curriculum pre-escolar de ingles mined

7/26/2019 Curriculum Pre-escolar de Ingles MINED

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Educaon and development curriculum

Preschool

Octubre 2013


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Carlos Mauricio Funes CartagenaPresidente de la Repblica

Salvador Snchez CernVicepresidente de la Repblica

Franzi Hasbn BarakeSecretario de Asuntos Estratgicos de la Presidencia

Ministro de Educacin ad honrem

Hctor Jess Samour CannViceministro de Educacin

Erlinda Hndal VegaViceministra de Ciencia y Tecnologa

Renzo Uriel Valencia AranaDirector Nacional de Educacin

Janet Lorena Serrano de LpezGerente de Gesn Pedaggica

Crditos

Coordinacin de Diseo y Desarrollo Curricular, primera edicin

Equipo Tcnico de Diseo Curricular (MINED)

Herbert Ovidio Aparicio CastellanosSilvia Patricia Reyes Rivas

Departamento de Currculo

Wilfredo Alexander Granados Paz

Coordinacin de Diseo Curricular yDesarrollo Curricular

Brunilda Pea de Osorio

Equipo Tcnico Autoral de Diseo Curricular (UCA)

Ana Julia VelisRolando Labrador

Diseo y diagramacin

Centro Integral de Comunicaciones y Periodismo,

CICOP, SA de CVwww.cicop.com.sv

Primera Edicin, 2013.La impresin de este documento ha sido nanciada por el Programa de Apoyo a las Comunidades Solidarias de El Salvador (PACSES), con la Unin Europea.

Edicios A, Plan Maestro, Centro de Gobierno,Alameda Juan Pablo II y Calle Guadalupe, San Salvador, El Salvador, Amrica Central.

Telfonos: +(503) 2537-4100, +(503) 2537-4327, +(503) 2537-3212

www.mined.gob.sv || [email protected]

Correccin de eslo

Pauline Marn


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Presentacin

El Ministerio de Educacin presenta, a la sociedad salvadorea, un nuevo currculo de la

primera infancia, como una expresin de la vital importancia que enen los primeros aosde vida para la formacin del ser humano.

El currculo se sustenta en los nuevos conocimientos de la neurociencia, la psicologa, la

pedagoga, la sociologa y otras ciencias cuyos hallazgos demuestran que las nias y los

nios inician el desarrollo de sus capacidades y competencias claves para integrarse al

mundo, para desarrollar a plenitud su mente y su cuerpo, desde el perodo de gestacin

y durante los primeros aos de su vida. De all que la educacin inicial es fundamental en

el desarrollo de la personalidad que incidir decisivamente en las subsiguientes fases de

infancia, adolescencia y juventud.

Tiene un enfoque de valores que se sustentan en el respeto a los derechos humanos, elcual posibilita, a los nios y a las nias, desde su temprana edad, adquirir una formacin

que les permita dar respuestas equilibradas y respetuosas a s mismos, a sus semejantes y

a su medio ambiente; adems, los capacita para enfrentar las dicultades que acompaan

los cambios impulsados por la mundializacin, las nuevas tecnologas y los fenmenos

vinculados.

Este currculo busca lograr un desarrollo integral pernente, profundo y connuo,

reconociendo que el entorno de la nia y el nio debe construirse de manera que el

mundo cognivo est en contacto con el mundo afecvo y relacional, es decir, cuando se

combinan aspectos relacionales de gran trascendencia, como su relacin con la familia,

con otros nios y nias, con las personas adultas y con la comunidad.

El currculo para la primera infancia es la respuesta a un proceso de movilizacin social,

generado a parr del desarrollo del Plan Social Educavo Vamos a la Escuela 2009-

2014, el cual plantea la necesidad impostergable de dar una respuesta integral y un

nuevo signicado al tema del desarrollo de la primera infancia en El Salvador. Este es

parte fundamental del nuevo proyecto educavo global, la Escuela Inclusiva de Tiempo

Pleno, que junto a otros programas transformarn al sistema educavo tradicional y, en el

mediano y largo plazo, impactarn todos los mbitos de nuestra sociedad: la produccin,

el conocimiento, la realizacin de la persona humana y la convivencia social armnica.


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El diseo del currculo de la primera infancia ha sido un proceso colecvo y de parcipacin

intersectorial, que tuvo como referente la Ley Nacional de Proteccin Integral para

la Niez y Adolescencia (LEPINA), la Polca Nacional de Educacin y Desarrollo de la

Primera Infancia, la Polca Nacional de Educacin Inclusiva y el Plan Social Educavo

Vamos a la Escuela. En este proceso, es importante reconocer y dar las gracias por los

signicavos aportes dados por el personal asistente tcnico pedaggico y docente, los

centros educavos pilotos, y los siguientes organismos no gubernamentales: Fondo de

las Naciones Unidas para la Infancia (UNICEF), Centro de Referencia Lanoamericano

para la Educacin Preescolar (CELEP), Save the Children, Plan Internacional, Fundacin

Privada Intervida, Visin Mundial, Ayuda en Accin, Gran Ducado de Luxemburgo, Junta

de Andaluca, Asociacin Intersectorial para el Desarrollo Econmico y el Progreso Social

(CIDEP), Fundacin de Apoyo Familiar (FUNDAFAM), instuciones de educacin superior,

centros educavos privados, Mesa Tcnica Intersectorial para la Educacin y el Desarrollo

Integral de la Primera Infancia, Red de Educacin Inicial y Parvularia de El Salvador

(REINSAL); y organismos gubernamentales, como el Ministerio de Educacin (MINED),

Ministerio de Salud (MINSAL), Instuto Salvadoreo para el Desarrollo Integral de la Niez

y Adolescencia (lSNA).

La concrecin de este proceso es la entrega de un documento curricular actualizado,

integral y fundamentado en la concepcin cienca del desarrollo del nio y de la nia

como sujetos de derecho, protagonistas y centro del modelo pedaggico de la Escuela

Inclusiva de Tiempo Pleno, que est desarrollando el Ministerio de Educacin. La puesta

en marcha del currculo exige una ecaz y fuerte coordinacin e integracin de diferentes

instancias y sectores con alcance local y nacional, fortaleciendo el papel protagnico que

el personal docente, la familia y la comunidad enen en lograr signicavos avances en la

educacin integral de la primera infancia.

El currculo orientar el desarrollo programco de la educacin inicial, desde la concepcin

a los 3 aos, y de la educacin parvularia, desde los 4 a los 6 aos y 11 meses de vida;dene los objevos que buscan ampliar las posibilidades de atencin integral y desarrollo

del rea biosicomotora, socioafecva y cogniva, a parr del desarrollo de acvidades

ldicas, en contextos clidos y garantes de derechos, en los que las nias y los nios crezcan

y se desarrollen de manera feliz y en el marco de la proteccin integral. Reconoce que es

la etapa ms signicava del ciclo vital, en que se desarrollan las ms diversas formas de:

expresin y comunicacin, el pensamiento, la imaginacin creadora, el razonamiento, la

formacin moral y los valores cos, las normas de convivencia, el amor hacia el medio

ambiente, la idendad y autonoma, el disfrute hacia todas las manifestaciones culturales

y, fundamentalmente, se sientan las bases de la personalidad, para la construccin de un

nueva ciudadana social en paz y con juscia social.


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El currculo se implementar a travs de dos vas: una instucional y otra familiar

comunitaria, para lo cual el MINED debe atender a los principales actores de este proceso:

las nias y los nios, las personas adultas signicavas, madres, padres de familia y

otros encargados, y al personal direcvo, docente y asistente educavo de los centros

escolares.

Por primera vez en la historia educava del pas, el Ministerio de Educacin, orientado

por el programa de gobierno de la Repblica, instucionaliza la Educacin Inicial y la

asume como Estado; a la vez, fortalece el enfoque de derechos y desarrollo integral de

la Educacin Parvularia, tal como se hace en la Educacin Bsica, Media o Superior en

nuestra organizacin educacional.

En ese marco, es relevante destacar el reconocimiento a docentes de educacin parvularia

y a diversos agentes comunitarios que, da a da, con dedicacin, esmero y amor, aenden

a los ms pequeos del sistema educavo y cuya noble labor es de alta signicacin social

por el impacto benecioso en la formacin de nias y nios, que se converrn muy

pronto en ciudadanos y ciudadanas con mejores condiciones para gesonar su vida social

y el desarrollo del pas.

Asumamos este nuevo reto del Plan Social Educavo Vamos a la Escuela 2009-2014,

implementando el currculo con la movacin, la creavidad y el entusiasmo que caracteriza

al personal educavo de este nivel -cuyos esfuerzos contribuyen a la construccin de un

nuevo pas-, y enriquecindolo con sus propios saberes y experiencias.


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INDEx

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL . . . 9

General Introducon to the Curriculum . . . . . . . . . . . . . . . . . . . . .11

General Guidelines for Preschool Educaon. . . . . . . . . . . . . . . . . .13a. Guidelines for English Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

b. Suggesons for Diverse Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

c. Methodological Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

d. Learning Assessment Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

e. Sequence of Objecves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 4 . . 191. Introducon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

2. Objecves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

3. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

4. Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Integrated Methodological Suggesons. Learning and Development Situaons. . . . . . . . . .26

Who I am, I am like this, I am... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Once upon a me... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Discover, feel, learn and have fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33


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EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 5 . . . . . 351. Introducon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

2. Objecves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

3. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384. Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Integrated Methodological Suggesons. Learning and Development Situaons. . . . . . . . 43


Once upon a me... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Discover, feel, learn and have fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 6. . . . . 531. Introducon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

2. Objecves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

3. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

4. Achievement Indicators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Integrated Methodological Suggesons. Learning and Development Situaons. . . . . . . . . . 62


Once upon a me... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Discover, feel, learn and have fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Traveling around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71


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Educaon and developmentcurriculum

English Curriculum Preschool


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GENERAL INTRODUCTION TO THE

CURRICULUM

1 Marnez Mendoza, Franklin. Primera infancia, bilingismo y educacin infantl. Editorial Trillas, Madrid,

2010.

Recent studies indicate that the best me for a child to learn a foreign language is inthe rst three or four years of life1. Children at this age actually have a strong potenal

to acquire almost an innite number of new informaon, including foreign language.

Children who learn a foreign language at a very early age, have a more acve brain

sphere and later have fewer dicules in school subjects other than English.

The way babies and small children learn to talk proves that they are natural learners,

so preschool years are vital for language learning. Parcularly in the rst three to

four years of life, the foundaons for thinking, language, vision, atudes, aptudes,

and other characteriscs are laid down. Consequently, it would be a waste not to use

a childs natural ability to learn during his or her most vital years, when learning aforeign language is as easy as learning the rst.

Through play and exploraon, children can learn a language quickly and easily. It is

in preschool when teachers can maximize a childs willingness and ability to learn by

using sensory smulaon and play combined with language learning. Small children

can learn by listening, seeing, imitang, and praccing, when they are introduced to

rhymes, songs, games, and counng in a foreign language. In this way, learning is

easier if it is done through acve and fun methodologies, using all of the senses.

These are all important reasons for exposing children to early foreign language learningwith an appropriate methodology for their age.

This curriculum suggests topics and acvies for four, ve, and six year-olds in

preschool that can be integrated with the Salvadoran curriculum taught in the Spanish

language.

EnglishC

urriculum

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a. Guidelines for English Teachers

The role of English teachers is to mediate between language knowledge

and childrens learning process in order to acquire communicaon

skills. In this sense, the teacher becomes a companion, a mediator and

a movator of the process who, along with the children, is looking for

areas of interest in which dialogue, exploraon, and discovery may

oer children opportunies to pracce and produce language.

To achieve this, teachers will nd it useful to consider the following

guidelines:

Start by learning about the situaon of children, families and their

community, who should also parcipate in planning the educaonalprocess and other acvies to promote the development of boys

and girls.

Plan ahead: The acvies to be developed for the children should

take into account the developmental characteriscs, the childrens

environment and the families involvement.

Provide boys and girls with constant feedback about the visual

and auditory materials used.

Use childrens basic needs from her/his daily rounes to

contextualize the English language.Support boys and girls in remembering signicant experiences

and movate children to express them in English as much as they

are able to do so.

Monitor constantly childrens language producon with clear,

precise and natural modeling.

Do advanced preparaon of the environment and materials to be

used in the English class, so the process may proceed with higher

quality.

b. Suggesons for Diverse Learners

Curricular Adaptaons

Curricular adaptaons and the use of inclusive strategies are a

response to diversity among learners. These strategies involve

adjustments or modicaons made in the curriculum in order to meet

the individual learning characteriscs. In this case, the adaptaons

are aimed at:

School-Wide Curricular Adaptaon: These are adaptaons

implemented on the school-wide level to meet special needs.

Generally, these take into account needs for mobility and special

aenon, or in the common spaces like playground, cafeteria,etc. Something that the teacher can do is to label in English the

common spaces, like hallways and oces, in order for children to

visually recognize the vocabulary in English in the space where

they move.

Classroom Curricular Adaptaons: Adjustments have to do with

the planning done by the teachers according to specic needs;

for example, changes in group acvies where the teacher uses

dierent sensory expressions like singing, use of dierent materials

to sense texture and develop the capacity to discriminate odors,

sound smulaon, use of ash cards, etc.

Adaptaons in Communicaon: Use of specic teaching and

learning materials, technical and technological aids, computers,

sign language, etc., when there are communicaon barriers.

Non- Signicant Adaptaons: This refers to the use of instruconal

strategies or minor changes in the curriculum on a classroom

level, in order to take into account learners needs. Evaluaons

should be creave, focused on process more than products and

the original level of childrens abilies.

GENERAL GUIDELINES FOR PRESCHOOL EDUCATION

EnglishC

urriculum

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Signicant Adaptaons: Imply deep changes in objecves,

specic contents and the evaluaon process in order to account

for learning dicules.

c. Methodological Guidelines

The early childhood curriculum is developed with exibility and

relevance taking into consideraon childrens reality, needs,

movaons and interests.

This document presents some methodological guidelines for

each program and ideas or suggesons that teachers may use in

the evaluaon of their curriculum proposal for his/her individual

classroom situaon.

As the curriculum considers the childrens human rights approach,

the development perspecves and how they perceive reality in

a comprehensive manner, there has been an eort to present

suggesons on four cross-cung topics. These help to distribute

themes and strategies in four sequenal me periods, to organize

the methodological sequence of learning situaons and facilitate the

development and evaluaon of the progress of children.

These integrated methodological suggesons, or situaons of learning

and development, meet the objecves and indicators of success of

each program.

By the end of the year, the methodological sequence of planned

learning and development situaons will have worked out the process

to achieve all objecves based on comprehensive development and

will assess whether or not the performance indicators proposed for

the program have been achieved.

The cross-cung themes suggested for Early Childhood Educaon

are:

Who I am, I am like this, I am (body and movement, identy and1.

autonomy, emoons and feelings, values and social interacons,

etc.).

Once upon a me... (The family, members, roles, home,2.

relaonships, etc).

Discover, feel, learn and have fun (at school or community circle).3.Travel around the world (community, country and universe).4.

Each theme may work with dierent integrang methodological

suggesons. The quanty of acvies will depend on the planning

me by the teaching team at each level.

The me assigned to each cross-cung theme also depends on the

planning, and the age of the group, the context and the characteriscs

and interests of girls and boys.

d. Learning Assessment Guidelines

The evaluaon process can be summarized and organized by

answering the following quesons: Why should we evaluate? What to

evaluate, how to evaluate and through what means? Who evaluates?

When to evaluate?

Why should we evaluate?

To understand and assess childrens level of development and

learning, as well as the support and adaptaon required to

strengthen the progress and to overcome dicules.

To idenfy strengths and weaknesses of teaching performance

and ensure the necessary adjustments are made, according to the

integral development of children.

What to evaluate?

Progress and dicules in boys and girls development as

expressed in the objecves and performance indicators.

English

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urriculum

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Teachers performance and the parcipaon, communicaon and

relaonship with the families and communies.

How to evaluate and through what means?

Through connuous observaon and mely recording of

observaons.

Talking and listening connuously to children, considering the level

of developed communicaon skills.

The organizaon of integrated acvies that allows the assessment

of achievement indicators.

Who parcipates in the evaluaon process and how?

In addion to the teacher and support sta (if any), it is important to

involve:

Children, because this promotes their development and

comprehensive learning. The childrens parcipaon, however,depends on the success of communicaon skills to express what they

feel and think. It is important to ensure the parcipaon of every

child.

The family, so that they provide informaon about development

factors observed in the child.

When should teachers evaluate?

At the beginning of the educaonal process.

During and at the end of the adaptaon period.

The me of arrival and departure from class.

At the end of each period, the teacher should prepare a documentthat integrates all the informaon recorded on each child to assess

developmental achievements.

Assessment techniques and instruments

Checklist: An instrument of observaon with a scale which indicates

those performance indicators that are used to evaluate each boy and

girl, with two opons indicang whether the child achieves or does

not achieve something.

Interview: It may be structured, and have quesons that will be asked

to the parents or the person responsible for the child, in terms of theachievements made by the child that have been observed at home.

During this process the responsibility for strategies in educaon can

be shared with family or the person responsible for the child.

English

Curriculum

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Preschool 4

Teachers and families will support

children to be able to:

Idenfy the parts of the body and

their parcular movements and

expressions through the development

of the gross and ne motor skills in

physical and playful acvies.

Make boys and girls aware of their

own body in space, in me and in its

relaon with the environment.

Use their senses of sight, hearing,

touch, smell and taste to explore theirenvironment, using vocabulary related

with the senses.

Experience body awareness, strength

and coordinaon through motor

acvies.

Respond to a variety of musical

rhythms through body movement.

Explore nature by observing,

discovering and experimenng

elements, such as plants, seasons,

the weather, the moon, the sun,

stars and animals and to be able to

establish relaonships between the

environment and its conservaon.

Preschool 5



Experiment with their bodies, sensory

and movement possibilies in

dierent mes and spaces.

Express their own feelings, needs

and emoons, and respect those of

others.

Express opinions, feelings and

emoons about facts and events of

nature, and the socio-cultural and

Salvadoran identy.

Explore the environment and natural

phenomena through observaon,

discovery and experimentaon.

Develop literacy skills expressing

thoughts, emoons and feelings

though play.

Pronounce correctly words in English

modeled by the teacher.

Discover characteriscs and

relaonships between objects and

situaons in the context of meaningful

experiences that contribute to the

development of logical thinking and

mathemacal expression.

Preschool 6



Experience body precision and

coordinaon in physical, arsc and

playful acvies.

Develop visual-motor and eye-hand

coordinaon in expression acvies.

Demonstrate healthy self-esteem,

autonomy and identy development

in individual and collecve acvies.

Demonstrate responsible, creave

and condent autonomy in dierent

school situaons.

Demonstrate awareness of gender

equity and respect for diversity

in their relaonship with boys,

girls and adults through atudes

of cooperaon, tolerance and

acceptance.

Pr acce habits related to healthy

eang, personal hygiene, order, rest,and recreaon.

Express opinions, feelings and

emoon about facts and events of

the socio-cultural aspect and the

Salvadoran identy, through dierent

forms of language, taking into

account respect for diversity.

e. Sequence of Objecves

English

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Preschool 4

Listen to and say numbers in

meaningful contexts.

Relate quanes of concrete objects

and acons to numbers.Develop hand-eye coordinaon in the

accomplishment of daily acvies.

Perform daily life acvies

independently and self-condently.

Express feelings, needs, and emoons

and respect those of others.

Pracce habits related with healthy

eang, hygiene, order, rest, recreaon

and health.

Interact with peers, praccing social

harmony norms.

Pracce trac rules and road safety

through play acvies.

Preschool 5



Recognize vowel and consonant

sounds in the foreign language.Learn to work neatly tracing and

wring leers correctly in the foreign

language.

Recognize basic colors and shapes in

the foreign language.

Trace and write numbers from 1 to 10

in the foreign language.

Preschool 6

Establish cause and eect

relaonships in natural phenomena

through experimenng.

Interact with the social and culturalenvironment, praccing values and

social harmony norms.

Develop competencies for

interpreng images, codes, and

symbols through dierent language

forms.

Determine qualies, variaons and

relaonships between objects and

sets.

Compare, order, count and arrange

serially by size, color, and shape,

objects in meaningful experiences

which develop thought and logical-

mathemacal expressions.



English

Curriculum

17


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Educaon anddevelopment curriculum

Preschool 4


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InicialI

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EDUCATION AND DEVELOPMENT CURRICULUMPRESCHOOL 4

1. Introducon

This preschool curriculum for four-year olds introduces and describes

a set of fundamental guidelines that guarantee the right to high-quality

educaon that will enable children to achieve bio-psychomotor,

cognive, social-aecve, and emoonal development through their

everyday acvies in the classroom. Family and community support

is also necessary to achieve these goals.

Thus, teachers and families awareness about child growth

and development will provide the rst tools to be able to selectappropriate teaching material and to interact with children in ways

that will enhance their learning through playing. Strategies aimed

at promong educaon in which childrens rights, gender equity,

diverse learning, inclusiveness and peace culture should be taken into

account by the educaonal community upon organizing acvies.

Other aspects that these guidelines emphasize are organizaon of

space, appropriate use of resources, relevant curricular adaptaons

and situaons through an integrated approach using all childrens

experiences, so that the process is unied and allows for innovave

acons. Workshops, corners, fun projects, open classrooms, among

others are some of the acvies that should be planned through

integrated exercises. However, these guidelines are exible enough

for educators to modify them according to the needs that dierent

environments demand.

The program is designed for areas of experience and development:

Personal and social development

Expression, communicaon and representaon

Relaonship with the environment

2. ObjecvesTeachers and families will support children to be able to:

Idenfy the parts of the body and their parcular movements and

expressions through the development of the gross and ne motor

skills in physical and playful acvies.

Make boys and girls aware of their own body in space, in me and

in its relaon with the environment.

Use their senses of sight, hearing, touch, smell and taste to explore

their environment, using vocabulary related with the senses.

Experience body awareness, strength and coordinaon through

motor acvies.

Respond to a variety of musical rhythms through body

movement.


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Explore nature by observing, discovering and experimenng

elements, such as plants, seasons, the weather, the moon, the

sun, stars and animals and to be able to establish relaonships

between the environment and its conservaon.

Listen to and say numbers in meaningful contexts.

Relate quanes of concrete objects and acons to numbers.

Develop hand-eye coordinaon in the accomplishment of daily

acvies.

Perform daily life acvies independently and self-condently.

Express feelings, needs, and emoons and respect those of

others.

Pracce habits related with healthy eang, hygiene, order, rest,

recreaon and health.

Interact with peers, praccing social harmony norms.

Pracce trac rules and road safety through play acvies.

3. Contents

Personal social development

a. The body and its movement

Discovering our body

Recognion of the parts of the body, real and in drawings.

Playing with the body in moon

Experimenng with movement of the body in space: up-down,

in-out.

Coordinaon, balance, and body control with games and

movements, such as walking, running, jumping.

Body care and personal safety

Progressive development of habits and atudes toward personal

safety:

Pracce of security drills in handling objects and toys; pracce

earthquake, ood and re drills.

Hygienic pracces like handwashing, cleanliness in personal care.

b. Building identy and personal autonomy

Building identy

Sharing personal and family history: birthdays, family members,

favorite food, pets and toys.

Idencaon of the family, its members and some of the roles.

Idenfy his or her full name.

Expressing feelings and emoons

Expression of feelings, moods and emoons, like love, being

happy or sad.

Idencaon, expression and regulaon of emoons, feelings

and moods.

c. Social relaonships and valuesShowing of aecon and trust to relaves, classmates, teachers

and other adults.

Praccing values in games and acvies of daily living such as:

love, peace, solidarity, collaboraon, and respect for individual

dierences.


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Expression, communicaon and

representaon

a. Expression and communicaon

Listening and speakingUnderstanding and listening to stories, tales and narraons to

increase vocabulary.

Praccing intonaon, gestures and facial expressions during

speech.

Pronouncing words with appropriate suprasegmental features.

Expanding the vocabulary by idenfying and using new words and

songs.

Interpreng image sequences using a logical and chronological

order.

Approach the world of reading and wring as media

Pronouncing new words in games, by idenfying images and

sounds.

Enjoying books, stories, poems in English.

Enjoyment of the rhythm, rhyme and beauty that words occur in

simple poems.

b. Express and communicate with body language

Idencaon of dierent parts of the body through playful games

and songs.

Experimenng with gestures, movements and sounds as personal

resources to express their own feelings and emoons with

communicave intenon.

Exercising spaal orientaon games with body movements:

up-down, front-back, inside-out, near-far, above-beneath , on,

between, beside.

c. Express and communicate with art

Exploring the characteriscs of objects from sensory smuli:shapes, sizes and colors.

Conducng games through gross and ne motor in shapes like

circles, squares, and triangles.

Experimenng with primary and secondary colors: red, yellow

and blue as primary colors and green, black and white.

Exploraon and representaon of experiences, needs, emoons,

and objects through: stamping with ngers and objects, drawing,

painng, modeling, collage, murals.

d. Express and communicate with the musical

language

Imitaon and reproducon of sounds, rhythms and simple

melodies associated with animals and emoons.

Pronouncing with appropriate intonaon in the performance

of simple songs, individually or collecvely on his or her own

iniave, following the rhythm with percussion instruments,

dance or movement.

Intonaon and interpretaon of simple songs in rhythm withpercussion instruments.

e. Express and communicate with visual language and

technology

Enjoying and learning with media and technology: audiovisual

programs and games that promote development in the English

language during class.


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a. Interacng with the natural world

Discovering the human body

Idenfying external parts of the body.

Movements of the body in his/her surroundings.

Exploring the animal world

Exploring the animal world: Learning about the characteriscs of

pets, wild and sea animals.

Becoming aware of the most representave animals in their

environment using stories.

Exploring the world of plants

Discovering plants: parts, kinds, shapes, size and color such as

trees, owers and fruits.

Exploring the inanimate world

Experimenng changes in the weather: cloudy, rainy, sunny day.

Exploring the universe:

Learning about the sun, the moon and the stars.

Exploring the planet Earth, ulity heat and sunlight to everydaylife.

Temporary locaon: Day - night.

Understanding natural phenomena:

Becoming aware of the weather and the seasons: summer,

winter.

Exploring the environment and natural phenomena through

observaon, exploraon and experimentaon.

b. Interacng with the social world

Living together as a family

Idenfying family members by their names and types of

relaonship.

Idenfying the parts of the house: bedroom, living room, kitchen,

and bathroom.

Exploring the school

Exploring the school and its areas and funcons: playground,

classroom, principals oce, etc.

Recognizing and respecng school sta: teacher, principal, and

administrave sta, classmates, etc.

Being part of a community

Asking about the community: community helpers, recreaonal

spaces, types of housing, vehicle, etc.

Recognizing transportaon signs and trac signals.

Foods: Fruits and vegetables.

Knowing our country

Learning about naonal emblems that idenfy us: the ag, the

naonal anthem and the seal.

c. Exploring the world of logical math relaonships andexpressions

Exploring the world of objects and collecons

Recognizing and experimenng with primary and secondary

colors.

Recognizing the circle, triangle and square.


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Exploring the world of numerical expressions

Introducing the concept of quanty. Quanfying expressions.

Basic quaners: same/dierent.

Construcon of numbers:

The concept of numbers: 1 to 5 and their graphical

representaon.

Counng numbers from 1 to 5.

4. Achievement Indicators

Says his/her full name.

Points to ve body parts.

Understands that he/she is dierent from others.

Idenes himself/herself as a boy or girl.

Cuts and pastes simple gures.

Walks straight ahead keeping the balance.

Runs around obstacles in one direcon.

Idenes family members and their roles.

Tells stories about family acvies.

Expresses aecon and trust to classmates and school

personnel.

Pracces values in games and acvies.

Washes hands and pracces personal hygiene.

Copies accurately simple shapes like circles, triangles and

squares.

Draws up to ve human body parts including: head, trunk, arms

and legs.

Idenes, counts and understands numbers up to ve.

Classies geometric shapes by size and primary colors: circle,

triangle, square, big, lile, red, blue and yellow.

Uses gestures and movements with the purpose of

communicaon.

Makes up a story in a logical sequence.

Pracces equee: apologizes on own iniave, asks for

permission, greets, thanks, and uses the word please.

Expresses emoons, feelings and moods.

Imitates animals and elements of nature.

Uses body movements of up-down, front-back, inside-out, near-

far, above- beneath, on, between and beside.

Follows the rhythm of music: fast-slow.

Says the day of the week in their acvies.

Recognizes day and night.

Idenes and perform acons like jump, run, and walk.

Idenes some animals in their environment.

Recognizes the Naonal Tree, Naonal Flower and Naonal Coatof Arms.

Idenes the sun, moon and stars.

Knows posions, like up/down, in/out.

Classies geometric gures by characteriscs, shape, size and/or color.

Interacts with other children and signicant adults.

Idenes the dierent areas of the school, its funcons and use

with respect.


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INTEGRATED METHODOLOGICAL SUGGESTIONSLEARNING AND DEVELOPMENT SITUATIONS

Some dierent globalized methodological proposals for learning and development situaons are included

in this secon; they are distributed in four cross-cung, integrang topics. This sequence may be carried

out with the curriculum for four years; however, this is not the only sequence that can be suggested.

Each teacher adapts the curriculum to the context, the needs and interests of children; teachers can

create other sequences and modify or recreate the strategies and resources proposed.

Each area of experience and development has been assigned an idenfying symbol.




Taking into account the developmental characteriscs of boys and girls, and the objecves, contents and

achievement indicators suggested in this curriculum for this age, the following are proposals for learning

and development situaons, distributed in four integrang themes.

Who I am, I am like this, I am...

Once upon a me

Discover, feel, learn and have fun.

Traveling around the world.

Integrang theme


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There are many acvies in which the teacher canwork the body schema, but a puppet is suggested

here to represent the human body. (This could be

made of cardboard, foam board, or other material).

Each part of the puppets body should move, and

children should have the freedom to play with the

main body parts (head, trunk, arms, legs), and

then the teacher could invite students to move the

puppets body parts freely.

The teacher can introduce a conversaon to the

children and tell them that they have a special

visit from Bob, the puppet dancer. Bobs visit

to school is to tell them that he has a body so

perfect that he can move as he wants. And that

he will be with them at school all week.

During this week, Bob can play with children,

inving them to discover their moving body

parts: head, trunk, arms, legs and exploring

each part together.

Bob or teacher could teach them a song likeHead, shoulders, knees and toes, knees and

toes, knees and feet, head, shoulders, knees

and feet and hands that move well, yes, yes.

The puppet or the teacher can do it by moving

each part of the body as it is menoned in the

song. Aer the song, children could be invited

to look for objects in the classroom that indicate

some aributes of color, shape, size, etc., aer

that they will give the object to the teacher orput them in a special place. Then the teacher

can invite them to reect: through a queson

like what did you move? What part of the

body was used to take the object? How did

you know which was that part? Etc.

Teachers can invite children to form groups and

give them the next project (paper or cardboard).

Children in the group have to agree and decide

which member of the group they will draw with

all parts of the body that they already know.Then they will divide responsibilies for drawing

with crayon, they outline the human gure of

the child lying on the oor and the body parts

in full detail on the drawing. When they nish,

the teacher may put the newsprint on the wall

with the human gures drawn to observe and

talk about the dierent characteriscs which

are reected in each gure. Also they may see

and appreciate the dierences in the bodies of

boys and girls.By the end of the week, Bob could invite children

to make their own puppet; the teacher could

provide a picture of a person (divided into parts)

so that they can color. When nished, they could

take it home so with the help of their families

they can build their own puppet by joining the

pieces with materials that allow mobility (yarn,

paper fasteners, etc.).

A surprise

Specic objecves: Teachers and

families will support children to be

able to:

Recognize and say the names of

body parts.

Experiment with his or her body and

its ability for sensory movement.

Resources

Puppet, newsprint, cardboard, kra

paper, crayons, markers, pencils,

pictures with a drawing of a human

body, thumb tacks, song.

Space

It can be done inside or outside the

classroom.

Time

20 minutes per day, three mes a

week.

Integrang theme



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Achievement Indicators

Points to ve body parts.

Understands that he/she is dierent from others.

Draws up to ve human body parts including: head, trunk, arms and legs. Follows the rhythm of music: fast-slow.

Idenes and performs acons like jump, run, and walk.

Contents

Recognion of the parts of the body,

real and in drawings.

Idencaon of dierent parts of the body through playful games and songs.

Movements of the body in his/her

surroundings.

Integrang theme


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Integrang theme

The idea for this topic is based on meaningfulexperiences for children. The teacher may sit in a

circle, either in the classroom or elsewhere in an

appropriate place for this acvity. Teachers can start

a conversaon by asking what a family is. Where do

families live? , Whom do you live with? , Are all the

families the same? How do you feel in your family?

Teachers should include generang and dialogue

quesons. Aer this brainstorming of ideas, inquire

about what they would like to invesgate or do in

relaon to the family. Depending on the objecvesthat are to be met and the interest of the teacher,

the project There was a Special Family will be

organized.

Preparaon: Children and teacher together plan

the structure, acvies and all the other elements

of the project, then the acvies will be prepared

with the required resources. Remember to keep it

simple and adequate for the childrens ages.

For example, make dierent kinds of puzzles incardboard or paperboard with dierent shapes (a

circle, square and or triangular form), each with a

picture of the dierent types of families, then color

them, paint them or decorate them with creavity.

Then, carefully cut between 12 and 20 pieces and,

when nished, store them in a bag or box.

Also, teachers can make compilaons of shortstories, poems, songs and pictures about family,

and home before the end of the day.

I have a family: The family can provide a family

photograph or the teacher may propose to the

children to make a drawing of their family in

rectangular paper the size of a photo, then they can

glue it in a frame for a mural. This can be decorated

creavely applying dierent techniques and using

ne motor skills, with red, yellow, and blue nger

paint. In this way, they get to know the dierent

families that make up the group class. Besides, boys

and girls can idenfy who has the tallest member

and the smallest, the oldest and the youngest,

etc. It should be emphasized that everyone is just

as important as the others, although they have

dierent physical characteriscs.

Guess what a family is:What if we play a guessing

game? The teacher can ask the queson and tell

children to sit in a circle and listen carefully. It issuggested to read stories of each dierent family

and their members. The teacher can movate

them to tell, how many members there are in their

families, etc.

Once upon a me there was a special family

Once upon a time

Specic objecves:Teachers and


able to:

Idenfy and say the names of family

members and other relaves.

Interact with the social and cultural

values and norms.

Enjoy arts and cultural experiences

through verbal languages.

Appreciate the beauty reected in

their creaons.

Resources

Materials or recycled paper.Paper, crayons, paint, use primary

colors, glue, scissors, etc.

Modeling clay, play dough.

Recorder and music. Poems.

Space

Classroom, mulpurpose room.

Time

The project could last a month.


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Families are dierent: Children can start singing

songs about the family (which relate to various

types of family). It is also suggested to invite the boys

and girls to put together puzzles or other materials

relang to this topic which were elaborated at the

beginning of the project. Again, boys and girls should

be able to idenfy the similaries and dierencesbetween families. This project can make children

idenfy the geometric shape of each puzzle. It is

also suggested the teachers generate dialogues

about the importance of loving and valuing their

own family, at the same me that they value and

have respect for others even if they are dierent.

Expressing with love: A poem can be a way to

movate the issue collecvely for the family ,

for example : close, ... is my house ... waing ...someone is with my food ... , nice and warm is my

family at home . Then ask who is waing with

your meal? The father, mother, brother or sister...?

Be aware of stereotypes and gender roles. A song

concerning family greatly smulates children.

Creave hands: Through a cra represenng

the curriculum contents related to the family, for

example, teachers and children can make a house

with paper using a triangular shaped paper (roof),

and a square paper (walls). Invite boys and girls todecorate using ne motor skills such as stamping,

tearing paper, rolling, etc. Or teachers may propose

to draw small red lines for the roof and large blue

lines for walls and then paste small circles for the

faces of the family members with whom they live.

There once was a special family: The exhibion

of the work done will be shared with families in

an open house. Subsequently, it is proposed to

connue with songs for the inial presentaon

and end with the delivery of cra material that the

teacher thinks are appropriate. This is a fantasc

opportunity to observe and demonstrate aecon

and trust with family, peers and teachers.

Contents

Sharing personal and family history:

birthdays, family members, favorite

foods, pets and toys.

Idencaon of the family, its

members and some of the roles.

Enjoyment of the rhythm, rhyme

and beauty that words occur in

simple poems.

Exploraon and representaon

of experiences, needs, emoons,

and objects through: stamping

with ngers and objects, drawing,

painng, modeling, collage, murals.

Intonaon and interpretaon

of simple songs in rhythm with

percussion instruments.

Recognizing and experimenng with

primary and secondary colors.

Counng numbers from 1 to 5.


Idenes family members and their roles.Tells stories about family acvies.

Draws up to to ve human body parts including: head, trunk, arms and legs.

Uses gestures and movements with the purpose of communicaon.


Idenes, counts and understands to number ve.

Classies geometric gures by characteriscs, shape, size and/or color.

Integrang theme:


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Fantasc Tour

The teacher invites and encourages children to

take a great ride that will take them through theschool. While doing this trip, they will be doing

stops (principals oce, the courtyard, cafeteria,

recreaon areas or other places according to each

school) and while making the trip, in every staon

they can pracce greeng the people they meet.

Children can sing the good morning songs, facial

expressions to greet, depending on each staon.

Bathroom Staon: Boys and girls should talk

about how they look, and acvies that mustbe done in this place, such as to wash hands

thoroughly with soap. The teacher may take the

opportunity to talk about how important it is to

pracce hygienic habits to prevent diseases. This

experience should also lead teachers to make

children aware about the importance of water

and the preservaon of natural resources. Of

course proper use of the bathroom should be

reinforced.

Library Staon: Teachers should invite boys andgirls to observe and describe the place, talk about

what they see and their impressions. Observe

their reacon accordingly and guide the proper

handling of books. Then, boys and girls should be

introduced to the person in charge of the library

(if this resource is available). Teachers can allow

some free me (as appropriate), so children may

check out books.

Play Area Staon: Children should be invited to

explore freely without guidance, observe them

and then invite them to discuss quesons such

as how they felt playing. What happened? Then

encourage them to express what happened while

playing.

Kitchen Staon: Teachers are encouraged tostart a conversaon about what they like to eat,

what they cook at home, who cooks at home,

what measures must be taken in the kitchen to

avoid accidents. Children may be invited to sing

the song The cup .

Courtyard Staon: Dierent games can be played

there, for example, it may happen that someone

says running! And all run, other says jump!

It is suggested to connue this fantasc ride to otherstaons, that they may have, such as the infant

room, music room, computer center, art room,

among others.

Integrang theme:

Discover, feel, learn and have fun

Specic objecves: Teachers and

families will support children to beable to:

Interact with the social and cultural

environment, respecng and

building standards of courtesy and

social interacon while playing in

everyday life.

Experience habits related to hygiene

and order with the support and

responsibility of the family and

community.

Resources

The resources to be used can be

classied according to the staons

visited.

Storybooks for the library, paper,

and crayons.

Balls and games for the playground.

Space

The whole school.

Time

It can be done with an average of

20 minutes per day, three mesa week, or according to the class

schedule.


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Contents

Showing of aecon and trust to relaves, classmates, teachers and other adults.

Hygienic pracces like handwashing, cleanliness in personal care.

Praccing values in games and acvies of daily living such as: love, peace, solidarity, collaboraon, and respect for individual

dierences.

Exercising spaal orientaon games with body movements: up-down, front-back, inside-out, near-far, above- beneath, on, between,

beside.

Exploring the school and its areas and funcons: playground, classroom, principals oce, etc.


Expresses aecon and trust to

classmates and school personnel.

Pracces values in games and

acvies.

Washes hands and pracces personalhygiene.

Uses body movements of up-down,

front-back, inside-out, near-far, above-

beneath, on, between and beside.

Idenes the dierent areas of the

school, its funcons and use with

respect.

Integrang theme


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Integrang theme

Traveling around the world

Were explorers

Taking advantage of spaces other than the

classroom, like the pao, hallways or the courtyard,

teachers can do the games suggested below.

Boys and girls can gather in a circle outside the

classroom, they will be movated to play the role of

explorers that need to go to discover new things.

The story: Tell a story that talks about a fantasc

and a magical forest, for example: The forest is

called Morning sun because when the sun

shines every living thing around sings withjoy, like the plants and animals that live there.

When the moon rises, and the night falls, it is

at this me that all forest dwellers gather to

eat together and relax to start again the next

day. Among the suggested quesons to ask are:

what do they do during the morning?, in the

aernoon? at night? Then start to sing Sun lile

sun... or some other song that has relevance to

the day and night.

Get Moving!: While on the tour, childrenare told that in situaons like in the forest

somemes they move with very strong steps

and these movements are called earthquakes.

Children should play with their body movement

like earthquakes and also how to act in case of

a real one happens. Teachers need to be very

cauous and prevent as much as possible that

children get harmed. Songs or simple rhythms

should be used to make this situaon a fun

experience, for example:

-1... 2... 3.... (Clap) When you feel the earth move

(make the move with the body) Hands body and

walk slowly.

-1 ... 2 ... 3 ... (Clap) When you feel the earth move

(make the move with the body) No shoung is beer

(makes sound of silence) and it is a snail.

-1 ... 2 ... 3 ...(Clap) While saying when you feel the

earth move (make the move with the body) then look

up, look down, to one side to the other, and seek for

help. (Do all the movements).

Making gestures: Teachers should ask what kind

of emoons they feel when the earth moves and

exemplied by gestures: fear, sadness, crying,

anger and worry, among others, but also remind

them that there will always be people who

will help us when this happens. Helping gives

emoons and moods such as joy, condence,

and peace (make all the gestures). Later in the

class the teacher may represent faces withmoods on the board or newsprint sheets, with

the colors that suggest those emoons.

The magnifying glass: Upon connuing with the

tour, teachers should take the magnifying glass

to observe the plants and animals that live in the

forest. You can use ashcards of animals during

the tour. Children are asked to mimic the body

of the animals they have seen. For example

Specic objecves:Teachers and

families will support children to beable to:

Idenfy and express feelings, needs

and emoons.

Explore the environment and natural

phenomena through observaon,

exploraon and experimentaon.

Resources

Paper.

Magnifying glass.

Space

The school.

Time

It can be done with an average of

20 minutes per day, three mes

a week, or according to the class

schedule.


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Contents

Praccing values in games and

acvies of daily living such

as: love, peace, solidarity,

collaboraon, and respect for

individual dierences.

Idencaon, expression and

regulaon of emoons, feelings

and moods.

Imitaon and reproducon of

sounds, rhythms and simple

melodies associated with animals

and emoons.

Exploring the animal world:

Learning about the characteriscsof pets, wild and sea animals.

Discovering plants, parts, kinds,

shapes, size and color such as

trees, owers and fruits.

Learning about the sun, the moon

and the stars.

Exploring the planet Earth, ulity

heat and sunlight in everyday life.

Temporary locaon: day - night.

bueries, chickens, worms, cows, rabbits,

frogs, sh, ants, bees, among others. The class

can walk with varied rhythms to imitate animals;

for example, long, slow steps like cows, or fast

as rabbits, birds or sh, or crawling like snakes,

etc. Similarly, boys and girls are invited to talk

about the animals in the community and pets in

their homes if they have any. They should talk

about how these animals are, how and where

they live, what they eat, their life cycle, their

usefulness, etc.

Aer the tour, they can prepare a skit for families

of what was being found in exploring the fantascwoods.


Walks straight ahead, keeping the balance.

Runs around obstacles in one direcon.

Expresses emoons, feelings and moods.

Idenes, counts and understands up to ve.

Imitates animals and elements of nature.


Recognizes day and night.

Idenes the sun, moon and stars.


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Educaon anddevelopment curriculum


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EDUCATION AND DEVELOPMENT CURRICULUMPRESCHOOL 5

1. Introducon

The early childhood educaon curriculum for ve year olds providesessenal guidelines that guarantee the right to a high quality

educaon, that enable children to achieve maximum bio psychomotor,

cognive, social and emoonal development through their everyday

acvies in the classroom. Family and community support is also

necessary to achieve these goals.

Thus, boys and girls at this age should have the right to educaon

in accordance with their maturity level, growth and development

which enable them to discover the wonderful world of reading and

wring, numerical construcon, environmental exploraon andexperimentaon, and their personal, social, and ecological history.

Learning should be a joyful experience that helps boys and girls

to discover their potenal through contact with everyday life and

should also contribute to their equitable and integral development.

Therefore, strategies aimed at promong educaon in which childrens

rights, gender equity, diverse needs, inclusiveness and peace culture

should be taken into account by the educaonal community upon

organizing acvies.

As with four-year olds, this curriculum oers these guidelines which

emphasize organizaon of spaces, appropriate use of resources,

relevant curricular adaptaons and situaons through an integrated

approach that takes into account all childrens experiences, so that

the process is unied and allows for innovave acons. Workshops,

learning corners, fun projects, open classrooms, among others are

some of the acvies that should be planned through integrang

exercises. However, these guidelines are exible enough for educators

to modify them according to the needs that dierent contexts

demand.

The program is designed for areas of experience and development:




2. Objecves

Teachers and families will support children to be able to:Experiment with their bodies, sensory and movement possibilies

in dierent mes and spaces.

Express their own feelings, needs and emoons, and respect

those of others.

Express opinions, feelings and emoons about facts and events of

nature, and the socio-cultural and Salvadoran identy.

Explore the environment and natural phenomena through

observaon, discovery and experimentaon.

Develop literacy skills expressing thoughts, emoons and feelings

through play.

Pronounce correctly words in English modeled by the teacher.

Discover characteriscs and relaonships between objects and

situaons in the context of meaningful experiences that contribute

to the development of logical thinking and mathemacal

expression.


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Pracce trac rules and road safety through play acvies.

Recognize vowel and consonant sounds in the foreign language.

Learn to work neatly tracing and wring leers correctly in the

foreign language.

Recognize basic colors and shapes in the foreign language.

Trace and write numbers from 1 to 10 in the foreign language.

3. Contents

Personal social development

a. The body and its movement

Discovering our bodyIdenfying the body parts of girls and boys through simple

vocabulary.

Perceiving qualies and characteriscs of the bodys systems and

organs through their senses.

Playing with the body in moon

Understanding and following through movement and balance

posions: up-down, front-back, inside-out, throwing, catching,

le-right.

Performing ne motor movements of their face, eyes, cheeks,

nose, and tongue. Performing ne movements with their hands

as well.

Idenfying, expressing, and regulang emoons, feelings and

moods.

Enjoying body movements, with speed and balance, to walk, jump,

run, crawl, swing, turn up, turn down, back and walk on ptoe.

Body care and personal safety

Progressive development of habits and atudes for welfare and

personal safety.

Praccing hygienic habits: bathing daily, changing clothes, tooth

brushing and hand washing, especially before eang and aer

using the bathroom, using the toilet, combing, and blowing theirnose.

Praccing safety measures in the kitchen, bathroom, pao, etc..,

in case of earthquakes, oods and re drills through simple

commands in the foreign language.

Progressive development of feeding skills: use of spoon, fork,

napkin; eang without help; hygienic habits like washing their

hands.

Praccing signs and safety rules for streets, sidewalks and trac

lights, through simple vocabulary.

b. Building identy and personal autonomy

Building identy

Idenfying the family, its members and some of their roles.

Sharing personal and family history.

Building autonomy

Progressive development of habits and skills for autonomy

and personal care. Use of vocabulary related to silverware,geng dressed and placing objects and materials orderly in the

classroom.

Expressing feelings and emoons

Idenfying and expressing emoons, feelings and moods such as

friendship, love, and trust.

Idenfying, expressing and regulang emoons, feelings and

moods.


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c. Social relaonships and values

Praccing social manners and values such as: love, peace,

cooperaon, responsibility, respect, courtesy, honesty, order,

respect for diversity, etc.

Internalizing rights and dues that children have as cizens to

enjoy the services provided by the places and instuons of thecommunity.

Expression, communicaon and

representaon

a. We express and we communicate

Listening and speaking

Listening, understanding and expressing stories, rhymes, and

songs using appropriate vocabulary in the target language.

Praccing intonaon, gestures and facial expressions with songs

using the target language.

Increasing the vocabulary according to the needs.

Wrien or graphic comprehension and expression

Interpreng and producing messages in pictures, images and

convenonal signs through vocabulary in the foreign language.

Creang oral sentences or phrases in the foreign language from

gures, pictures and simple stories, or graphical representaon

on drawings.

Approach the world of reading and wring

Interpreng words, phrases in situaons of reality of children:

Using 4 or 5 words from their interest.

Playing with words that include vowels (a, e, i, o, u,) and some

consonants like m, p, t, s.

Recognizing meaning of generated words and phrases.

Pronouncing and idenfying images, sounds and spelling through

games.

Having fun with childrens literature

Creang personal stories orally and listening to each others

stories aenvely.

b. Express and communicate with body language

Exercising and enjoying movements with the dierent parts of the

body as when they open and close, relax, move and stop, when

they go up-down, front-back, inside-out, near-far, under, over,

between and le-right.

Exercising ne motor skills, using forms of circles, squares,

triangles, and rectangles.

Expressing thoughts, feelings and emoons about objects,people, animals, drawings, events and experiences.

Experiencing eye-hand skills and procient graphic-stroke motor

skills, linearity control, orientaon and space organizaon.

Idenfying and expressing emoons, feelings and moods such

as friendship, love and trust.

Using gestures and movements with a communicave

intenon.

c. we express and communicate with artProducing orally characteriscs of objects such as shapes, sizes,

textures, colors, odors, etc.

Exercising ne motor and listening comprehension skills by

drawing shapes like circles, squares, triangles and rectangles.

Represenng experiences through art techniques: drawing,

painng, and modeling.

Recognizing primary and secondary colors.


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d. We express and communicate with the musicallanguage

Discriminang and reproducing orally onomatopoeic sounds of

social and natural environment, such as machines, animals and

people.

Reproducing and interpreng songs and musical games individuallyand collecvely.

Playing sounds, rhythms and melodies following musical beats

along with body movement.

Enjoying the musical language as a tool of communicaon with

others and creave expression.

Imitang and reproducing sounds, rhythms and simple melodies

associang with: body movements with dierent rhythms.

e. Express and communicate with visual language andtechnology

Exploring media and technological resources as elements of

expression in the foreign language.

Playing and enjoying media and technology through programs

and educaonal audiovisual games in the foreign language.


a. Interacng with the natural world

Discovering the human body

Discovering external and internal parts of the body and its

funcons.

Discovering their senses, organs and funcons, hygiene and care.

Idenfying the stages of human life.

Exploring the animal world

Learning about the basic characteriscs of domesc and wild

animals in the foreign language.

Invesgang and learning vocabulary about the life cycle of

animals, specically when they are born, grow, reproduce and

die.Exploring some animals from Salvadoran wildlife.

Exploring the world of plants

Discovering vocabulary related to the dierent kinds of plants,

shape, size, color and usefulness.

Experiencing the life cycle of plants, as they sprout, grow,

reproduce and die, learning the basic vocabulary in the foreign

language.

Expressing orally, feelings related to contact with nature.

Exploring the inanimate world

Discovering inanimate elements of nature such as earth, water,

re and air.

Learning about the importance of water, its properes and its

physical states.

Exploring the universe, learning and praccing vocabulary related

to the Solar System.

Praccing orally basic vocabulary related to the planet earth.

Producing vocabulary related to the understanding of natural

phenomena through observaon, taking note of changes in the

weather, such as cloudy, rainy and sunny days; and becoming

aware of the two seasons in El Salvador.

Expressing orally feelings related to contact with nature.

Parcipang in drills at school in case of emergencies.


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b. Interacng with the social world

Living together as a family

Idenfying the family, its members, and some of their roles.

Recognizing and naming household units and its objects.

Learning about the school

Recognizing and naming the parts of school and taking care of its

resources.

Recognizing the vocabulary related with the funcons of the sta

at school.

Being part of a community

Praccing vocabulary in English related to types of housing and

community instuons.

Producing orally the names of professions and occupaons in the

community.

Becoming aware of transportaon and trac signals.

Idenfying dierent places in their community and the roles of its

members.

Exploring the surroundings near childrens reality through various

acvies.

Learning about our country

Idenfying our naonal symbols: ower, tree, bird, ag, NaonalAnthem and Naonal Coat of Arms.

c. Exploring the world of logical math relaons andexpressions

Exploring the world of objects through play acvies

Expressing in English basic properes and relaonships of

objects.

Grouping and classifying objects by their physical properes:

color, shape, size.

Building relaonships: high/low, long/short, big/medium/small,

more/less, fast/slow, full/empty.

Expressing comparisons between objects of one or two properes

orally.

Expressing in English spaal locaons, such as front/back, top/

boom, right/le, up/down.

Expressing temporal relaons in English.

Introducing esmaon and me measurement such as present-

past-future me, night-day, tomorrow. Days of the week, months

of the year and seasons.

Introducing and producing orally me in English.

Introducing and producing orally, in English, plane and solid

geometric shapes in everyday objects such as circle, triangle,square, rectangle and geometrical bodies such as the sphere and

cube.

Exploring the world of numerical expressions through play

acvies

Introducing the concept of quanty in English through basic

quaners: same and dierent.

Applying basic quaners in games and daily acvies.

Idenfying, counng and understanding up to 10.

Wring number associaons with graphical representaons.

Experiencing with numbers: grouping, sorng, counng from 1 to

10.


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4. Achievement Indicators

Recognizes himself/herself as a boy or girl, as well as his/her

physical features.

Uses the right or le hand of body as indicated.

Develops graphics with direconality and communicave

intenon.

Creates role plays with own iniave using as much English as

possible.

Interacts spontaneously in English with other children.

Expresses appreciaon by saying please and thanks

spontaneously.

Increases vocabulary on the subject and uses it properly.

Draws proporonal human gures with head, trunk, hands and

legs.

Idenes and names in English geometrical gures such as the

rectangle, square and diamond.

Sings childrens songs in English.

Understands and follows more than two commands at a me.

Asks and answers basic quesons in English.

Uses colors somemes without relang them to reality.

Uses oral language to express and communicate their ideas,

concerns and feelings.

Parcipates in cultural acvies with art, music and play with

creavity.

Orders a set of objects that vary in size from the smallest to the

biggest, the rst and the last.

Understands the relaonship with objects: up-down, front-back,

inside-out, over, under and near-far, when listening to instrucons

in English.

Idenes right and le when listening to instrucons given in the

target language.

Imitates geometric paerns of two colors when instrucons are

given in English.

Idenes and counts up to number ten.

Parcipates orally in songs, stories, poems and legends using the

foreign language.

Knows and recognizes dierent places around the community.

Parcipates with enthusiasm and creavity in games, recreaon,sports and others, at school and at home.


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INTEGRATED METHODOLOGICAL SUGGESTIONSLEARNING AND DEVELOPMENT SITUATIONS

Some dierent globalized methodological proposals for learning and development situaons are

included in this secon; they are distributed in four cross-cung, integrang topics. This sequence

may be carried out with the curriculum for four years; however, this is not the only sequence that can

be suggested. Each teacher adapts the curriculum to the context, the needs and interests of children;

teachers can create other sequences and modify or recreate the strategies and resources proposed.

Each area of experience and development has been assigned an idenfying symbol.




Taking into account the developmental characteriscs of boys and girls, and the objecves, contents

and achievement indicators suggested in this curriculum for this age, the following are proposals for

learning and development situaons, distributed in four integrang themes.


Once upon a me

Discover, feel, learn and have fun.

Traveling around the world.


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Integrang theme


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On sunny days, outside the classroom (in theplayground or pao), the teacher can invite boys

and girls to idenfy their shadows. Children are

invited to have fun with their body movements

controlling speed balance to walk, jump, crawl,

swing, turn up, turn down, run, walk on ptoe,

etc.

It is suggested to introduce the topic by talking

about the dierent parts of the body and the

dierences between boys and girls, using

ashcards or illustraons in cardboard. This is agood opportunity to movate and talk about the

dierent features between boys and girls, without

discriminang.

Then the teacher can ask children to go in front

of a mirror to see themselves in it, and at the

same me, emphasize that we see with our eyes.

Children should be encouraged to watch their

image carefully and to make facial movements with

their eyes, cheeks, nose, and tongue. In addion,

they should make ne and gross movements withtheir hands. If there is no mirror available in the

classroom, children could also watch their own

picture, which teachers may have asked to bring to

class in advance, and make a brief descripon of

their own body.

Then teachers can start by asking some quesons:

How do you see yourself? Do you feel okay? Do like

to see yourself in the mirror? Tell us about some

parts of your body. Are you a boy or girl? What

part of your body do you like? What part of your

body you dislike?, among others. And from these

quesons, teachers should connue talking about

the characteriscs, dierences and similaries

between the body of a girl and that of a boy.

Aerwards, the teacher can invite them to make

pairs, so they can draw their bodies on cardboard,

making only the silhouee of her/his body as a

shadow. Once the silhouees are done, children

are invited to mold with clay straight lines on the

parts that they like about their body, and brokenlines on the least favorite parts. Then, me should

be allowed for children to express their reasons for

the straight lines in dierent parts of the body, and

how we have to take care of our body.

This acvity is a good opportunity to talk about

the idea of I know how to take care of my own

body referring to our bodies, and sharing that

we all have a body that we have to take care and

love. Teachers should encourage children to talk

about proper care of the body and senses: cleaning,bathing daily, changing clothes, hand washing, teeth

brushing, sleeping, eang nutrious food, playing,

among others. Children may be asked to mimic some

of these acvies in front of a mirror, for example,

washing hands, brushing teeth, drying with a towel

or dressing in front of a mirror, and others.

It is suggested to encourage the children to share

hugs. Teachers should also take the opportunity to

talk about dues and rights of all the children.

Having fun with my body!

Specifc objectves: Teachers and


able to:

Experiment with parts of their

body and senses, possibilies of

movement and expression, through

the coordinaon of gross and

ne motor skills in physical and

recreaonal acvies.

Locate their body in space, in

me and in relaonships with the

environment.

Interact with dierent children

in games involving the bodymovement.

Resources

Mirror, body, pictures, colors,

crayons, charts, and clay.

Space

the classroom and pao

Time suggested

2 to 3 days, or as long as the

teacher may consider adequate.



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Achievement indicators

Recognizes himself/herself as a boy

or girl, as well as his/her physical

features.

Interacts spontaneously in English

with other children.

Draws proporonal human gure

with head, trunk, arms and legs.

Uses oral language to express and

communicate ideas, concerns and

feelings.

Parcipates with enthusiasm and

creavity in games, recreaon,

sports and others, at school and at

home.

Contents

Idenfying the body parts of boys and girls through simple vocabulary.

Enjoying body movements, with speed and balance, to walk, jump, run, crawl, swing, turn up, turn down, back and walk on ptoe.

Performing ne motor movements of their face, eyes, cheeks, nose, and tongue. Performing ne movements with their hands as

well.

Progressive development of habits and atudes for welfare and personal safety: Praccing hygienic habits: bathing daily,

changing clothes, tooth brushing and hand washing, especially before eang and aer using the bathroom, using the toilet,

combing, and blowing their nose.

Expressing thoughts, feelings and emoons about objects, people, animals, drawings, events and experiences.

Experiencing eye-hand skills and procient graphic-stroke motor skills, linearity control, orientaon and space organizaon.

Represenng experiences through art techniques: drawing, painng, and modeling.

Discovering the external and internal parts of the body and its funcons.

Discovering their senses, organs and funcons, hygiene and care.

Idenfying the stages of human life.

Integrang theme


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This theme can be developed in the classroom,

organizing children in groups of ve. In the center

of the classroom, the teacher can have boxes

containing ash cards, books with pictures of

families, puppets, or images that correspond to

families, such as father, mother, brothers, sisters,

grandparents, etc.

Then the teacher encourages children to explore

the materials in the boxes, asking quesons like

these: What do you see in the picture? Who are

they? What are their names? Where do theylive? All boys and girls should be encouraged to

parcipate.

Once children have explored and expressed in

English the words learned in the English class the

teacher presents in a small puppet theater The

story of Lili, the bee, her family and a beauful

hive.The narraon begins as follows. . . Lili, the

bee, was a very happy girl; her mom Abi, her dad

Abejo, and many brothers and sisters. They also

had a grandmother, called Abita who liked to

make candy and liked to go to the market. Gr

curriculum pre-escolar de ingles mined

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