School Day Project for Kindergarten and Elementary Education

Check out some suggestions for your School Day Project – March 15th.

March, 15, this is the day that is celebrated annually in Brazil. SCHOOL DAY. This date celebrates one of the most important institutions for the educational formation of the population: the school. School day, different from what many people think, is not considered a national holiday.

It is at school that the individual learns and puts into practice several essential concepts to maintain a life in society. In addition, it is also at school that people begin to develop a critical sense, which is important for building a politicized and less alienated community.

See too:

• Favor for school day
• School Day Favors

School Day Project – Suggestions for various activities

• Coloring drawings about school;
• Text production about school: (What do you like most about school?);
instagram story viewer
• Build party favors together with students in the classroom
• Make a mural or panel together with the students;
• Get the class together and brainstorm on (how it can help make the school a better place);
• Debate about the importance of school in a conversation circle;

School Day Project – My school and my little friends

Because these are the younger age groups, those with the most difficulty in adapting, a lot of work is needed, which makes the child realize the real meaning of being in school, mainly in the aspects of: making new friendships (socialization) and discovering the different spaces of the school area, experiencing in them games and construction of knowledge.

GOALS:

• Facilitate the child's adjustment to school.
• Make the socialization process faster.
• Awaken the child's interest in everyday life at school, facilitating their development in all aspects: physical, emotional and intellectual.

DETONATOR:

• The story “Pinocchio”.

PROBLEMATIZATION;

We already know:

• name of some colleagues.
• name of some professionals, including our teacher.
• some of our characteristics as a human being.

We want to know:

• who are the new friends?
• who are the professionals who work at our school and what do they do?
• who are we and how are we? (physical and social characteristics)

KNOWLEDGE AREAS: Portuguese Language, Mathematics, Natural Sciences, Social Sciences and Arts.

RESOURCES:

• affective and educational toys;
• paints, papers, pens, colored pencils, brushes;
• scissors, glue, modeling clay;
• books, comics, magazines, newspapers, advertising leaflets;
• and other materials and objects that will be described in the activities.

ASSESSMENT:

• Child observation during activities.
• Record notes.
• Work performed by children.
• Dialogue with the child and her/his family.
• Meetings with parents.

ACTIVITIES:

1- Tell the story of Pinocchio, highlighting the importance of the school. Talk about it, making comparisons between them (children) and the doll.

• I told the story and then we talked about it. The children already knew this story and sometimes wanted to anticipate some detail. Just as the doll receives a name, we also receive ours.

2- Make the presentation (each child speaks their name, including the teacher) noting if there are the same names.

• We made the presentation and while they spoke the names, I wrote them on the blackboard. The children noticed that there are two Vinícius in the class.

3- Play a game to help children identify friends, especially new ones.

• We made an adaptation of the “handkerchief-at-back” game. Every time a child left the “handkerchief” behind the other and ran, her name was repeated by the class with clapping accompaniment. All participated, including the teacher.

4- Take a tour of the school, getting to know its spaces, the professionals who work there and their respective functions.

• – Most professionals were known by the children. They didn't know the director's name and function.

5- Make a list of the things you have at school.

• – The children talked about: food, toys, play dough, paint, chalk, whirlpool, slide, swing, buckets, rooms, doors, books, walls, paintings, paper, children and adults.

6- Search a magazine for photos and pictures that remind you of the things you have at school. Ask them to cut it out, and glue it on bond sheets and then put together a booklet “There is it at school”.

• – Figures found by children: children (playing, writing, swinging, on their parents' laps and sleeping), backpacks, bottles, cupboard, cups, table, chairs, tree, book, sanitary items, food, hairbrush, cook, television and computer. When it came to finding the pictures they ended up finding things that had not been said when we made the list.

7- Talking about why you are at school, the importance of school and the main element of the school “the child”. Make comparisons of “Pinocchio”, the puppet, with a real boy (which he later turns into).

• The children realized that he was made of wood and that a real boy (every child) is made of flesh, bones, skin and blood. We even made a comparison, establishing differences between boys and girls.

8- Talk about what we can and cannot do at school. Establishing rules.

• We made a list of what children “can” and “can't” do at school. They were talking while I was writing on the blackboard.

“They can” do it at school: draw, play, eat, bathe and sleep (if they stay all day), see books, dance, sing, write, paint and model.
“They can't” do at school: fight, throw sand on the sidewalk, scream in the classrooms, courtyard and hallway, dirty the school, breaking toys, running around in rooms, patios and hallways, leaving the room without permission and throwing toys and Water.

9 – Draw a child's drawing, using one of them to outline their body. Then add details such as: hair, eyes, ears, mouth etc. Working the body scheme.

• I made the drawing (contour) of Camila and I added the details as the children talked. I asked them to name each part of the body. We talked about the trunk (a concept unknown to children) to which the head, arms and legs are attached.

10 – Draw the body scheme.

• The children drew their colleague Camila with pens. Some had more difficulty. Gabriela is the one who drew the most details.

11- Tell a story that shows the importance and usefulness of our body parts (hands, eyes, mouth, etc.).

• I told the story “The boy who saw with his hands”. This story speaks of the lack of vision and the use of hands to compensate for it.

12- Explore the various aspects of the story.

• We talked about the importance of the hands both for those who have all their sense organs perfect, and for those who have them deficient.
• Visually impaired people need touch to recognize objects, people and places, and deaf people need to communicate. I talked about Braille writing and the signs of the deaf and dumb.
• We made a list of what we can do with our hands. The children spoke: picking things up, playing, opening (faucet and door), clapping, drawing, painting, looking at books and eating.
• We put our hands over our eyes to imagine the situation of the boy in the story.
• Using the “surprise box” (pedagogical toy) the children touched objects inside it (without seeing), identifying only with touch.
  Previously I placed five circles of different sizes in the box. “Five”, because our hands have five fingers and they are of different sizes. The kids realized they were circles, only they said wheels. They also identified the sizes.

13 – Draw one or more parts of the body, worked with the story.

• I drew the outline of the children's hands and they colored them with crayons.
• We count the number of fingers and circles and compare the size of the two.

See more: School Day Activities

CONCLUSION:

I realized that after this project the children are more attentive and participative. The group is interested, capricious and managed to carry out all the proposed activities. They recognize most of the concepts worked on, are more communicative and some who at first refused to participate in the activities, today show interest and enthusiasm.

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School Day Project – Me and my school

Because they belong to the first stage of elementary school, children in kindergarten may have greater difficulty in adaptation, so a whole lot of work is needed to make the child realize the real meaning of being at school, especially in the aspects of: making new friends (socialization) and discovering the different spaces in the school area, experiencing games and construction in them of knowledge.

In addition, at this first moment, it is important that the child gets to know their peers and themselves, that the educator know the potential and needs of each child and that the family feels safe with the institution of teaching. Thus, this project wants to promote the interaction between school/family, educator/student and student/student, in order to stimulate the development of feelings such as affection, love and respect for others both at home and at school.

Considering the adaptation period that takes place at school and that both the children, the school and the family are getting to know each other, this theme will be developed in order to try to identify and overcome the challenges, working on the child's affectivity and importance. of this feeling in family and school life, seeking in the interaction between both parties, a formation of children as beings citizens.

OBJECTIVE

Provide children with greater knowledge about the school environment, respecting institutional rules and routines, as well as the individuality of each one within the school community.

SPECIFIC OBJECTIVES

• Know the routine of the class;
• Working together with the group on the rules of coexistence;
• Know the particularities of each member of the group;
• Respect differences;
• Facilitate the child's adaptation to school;
• Make the socialization process faster;
• Awaken the child's interest in everyday life at school, facilitating their development in all aspects: physical, emotional and intellectual;
• Make the child care for the school assets;
• Allow children to get to know all school environments;
• Offer different materials so that they can exhibit their creativity;
• Allow the family to participate in the initiation process of children's school life;
• Valuing school materials for individual and collective use;
• Introduce the notions of time measurement, using a calendar;
• Representing situations experienced, through verbalization and bodily expression;
• Use movement as a form of communication, in everyday situations or in games;
• Participate in games and games that encourage socialization and healthy interaction;
• Identify and value the role of each one within the social group in which they live;
• Valuing and incorporating attitudes aimed at maintaining the space where it circulates;
• Participate in activities involving collective productions;
• Valuing the practice of everyday attitudes aimed at maintaining health;
• Make use of oral language to talk, play, communicate and express desires, needs, opinions, ideas, preferences and feelings;
• Report the experiences in the different situations of daily life;
• Awaken autonomy.

CONTENTS

• Visual arts through the use of different expression techniques;
• Identity and autonomy through the perception of the difference between those belonging to the group and the care with one's own material and with the body.
• Mathematics, through the insertion of the use of panels.
• Movement;
• Song;
• Society; and
• Oral and written language.

MATERIALS

• affective and pedagogical toys;
• Paints, papers, pens, colored pencils, brushes;
• Scissors, glue, modeling clay;
• books, comics, magazines, newspapers, advertising leaflets; and
• Other materials and objects that will be described in the activities.

PROJECT EVALUATION

• Observation of the child during activities;
• Annotations in records;
• Work performed by children;
• Dialogue with the child and their families;
• Meetings with parents.

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School Day Project for Maternal

The purpose of this project is to help each student develop creativity and expression of affection and respect, in addition to learning to share.

Excellent suggestion for working motor coordination.

Play Suggestions for every week:

1st day:

- Hopscotch
– Butter Bar
– Pass Ring
- In and out
– Five Marys
– Tug of War
– Choose the Hand
– Mom, can I go?
- Wireless phone
– I went to the fair

2nd Day:

– Jump Saddle
– Little flag
– Adoletá
– Ball Race
– Animal Race
– Ball War
- Jump rope
– Little Colorful Elephant
– Tin foot
– Squat-squat

3rd Day:

- Hot potato
- If I were you
- Surprise box
– Label Game
– Pass Ball
– Four Colors
– Undead
- Chair dance
– Someone very special
– Surprise Target

4th Day:

- Blind goat
– Run Cotia
- Hide and seek
– The Leap of Arrival
– Tag
- Hot and cold
– shuttlecock
– Bladder game

5th Day:

– Mouth of Oven- From Havana came a boat – Potato Chips- Chicotinho Queimado- Statue- Good boatman or you will pass
- Burned
– What animal am I?
- Mimicry
– Hit the can

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School Day Project

For the directions suggested here, illustrations were created in order to discuss some of the activities that could be developed.

The school that sets free – Illustration 1

Illustration 1 - This illustration intends to emphasize the school as a social institution that trains critical citizens, preparing them not to only for the job market and universities, but above all for life and personal, professional and Social. From the image we can work on some questions:

What elements can we identify in the image? (e.g. students, teachers, school,
books, reading, materials…)

• What represents the flying students? (eg freedom, knowledge, imagination, development, power…)
• How do these elements relate to the fact that students are able to fly?

(directed discussion according to the students' referrals and reflections…)

This illustration may support an initial discussion about the importance of school in our lives, the role it plays and the possibilities it offers.

Illustration 2 – The school as a public institution, historical heritage, belonging to the community.

Illustration 3 – The school as a public good. It refers to the care we must have with the school.

Illustration 2 and 3

The two illustrations make it possible to discuss, rescue and socialize the school as a socio-historical heritage, as well as valuing the community and its relationship with the school. The activities may involve one or more subjects and other segments of the school, focusing on the appreciation of the historical constitution of the school as part of the community and the history of families. From the illustrations, the following questions can be worked:

• Where does your school's name come from?
• Is there a symbol, an anthem, a patron of the school? What would its origins be?
• When was the school created? Did we celebrate your birthday?
• Are there people who went through it and who today develop actions and public works (understand here: writers, scientists, politicians, musicians, etc.) important to our society?
• Why is the school considered a public asset?
• How should we care for our school?

These questions may unfold different activities – research, production, artistic, etc.

Possible referrals:

• Lectures and conversations at school – People identified by students, through research or other activities, may be invited to an informal conversation or lecture, depending on their role.
• School memorial/field research – A school memorial with photos, facts and historical events can be built collaboratively through research and information collected by students. Students will be able to carry out research aimed at the school community (surrounding the school), as well as visit places that are related to the school's history. This memorial can be made available digitally, thus taking advantage of the school's website.
• community participation – By rescuing the school's history, the memory of the families who passed through there is also rescued, as well as the memory of the surroundings, which constitutes the community as part of the construction of this story. Thus, the school community can be invited to tell stories, stories, life stories, in order to value the knowledge of the students' families.

Other possibilities:

1 – Propose students to interview their parents and family members. The objective is to identify whether these people know the history of the school, the important facts that happened there, or from it, the achievements, the professionals and their dependencies (this can be a good time to talk to students about who the school's professionals are – principals, teachers, etc. -, and functions they perform).

2 – Elaboration of a reinterpretation of the image, representing your school through illustration (drawing) produced using GIMP software or another image editor; or even the production of a text, newspaper, poetry or music. Schools can use their website or the NRE website to publicize their work.

Source: http://www.educadores.diaadia.pr.gov.br