We selected in this post the Who am I project, to work with early childhood education students.
Considering the importance of social interactions and the child's life conditions for the process of intellectual and social development pointed out by Vigotski, the School has a fundamental role in the construction of each student's identity by favoring new interactions, expanding knowledge and recognition of self and others.
Index
This project creates possibilities to develop in the child a better understanding of their identity, the recognition of racial ethnic diversity and reflection on their actions, aiming at coexistence in society harmonious.
Moment 1: Informal conversation to present the theme. Guiding questions:
Moment 2: Ask students to make their self-portrait, on Kraft paper and in life size.
Moment 3: Socialize the drawings and enable dialogues on the similarities and differences found.
Moment 1: Search at home.
Moment 2: Socialization and presentation of the form in the classroom.
Propose to students the construction of their family tree: the teacher must explain the concept of the family tree to the class.
Making tree trunks so that they can be taken home and the work carried out with the family. Reinforce the guidance to parents that the activity should be carried out
by the student, under the supervision of a responsible person.
Ask the family to show photos of family members and encourage the student to draw, color the leaves, trunk, and guide the collage of the images. If there are no photos of close relatives, make a physical description of the relative so that the child can draw and identify them in their work.
[alert-announce]Questionnaire suggestion: Who Am I Project – Family Tree[/alert-announce]
Creation of a mural in the classroom by the students themselves, with guidance from the educator, for observation and appreciation of the family trees produced. Raising questions from different models and forms of family trees, characteristics: racial, quantitative and visual.
Moment 1: Cinema session with the video of the story: “Beautiful girl with the ribbon.”
Moment 2: Conversation on the topic covered in the film.
Guidance guidance:
Moment 3: In a relaxed atmosphere, give students the opportunity to make paintings made on cardboard to represent the diversity understood during the project. Propose that a self-portrait and a portrait of someone he knows be made. It is the responsibility of the students to prepare the place for the activity with paint and also its organization at the end of the activity. Ask them to name the posters.
Moment 1: Reading the book "Peppa."
Book: peppa
Author: Silvana Rando
Publishing company: Play Book
Number of pages: 28
Release year: 2009
Read the story to the class, encourage students to handle, flip through, observe the book and its illustrations. Reinforce the topic discussed in the reading with the class, work on fantasy, reality,
the emotions that the story conveys and substantiate the values of the story.
Moment 2: Raise questions about the topic:
Moment 3: Ask students to think of a different ending to the story and recount it to the class. Ask students to draw and color the ending of the story they imagined, and write their full name on the sheet.
Project completion:
Methodology:
During the development of this project, it is important that the educator makes learning enjoyable, enriching and attractive, so that the student can participate and be interested in the
theme.
It is suggested to work with:
Resources:
The assessment will be carried out through daily observation of students: involvement, interest, participation, commitment, respect for peers in the group and understanding of the subject discussed. The manifestations presented during the development of the project and the creation of the mural will also be considered. produced with the activities of the students: family tree, self-portrait, drawings produced during the project and painting.
BRAZIL / Ministry of Education and Sport. Secretariat of Elementary Education.
National curriculum framework for early childhood education. Brasília: MEC/ SEF, 1998.
BRAZIL. Federal Senate. Law of Guidelines and Bases of National Education: nº 9394/96. Brasília: 1996.
AXE. Ana Maria: Beautiful girl in the ribbon bow. 7th edition. Sao Paulo. Arctic, 2005. Video available at: https://www.youtube.com/watch? v=W9eBpv-WPAs&hd=1
RANDO, Silvana. Peppa. São Paulo: Brinque-Book, 2010. VIGOTSKY, L. S. Thought and language. São Paulo: Martins Fontes, 1995 135p.
Website consulted:
http://www.morguefile.com – Accessed on 06/17/14.
http://www.conteudoseducar.com.br/conteudos/arquivos/3693.pdf
See too:
Always thinking of making it easier for you, we decided to make the project who am I available, shown above for download in PDF: (This material was not prepared by us, we received it by E-mail from a reader of the site).
The objective of this project is to work on the child's identity, where it is essential to enable the child to appropriate knowledge about your life story, as well as the story of your name, and even more important is to make the CMEI interaction with the family and the kid.
Each proposed activity has an intention, which is to make the child aware of himself and the other, all of them having the same objective. In this sense
It is noticed the great importance for the child's development, as well as all those involved in this socio-cultural process in which the child is inserted.
Resources used: Research, reel paper, jumbo canetão, family photos, child's photo, music “The frog doesn't wash his feet”, book how beautiful Igor's feet are (Sonia Rosa) Music “Palminhas”
DEVELOPMENT
Send a survey to the parents along with a note in the calendar, asking them to complete it with their child's details. Include the story of your name, and also send a photo with the family to carry out an activity and classroom.
As the research arrives, in a round of conversation, the teacher should make the use of them, so that the children know their story and that of their peers. From there, propose the construction of the book who am I.
Call the children one at a time in front of the mirror, to see their characteristics. Ask questions like: Where is your head? What color is your hair? How many eyes do you have? How many ears? Where is your mouth? You and boy? Or girl? Explain to the children the differences of each one. Then take reel paper, lay each child at once and outline the body, send it home to be completed with the family with the missing parts (hair, eyes, mouth, nose, ear, putting on clothes or painting according to imagination ).
The construction of the book “Who am I” continues. Paint the cake and age it with popsicle sticks, on the same day you can make the height page, with string measuring the children, make a chart, leave it exposed after placing it on booklet.
Bring the children together in a circle, show the photos of the family that each one brought, dialoguing with them the importance of the family, the elements that make up the family, calling one by one to identify your family in the picture. Then put a cardboard on the wall and ask the children to stick the photo they brought to make the family corner. Leave it exposed for a week or so, then paste the photos on the page of the book “My family”.
Evaluate the student's performance in carrying out the proposed activities.
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