth inventing the game of 6, 7, 8, 9 and 10. Just keep adding more cards.

little blind

A child stands in the center of the wheel with his eyes closed. The circle turns, with everyone singing “Pai Francisco”. When the “blind boy” claps, everyone stops and he walks forward until he touches a colleague and finds out who he touched.

lord hunter

Participants sit in a circle and one of them will be the hunter, who will be blindfolded. The others sing:

“Mister hunter,

pay attention!

Don't make a mistake,

When the cock crows!

Sing, rooster!”

One of the participants in the circle will imitate the rooster's voice and the hunter will have to find out who the rooster is.

Bunny comes out of the woodwork

There is no team. One less burrow is drawn on the ground than the number of participants. Each rabbit will be in a burrow, except one. The homeless will give the commands:

__ The bunny will brush his teeth (it's not worth leaving the den, because we brush our teeth indoors).

__ Bunny is going to buy bread (he has to change his hat).

The rabbit without a hole will try to occupy an empty hole and its owner will be left without a hole.

And still…

Toys were made by children, mostly using materials from nature or scraps. Served for individual play, such as the kite and wheels (old tires that are rolled along the street). But this did not happen with the sock balls made. The children brought old socks and, divided into groups, made the sock balls using a lot of strength and cooperation. They were used in the playground, entertaining not only the children in our class, but also the other classmates who play with us, in a very friendly way.

There was also a Poetry Soiree when the children presented “A Bola de Meia”, by Ângela Leite de Souza, with dramatization. Then, they sang the song “Bola de meia”, written by Milton Nascimento and Fernando Brant.

Each child chose a toy they had at home, which, despite being complete, they no longer liked. So she made an advertisement, to dispose of it. The colleagues read the ad and, on Friday, there was the exchange fair.

Assessing

The teacher evaluated this work very positively. It was possible to see these games happen spontaneously, at recess, involving a large number of children. At these times, they are calmer and more happy, also mingling with the older children. She noticed, however, that some steps were taken in the dark and made some observations:

* Starting the day with this work left the children euphoric and it was difficult to regain the necessary concentration for other activities. The ideal would be to end the day with him.
* Set the time more accurately. Despite defining it initially, seeing the excitement and involvement of the children, I didn't want to interrupt. I realize today that this firmness, despite annoying them a lot, defines rules and better directs the work.
* I question the pace of work in its initial period; a smaller number of photocopied activities would allow for more playtime, favoring the participation of the most shy and calming the most agitated.

Bibliography:

* ABRAMOVICH, F. Playing old times. Belo Horizonte: Format, 1966.
* ADELSIN. Rainbow bunting. Belo Horizonte, 1997.
* ARAÚJO, AM. Dances, recreation and music. São Paulo: Improvements. v. II.
* MELO, V. Children's folklore. São Paulo: Itatiaia

4- Children's Week Project

Early Childhood School Play and Learn

Pedagogical Coordination:

Veronica J. Q. Knorr Coast

Year 2013

Justification:

The child has the right to be happy, to be valued, respected and loved. She spends most of her time at school, which in turn performs its social function by providing the child with a happy, welcoming and loving environment.

Main goal:

• Promote, during the child's week, extra-class activities, varied and interesting, aiming to give the child opportunities for leisure and educational sociability.

Specific objectives:

• Boosting children's self-esteem;
• Highlight the rights and duties of the child under the statute
• Realize the importance of living with other children, through participation in integration meetings;
• Develop skills such as: painting, cutting, collages related to the theme;
• Develop logical reasoning, oral and bodily expression, motor coordination, auditory and visual perception of the child;
• Provide games and games for children;
• Explore children's favorite games;
• Recognize that not all children have the same type of childhood;

Oral and written language:

• Listening to music and poetry;
• Messages to children or a friend who is not at school;
• Informal conversation about childhood (commenting about children's rights, saying that not all children have a good childhood), some have no family, others work;
• Promote learning through contact with reading and writing through books, magazines and newspapers.

Math:

• Perform counting activities using concrete material;
• Working with colors and shapes,
• Work with seriation, classification using logical blocks and other concrete materials

Visual arts:

• Folding making;
• Make toys with plastic bottles (plane, truck, bag, puppy and others), also use with milk cartons;
• Make works using E.V.A for the children's bedroom door;
• Make face painting making a happy and fun environment.

Nature/society:

• Having a picnic with the children or another outing;
• Make a secret friend among students to socialize children's day;
• Conduct interviews with parents about what their childhood was like, you can ask one of them to come to school and tell their story;
• Conduct an interview where the child interviews another child to find out how he plays, where he studies, what he likes the most, what music he likes;
• Conduct the parade of animals with students, highlighting my pet;
• Visiting public environments –Public library, Radio culture, culture house for students to know;
• Declaration of Children's Rights through images.

Theater:

• Collective film with popcorn;
• Telling and retelling stories beginning, middle and end).
• collective history
• puppets
• Perform role plays involving different stories with scenarios for children to visualize in a playful way.

Movement:

• directed games
• Circuits
• Activities involving the body
• Perform children's favorite games;
• Conduct scavenger hunts with students;

Song:

• Singing several songs involving the theme;
• Playing karaoke with children;

Cuisine:

• Making a cake to celebrate Children's Day;
• Preparing sweets with the children and other treats;

Culmination:

• PRESENTATION OF MUSIC, POETRY AND THEATER WITH POPCORN OR HOT DOG OR CAKE AND DELIVERY OF SOUVENIRS FOR THE CHILDREN.
• PRESENTATION OF THE THEATER PLAY BY CLASS TEACHERS: MATERNAL IA AND MATERNAL II; GARDEN AND PRE.
• CARRYING OUT PLAY ACTIVITIES FOR THE CHILDREN.

Assessment:
The assessment must seek to understand each child's process and the meaning that each work entails. The observation of the group, in addition to being daily and constant, must be part of a systematic attitude of the teacher within his/her workspace.

NOTE:

IT IS OF EXTREME IMPORTANCE THAT THERE IS EFFORT TO CARRY OUT THE ACTIVITIES THAT ARE BEING PROPOSED, AS THE MONTH OF OCTOBER IS DEDICATED TO CHILDREN, IT IS NO GOOD PRESENTING AND CARRYING OUT UNWILLING ACTIVITIES WITHOUT DEDICATION THAT WILL NOT BE ATTRACTIVE FOR THE KIDS.