ingles final completo.pdf

Education and development curriculum Preschool

Octubre 2013

INDICE ORIENTACIONES.indd 1 10/28/13 11:12 AM

Carlos Mauricio Funes CartagenaPresidente de la República

Salvador Sánchez CerénVicepresidente de la República

Franzi Hasbún BarakeSecretario de Asuntos Estratégicos de la Presidencia

Ministro de Educación ad honórem

Héctor Jesús Samour CanánViceministro de Educación

Erlinda Hándal VegaViceministra de Ciencia y Tecnología

Renzo Uriel Valencia AranaDirector Nacional de Educación

Janet Lorena Serrano de LópezGerente de Gestión Pedagógica

Créd

itos

Coordinación de Diseño y Desarrollo Curricular, primera edición

Equipo Técnico Autoral de Diseño Curricular (MINED) Herbert Ovidio Aparicio Castellanos

Silvia Patricia Reyes Rivas

Departamento de CurrículoWilfredo Alexander Granados Paz

Coordinación de Diseño Curricular y Desarrollo Curricular

Brunilda Peña de Osorio

Equipo Técnico Autoral de Diseño Curricular (UCA)Ana Julia VelisRolando Labrador

Diseño y diagramaciónCentro Integral de Comunicaciones y Periodismo, CICOP, SA de CVwww.cicop.com.sv

Primera Edición, 2013.La impresión de este documento ha sido financiada por el Programa de Apoyo a las Comunidades Solidarias de El Salvador (PACSES), con la Unión Europea.

Edificios A, Plan Maestro, Centro de Gobierno,Alameda Juan Pablo II y Calle Guadalupe, San Salvador, El Salvador, América Central.Teléfonos: +(503) 2537-4100, +(503) 2537-4327, +(503) 2537-3212

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

Corrección de estiloPauline Martin


PresentaciónEl Ministerio de Educación presenta, a la sociedad salvadoreña, un nuevo currículo de la primera infancia, como una expresión de la vital importancia que tienen los primeros años de vida para la formación del ser humano.

El currículo se sustenta en los nuevos conocimientos de la neurociencia, la psicología, la pedagogía, la sociología y otras ciencias cuyos hallazgos demuestran que las niñas y los niños inician el desarrollo de sus capacidades y competencias claves para integrarse al mundo, para desarrollar a plenitud su mente y su cuerpo, desde el período de gestación y durante los primeros años de su vida. De allí que la educación inicial es fundamental en el desarrollo de la personalidad que incidirá 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, el cual posibilita, a los niños y a las niñas, desde su temprana edad, adquirir una formación que les permita dar respuestas equilibradas y respetuosas a sí mismos, a sus semejantes y a su medio ambiente; además, los capacita para enfrentar las dificultades que acompañan los cambios impulsados por la mundialización, las nuevas tecnologías y los fenómenos vinculados.

Este currículo busca lograr un desarrollo integral pertinente, profundo y continuo, reconociendo que el entorno de la niña y el niño debe construirse de manera que “el mundo cognitivo esté en contacto con el mundo afectivo y relacional”, es decir, cuando se combinan aspectos relacionales de gran trascendencia, como su relación con la familia, con otros niños y niñas, con las personas adultas y con la comunidad.

El currículo para la primera infancia es la respuesta a un proceso de movilización social, generado a partir del desarrollo del Plan Social Educativo “Vamos a la Escuela” 2009-2014, el cual plantea la necesidad impostergable de dar una respuesta integral y un nuevo significado al tema del desarrollo de la primera infancia en El Salvador. Este es parte fundamental del nuevo proyecto educativo global, la Escuela Inclusiva de Tiempo Pleno, que junto a otros programas transformarán al sistema educativo tradicional y, en el mediano y largo plazo, impactarán todos los ámbitos de nuestra sociedad: la producción, el conocimiento, la realización de la persona humana y la convivencia social armónica.


El diseño del currículo de la primera infancia ha sido un proceso colectivo y de participación intersectorial, que tuvo como referente la Ley Nacional de Protección Integral para la Niñez y Adolescencia (LEPINA), la Política Nacional de Educación y Desarrollo de la Primera Infancia, la Política Nacional de Educación Inclusiva y el Plan Social Educativo “Vamos a la Escuela”. En este proceso, es importante reconocer y dar las gracias por los significativos aportes dados por el personal asistente técnico pedagógico y docente, los centros educativos pilotos, y los siguientes organismos no gubernamentales: Fondo de las Naciones Unidas parala Infancia (UNICEF), Centro de Referencia Latinoamericano para la Educación Preescolar (CELEP), Save the Children, Plan Internacional, Fundación Privada Intervida, Visión Mundial, Ayuda en Acción, Gran Ducado de Luxemburgo, Junta de Andalucía, Asociación Intersectorial para el Desarrollo Económico y el Progreso Social (CIDEP), Fundación de Apoyo Familiar (FUNDAFAM), instituciones de educación superior, centros educativos privados, Mesa Técnica Intersectorial para la Educación y el Desarrollo Integral de la Primera Infancia, Red de Educación Inicial y Parvularia de El Salvador (REINSAL); y organismos gubernamentales, como el Ministerio de Educación (MINED), Ministerio de Salud (MINSAL), Instituto Salvadoreño para el Desarrollo Integral de la Niñez y Adolescencia (lSNA).

La concreción de este proceso es la entrega de un documento curricular actualizado, integral y fundamentado en la concepción científica del desarrollo del niño y de la niña como sujetos de derecho, protagonistas y centro del modelo pedagógico de la Escuela Inclusiva de Tiempo Pleno, que está desarrollando el Ministerio de Educación. La puesta en marcha del currículo exige una eficaz y fuerte coordinación e integración de diferentes instancias y sectores con alcance local y nacional, fortaleciendo el papel protagónico que el personal docente, la familia y la comunidad tienen en lograr significativos avances en la educación integral de la primera infancia.

El currículo orientará el desarrollo programático de la educación inicial, desde la concepción a los 3 años, y de la educación parvularia, desde los 4 a los 6 años y 11 meses de vida; define los objetivos que buscan ampliar las posibilidades de atención integral y desarrollo del área biosicomotora, socioafectiva y cognitiva, a partir del desarrollo de actividades lúdicas, en contextos cálidos y garantes de derechos, en los que las niñas y los niños crezcan y se desarrollen de manera feliz y en el marco de la protección integral. Reconoce que es la etapa más significativa del ciclo vital, en que se desarrollan las más diversas formas de: expresión y comunicación, el pensamiento, la imaginación creadora, el razonamiento, la formación moral y los valores éticos, las normas de convivencia, el amor hacia el medio ambiente, la identidad y autonomía, el disfrute hacia todas las manifestaciones culturales y, fundamentalmente, se sientan las bases de la personalidad, para la construcción de un nueva ciudadanía social en paz y con justicia social.


El currículo se implementará a través de dos vías: una institucional y otra familiar comunitaria, para lo cual el MINED debe atender a los principales actores de este proceso: las niñas y los niños, las personas adultas significativas, madres, padres de familia y otros encargados, y al personal directivo, docente y asistente educativo de los centros escolares.

Por primera vez en la historia educativa del país, el Ministerio de Educación, orientado por el programa de gobierno de la República, institucionaliza la Educación Inicial y la asume como Estado; a la vez, fortalece el enfoque de derechos y desarrollo integral de la Educación Parvularia, tal como se hace en la Educación Básica, Media o Superior en nuestra organización educacional.

En ese marco, es relevante destacar el reconocimiento a docentes de educación parvularia y a diversos agentes comunitarios que, día a día, con dedicación, esmero y amor, atienden a los más pequeños del sistema educativo y cuya noble labor es de alta significación social por el impacto beneficioso en la formación de niñas y niños, que se convertirán muy pronto en ciudadanos y ciudadanas con mejores condiciones para gestionar su vida social y el desarrollo del país.

Asumamos este nuevo reto del Plan Social Educativo “Vamos a la Escuela” 2009-2014, implementando el currículo con la motivación, la creatividad y el entusiasmo que caracteriza al personal educativo de este nivel -cuyos esfuerzos contribuyen a la construcción de un nuevo país-, y enriqueciéndolo con sus propios saberes y experiencias.


Índice

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL . . . 9

General Introduction to the Curriculum . . . . . . . . . . . . . . . . . . . . . 11

General Guidelines for Preschool Education. . . . . . . . . . . . . . . . . . 13a. Guidelines for English Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13b. Suggestions for Diverse Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13c. Methodological Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14d. Learning Assessment Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14e. Sequence of Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 4 . . 191. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212. Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224. Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Integrated Methodological Suggestions. Learning and Development Situations. . . . . . . . . . 26• Who I am, I am like this. I am . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27• Once upon a time... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29• Discover, feel, learn and have fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31• Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33


EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 5 . . . . . 351. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372. Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384. Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Integrated Methodological Suggestions. Learning and Development Situation. . . . . . . . . 43• Who I am, I am like this. I am . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45• Once upon a time... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47• Discover, feel, learn and have fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49• Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 6 . . . . . 531. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 552. Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 564. Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Integrated Methodological Suggestions. Learning and Development Situation . . . . . . . . . . 62• Who I am, I am like this. I am. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63• Once upon a time... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65• Discover, feel, learn and have fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67• Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

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


Education and development curriculum

English Curriculum Preschool


GENERAL INTRODUCTION TO THE CURRICULUM

1 Martinez Mendoza, Franklin. Primera infancia, bilingüismo y educación infantil. Editorial Trillas, Madrid, 2010.

Recent studies indicate that the best time for a child to learn a foreign language is in the first three or four years of life1. Children at this age actually have a strong potential to acquire almost an infinite number of new information, including foreign language. Children who learn a foreign language at a very early age, have a more active brain sphere and later have fewer difficulties 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. Particularly in the first three to four years of life, the foundations for thinking, language, vision, attitudes, aptitudes, and other characteristics are laid down. Consequently, it would be a waste not to use a child’s natural ability to learn during his or her most vital years, when learning a foreign language is as easy as learning the first.

Through play and exploration, children can learn a language quickly and easily. It is in preschool when teachers can maximize a child’s willingness and ability to learn by using sensory stimulation and play combined with language learning. Small children can learn by listening, seeing, imitating, and practicing, when they are introduced to rhymes, songs, games, and counting in a foreign language. In this way, learning is easier if it is done through active and fun methodologies, using all of the senses.

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

This curriculum suggests topics and activities for four, five, and six year-olds in preschool that can be integrated with the Salvadoran curriculum taught in the Spanish language.

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a. Guidelines for English Teachers

The role of English teachers is to mediate between language knowledge and children´s learning process in order to acquire communication skills. In this sense, the teacher becomes a companion, a mediator and a motivator of the process who, along with the children, is looking for areas of interest in which dialogue, exploration, and discovery may offer children opportunities to practice and produce language.

To achieve this, teachers will find it useful to consider the following guidelines:

✦✦ Start by learning about the situation of children, families and their community, who should also participate in planning the educational process and other activities to promote the development of boys and girls.

✦✦ Plan ahead: The activities to be developed for the children should take into account the developmental characteristics, the children´s environment and the families’ involvement.

✦✦ Provide boy and girls with constant feedback about the visual and auditory materials used.

✦✦ Use children’s basic needs from her/his daily routines to contextualize the English language.

✦✦ Support boys and girls in remembering significant experiences and motivate children to express them in English as much as they are able to do so.

✦✦ Monitor constantly children´s language production with clear, precise and natural modeling.

✦✦ Do advanced preparation of the environment and materials to be used in the English class, so the process may proceed with higher quality.

b. Suggestions for Diverse Learners

Curricular Adaptations

Curricular adaptations and the use of inclusive strategies are a response to diversity among learners. These strategies involve adjustments or modifications made in the curriculum in order to meet the individual learning characteristics. In this case, the adaptations are aimed at:

✦✦ School-Wide Curricular Adaptation: These are adaptations implemented on the school-wide level to meet special needs. Generally, these take into account needs for mobility and special attention, or in the common spaces like playground, cafeteria, etc. Something that the teacher can do is to label in English the commen spaces, like hallways and offices, in order for children to visually recognize the vocabulary in English in the space where they move.

✦✦ Classroom Curricular Adaptations: Adjustments have to do with the planning done by the teachers according to specific needs; for example, changes in group activities where the teacher uses different sensory expressions like singing, use of different materials to sense texture and develop the capacity to discriminate odors, sound stimulation, use of flash cards, etc.

✦✦ Adaptations in communication: Use of specific teaching and learning materials, technical and technological aids, computers, sign language, etc., when there are communication barriers.

✦✦ Non- Significant Adaptations: This refers to the use of instructional strategies or minor changes in the curriculum on a classroom level, in order to take into account learners’ needs. Evaluations should be creative, focused on process more than products and the original level of children’s abilities.

GENERAL GUIDELINES FOR PRESCHOOL EDUCATION

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✦✦ Significant Adaptations: Imply deep changes in objectives, specific contents and the evaluation process in order to account for learning difficulties.

c. Methodological Guidelines

The early childhood curriculum is developed with flexibility and relevance taking into consideration children’s reality, needs, motivations and interests.

This document presents some methodological guidelines for each program and ideas or suggestions that teachers may use in the evaluation of their curriculum proposal for his/her individual classroom situation.

As the curriculum considers the children’s human rights approach, the development perspectives and how they perceive reality in a comprehensive manner, there has been an effort to present suggestions on four cross-cutting topics. These help to distribute themes and strategies in four sequential time periods, to organize the methodological sequence of learning situations and facilitate the development and evaluation of the progress of children.

These integrated methodological suggestions, or situations of learning and development, meet the objectives and indicators of success of each program.

By the end of the year, the methodological sequence of planned learning and development situations will have worked out the process to achieve all objectives based on comprehensive development and will assess whether or not the performance indicators proposed for the program have been achieved.

The cross-cutting themes suggested for Early Childhood Education are:

1. Who I am, I am like this, I am (body and movement, identity and autonomy, emotions and feelings, values and social interactions, etc.).

2. Once upon a time... (The family, members, roles, home, relationships, etc).

3. Discover, feel, learn and have fun (at school or community circle).

4. Travel around the world (community, country and universe).

Each theme may work with different integrating methodological suggestions. The quantity of activities will depend on the planning time by the teaching team at each level.

The time assigned to each cross-cutting theme also depends on the planning, and the age of the group, the context and the characteristics and interests of girls and boys.

d. Learning Assessment Guidelines

The evaluation process can be summarized and organized by answering the following questions: 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 children’s level of development and learning, as well as the support and adaptation required to strengthen the progress and to overcome difficulties.

✦✦ To identify 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 difficulties in boys and girls’ development as expressed in the objectives and performance indicators.

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✦✦ Teacher’s performance and the participation, communication and relationship with the families and communities.

How to evaluate and through what means?

✦✦ Through continuous observation and timely recording of observations.

✦✦ Talking and listening continuously to children, considering the level of developed communication skills.

✦✦ The organization of integrated activities that allows the assessment of achievement indicators.

Who participates in the evaluation process and how?

In addition to the teacher and support staff (if any), it is important to involve:

✦✦ Children, because this promotes their development and comprehensive learning. The children’s participation, however, depends on the success of communication skills to express what they feel and think. It is important to ensure the participation of every child.

✦✦ The family, so that they provide information about development factors observed in the child.

When should teachers evaluate?

✦✦ At the beginning of the educational process.

✦✦ During and at the end of the adaptation period.

✦✦ The time of arrival and departure from class.

At the end of each period, the teacher should prepare a document that integrates all the information recorded on each child to assess developmental achievements.

Assessment techniques and instruments

✦✦ Checklist: An instrument of observation with a scale which indicates those performance indicators that are used to evaluate each boy and girl, with two options indicating whether the child achieves or does not achieve something.

✦✦ Interview: It may be structured, and have questions that will be asked to the parents or the person responsible for the child, in terms of the achievements made by the child that have been observed at home. During this process the responsibility for strategies in education can be shared with family or the person responsible for the child.

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Preschool 4

Teachers and families will support children to be able to:

✦✦ Identify the parts of the body and their particular movements and expressions through the development of the gross and fine motor skills in physical and playful activities.

✦✦ Make boys and girls aware of their own body in space, in time and in its relation 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 coordination through motor activities.

✦✦ Respond to a variety of musical rhythms through body movement.

✦✦ Explore nature by observing, discovering and experimenting elements, such as plants, seasons, the weather, the moon, the sun, stars and animals and to be able to establish relationships between the environment and its conservation.

Preschool 5


✦✦ Experiment with their bodies, sensory and movement possibilities in different times and spaces.

✦✦ Express their own feelings, needs and emotions, and respect those of others.

✦✦ Express opinions, feelings and emotions about facts and events of nature, and the socio-cultural and Salvadoran identity.

✦✦ Explore the environment and natural phenomena through observation, discovery and experimentation.

✦✦ Develop literacy skills expressing thoughts, emotions and feelings though play.

✦✦ Pronounce correctly words in English modeled by the teacher.

✦✦ Discover characteristics and relationships between objects and situations in the context of meaningful experiences that contribute to the development of logical thinking and mathematical expression.

Preschool 6


✦✦ Experience body precision and coordination in physical, artistic and playful activities.

✦✦ Develop visual-motor and eye-hand coordination in expression activities.

✦✦ Demonstrate healthy self-esteem, autonomy and identity development in individual and collective activities.

✦✦ Demonstrate responsible, creative and confident autonomy in different school situations.

✦✦ Demonstrate awareness of gender equity and respect for diversity in their relationship with boys, girls and adults through attitudes of cooperation, tolerance and acceptance.

✦✦ Practice habits related to healthy eating, personal hygiene, order, rest, and recreation.

✦✦ Express opinions, feelings and emotion about facts and events of the socio-cultural aspect and the Salvadoran identity, through different forms of language, taking into account respect for diversity.

e. Sequence of Objectives

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Preschool 4

✦✦ Listen to and say numbers in meaningful contexts.

✦✦ Relate quantities of concrete objects and actions to numbers.

✦✦ Develop hand-eye coordination in the accomplishment of daily activities.

✦✦ Perform daily life activities independently and self-confidently.

✦✦ Express feelings, needs, and emotions and respect those of others.

✦✦ Practice habits related with healthy eating, hygiene, order, rest, recreation and health.

✦✦ Interact with peers, practicing social harmony norms.

✦✦ Practice traffic rules and road safety through play activities.

Preschool 5


✦✦ Recognize vowel and consonant sounds in the foreign language.

✦✦ Learn to work neatly tracing and writing letters 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 effect relationships in natural phenomena through experimenting.

✦✦ Interact with the social and cultural environment, practicing values and social harmony norms.

✦✦ Develop competencies for interpreting images, codes, and symbols through different language forms.

✦✦ Determine qualities, variations and relationships between objects and sets.

✦✦ Compare, order, count and arrange serially by size, color, and shape, objects in meaningful experiences which develop thought and logical- mathematical expressions.


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Preschool 4

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EDUCATION AND DEVELOPMENT CURRICULUMPRESCHOOL 4

1. IntroductionThis preschool curriculum for four-year olds introduces and describes a set of fundamental guidelines that guarantee the right to high-quality education that will enable children to achieve bio-psychomotor, cognitive, social-affective, and emotional development through their everyday activities 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 first tools to be able to select appropriate teaching material and to interact with children in ways that will enhance their learning through playing. Strategies aimed at promoting education in which children´s rights, gender equity, diverse learning, inclusiveness and peace culture should be taken into account by the educational community upon organizing activities.

Other aspects that these guidelines emphasize are organization of space, appropriate use of resources, relevant curricular adaptations and situations through an integrated approach using all children´s experiences, so that the process is unified and allows for innovative actions. Workshops, corners, fun projects, open classrooms, among others are some of the activities that should be planned through integrated exercises. However, these guidelines are flexible enough for educators to modify them according to the needs that different environments demand.

The program is designed for areas of experience and development:

Personal and social development

Expression, communication and representation

Relationship with the environment

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

✦✦ Identify the parts of the body and their particular movements and expressions through the development of the gross and fine motor skills in physical and playful activities.

✦✦ Make boys and girls aware of their own body in space, in time and in its relation 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 coordination through motor activities.

✦✦ Respond to a variety of musical rhythms through body movement.

✦✦ Explore nature by observing, discovering and experimenting elements, such as plants, seasons, the weather, the moon, the sun, stars and animals and to be able to establish relationships between the environment and its conservation.

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✦✦ Listen to and say numbers in meaningful contexts.

✦✦ Relate quantities of concrete objects and actions to numbers.

✦✦ Develop hand-eye coordination in the accomplishment of daily activities.

✦✦ Perform daily life activities independently and self-confidently.

✦✦ Express feelings, needs, and emotions and respect those of others.

✦✦ Practice habits related with healthy eating, hygiene, order, rest, recreation and health.

✦✦ Interact with peers, practicing social harmony norms.


3. Contents

Personal social development

a. The body and its movement

Discovering our body

✦✦ Recognition of the parts of the body, real and in drawings.

Playing with the body in motion

✦✦ Experimenting with movement of the body in space: up-down, in-out.

✦✦ Coordination, balance, and body control with games and movements, such as walking, running, jumping.

Body care and personal safety

✦✦ Progressive development of habits and attitudes toward personal safety:

→ Practice of security drills in handling objects and toys; practice earthquake, flood and fire drills.

→ Hygienic practices like handwashing, cleanliness in personal care.

b. Building identity and personal autonomy

Building identity

✦✦ Sharing personal and family history: birthdays, family members, favorite food, pets and toys.

✦✦ Identification of the family, its members and some of the roles.

✦✦ Identify his or her full name.

Expressing feelings and emotions

✦✦ Expression of feelings, moods and emotions, like love, being happy or sad.

✦✦ Identification, expression and regulation of emotions, feelings and moods.

c. Social relationships and values✦✦ Showing of affection and trust to relatives, classmates, teachers

and other adults.

✦✦ Practicing values in games and activities of daily living such as: love, peace, solidarity, collaboration, and respect for individual differences.


a. Expression and communication

Listening and Speaking

✦✦ Understanding and listening to stories, tales and narrations to increase vocabulary.

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✦✦ Practicing intonation, gestures and facial expressions during speech.

✦✦ Pronouncing words with appropriate suprasegmental features.

✦✦ Expanding the vocabulary by identifying and using new words and songs.

✦✦ Interpreting image sequences using a logical and chronological order.

Approach the world of reading and writing as media

✦✦ Pronouncing new words in games, by identifying 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✦✦ Identification of different parts of the body through playful games

and songs.

✦✦ Experimenting with gestures, movements and sounds as personal resources to express their own feelings and emotions with communicative intention.

✦✦ Exercising spatial orientation 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 characteristics of objects from sensory stimuli:

shapes, sizes and colors.

✦✦ Conducting games through gross and fine motor in shapes like circles, squares, and triangles.

✦✦ Experimenting with primary and secondary colors: red, yellow and blue as primary colors and green, black and white.

✦✦ Exploration and representation of experiences, needs, emotions, and objects through: stamping with fingers and objects, drawing, painting, modeling, collage, murals.

d. Express and communicate with the musical language✦✦ Imitation and reproduction of sounds, rhythms and simple

melodies associated with animals and emotions.

✦✦ Pronouncing with appropriate intonation in the performance of simple songs, individually or collectively on his or her own initiative, following the rhythm with percussion instruments, dance or movement.

✦✦ Intonation and interpretation of simple songs in rhythm with percussion 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.


a. Interacting with the natural world

Discovering the Human Body

✦✦ Identifying external parts of the body.

✦✦ Movements of the body in his/her surroundings.

Exploring the Animal World

✦✦ Exploring the animal world: Learning about the characteristics of pets, wild and sea animals.

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✦✦ Becoming aware of the most representative animals in their environment using stories.

Exploring the World of Plants

✦✦ Discovering plants: parts, kinds, shapes, size and color such as trees, flowers and fruits.

Exploring the Inanimate World

✦✦ Experimenting changes in the weather: cloudy, rainy, sunny day.

Exploring the Universe:

✦✦ Learning about the sun, the moon and the stars.

✦✦ Exploring the planet Earth, utility heat and sunlight to everyday life.

✦✦ Temporary location: Day - night.

Understanding Natural Phenomena:

✦✦ Becoming aware of the weather and the seasons: summer, winter.

✦✦ Exploring the environment and natural phenomena through observation, exploration and experimentation.

b. Interacting with the social world

Living Together as a Family

✦✦ Identifying family members by their names and types of relationship.

✦✦ Identifying the parts of the house: bedroom, living room, kitchen, and bathroom.

Exploring the School

✦✦ Exploring the school and its areas and functions: playground, classroom, principal’s office etc.

✦✦ Recognizing and respecting school staff: teacher, principal, and administrative staff, classmates, etc.

Being Part of a Community

✦✦ Asking about the community: community helpers, recreational spaces, types of housing, vehicle, etc.

✦✦ Recognizing transportation signs and traffic signals.

✦✦ Foods: Fruits and vegetables.

Knowing our Country

✦✦ Learning about national emblems that identify us: the flag, the national anthem and the seal.

c. Exploring the world of logical math relationships and expressions

Exploring the World of Objects and Collections

✦✦ Recognizing and experimenting with primary and secondary colors.

✦✦ Recognizing the circle, triangle, square.

Exploring the World of Numerical Expressions

✦✦ Introducing the concept of quantity. Quantifying expressions. Basic quantifiers: same/different.

Construction of Numbers:

✦✦ The concept of numbers: 1 to 5 and their graphical representation.

✦✦ Counting numbers from 1 to 5.

4. Achievement Indicators

✦✦ Says his/her full name.

✦✦ Points to five body parts.

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✦✦ Understands that he/she is different from others.

✦✦ Identifies himself/herself as a boy or girl.

✦✦ Cuts and paste simple figures.

✦✦ Walks straight ahead keeping the balance.

✦✦ Runs around obstacles in one direction.

✦✦ Identifies family members and their roles.

✦✦ Tells stories about family activities.

✦✦ Expresses affection and trust to classmates and school personnel.

✦✦ Practices values in games and activities.

✦✦ Washes hands and practices personal hygiene.

✦✦ Copies accurately simple shapes like circles, triangles and squares.

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

✦✦ Identifies, count and understand numbers up to five.

✦✦ Classifies geometric shapes by size and primary colors: circle, triangle, square, big, little, red, blue, yellow.

✦✦ Uses gestures and movements with the purpose of communication.

✦✦ Makes up a story in a logical sequence.

✦✦ Practices etiquette: apologizes on own initiative, asks for permission, greets, thanks, and uses the word please.

✦✦ Expresses emotions, feelings and moods.

✦✦ Identifies, count and understand up to five.

✦✦ 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 activities.

✦✦ Recognizes day and night.

✦✦ Identifies and perform actions like jump, run, and walk.

✦✦ Identifies some animals in their environment.

✦✦ Recognizes the national tree, flower and seal.

✦✦ Identifies the sun, moon and stars.

✦✦ Knows positions, like up/down, in/out.

✦✦ Identifies, counts and understands to number five.

✦✦ Classifies geometric figures by characteristics, shape, size and/or color.

✦✦ Interacts with other children and significant adults.

✦✦ Identifies the different areas of the school, its functions and use with respect.

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INTEGRATED METHODOLOGICAL SUGGESTIONS LEARNING AND DEVELOPMENT SITUATIONS

Some different globalized methodological proposals for learning and development situations are included in this section; they are distributed in four cross-cutting, integrating 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 identifying symbol.




Taking into account the developmental characteristics of boys and girls, and the objectives, contents and achievement indicators suggested in this curriculum for this age, the following are proposals for learning and development situations, distributed in four integrating themes.

✦✦ Who I am, I am like this. I am

✦✦ Once upon a time…

✦✦ Discover, feel, learn and have fun

✦✦ Traveling around the world.

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There are many activities in which the teacher can work 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 puppet’s 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 conversation to the children and tell them that they have a special visit from Bob, the puppet dancer. Bob’s 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, inviting them to discover their moving body parts: head, trunk, arms, legs and exploring each part together.

✦✦ Bob or teacher could teach them a song like “Head, 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 mentioned in the song. After the song, children could be invited to look for objects in the classroom that indicates some attributes of color, shape, size, etc., after

that they will give the object to the teacher or put them in a special place. Then the teacher can invite them to reflect: through a question 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 responsibilities for drawing with crayon, they outline the human figure of the child lying on the floor and the body parts in full detail on the drawing. When they finish, the teacher may put the newsprint on the wall with the human figures drawn to observe and talk about the different characteristics which are reflected in each figure. Also they may see and appreciate the differences 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 finished, 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”Specific objectives: 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, kraft

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 times a

week.

Integrating theme

Who i am, i am like this, i am

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Achievement Indicators

• Points to five body parts.• Understands that he/she is different from others.

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

• Identifies and perform actions like jump, run, and walk.

Contents

• Recognition of the parts of the body, real and in drawings.

• Identification of different parts of the body through playful games and songs.

• Movements of the body in his/her surroundings.

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Integrating theme

The idea for this topic is based on meaningful experiences for children. The teacher may sit in a circle, either in the classroom or elsewhere in an appropriate place for this activity. Teachers can start a conversation 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 generating and dialogue questions. After this brainstorming of ideas, inquire about what they would like to investigate or do in relation to the family. Depending on the objectives that are to be met and the interest of the teacher, the project “There was a Special Family” will be organized.

Preparation: Children and teacher together plan the structure, activities and all the other elements of the project, then the activities will be prepared with the required resources. Remember to keep it simple and adequate for the children’s ages.

For example, make different kinds of puzzles in cardboard or paperboard with different shapes (a circle, square and or triangular form), each with a picture of the different types of families, then color them, paint them or decorate them with creativity. Then, carefully cut between 12 and 20 pieces and, when finished, store them in a bag or box.

Also, teachers can make compilations of short stories, 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 creatively applying different techniques and using fine motor skills, with red, yellow, and blue finger paint. In this way, they get to know the different families that make up the group class. Besides, boys and girls can identify 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 different physical characteristics.

Guess what a family is: What if we play a guessing game? The teacher can ask the question and tell children to sit in a circle and listen carefully. It is suggested to read stories of each different family and their members. The teacher can motivate them to tell, how many members there are in their families, etc.

“Once upon a time… there was a special family”

Once upon a time…

Specific objectives: Teachers and families will support children to be able to:• Identify and say the names of family

members and other relatives.• Interact with the social and cultural

values and norms.• Enjoy arts and cultural experiences

through verbal languages.• Appreciate the beauty reflected in

their creations.

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

colors, glue, scissors, etc.• Modeling clay, play dough. • Recorder and music. Poems.

Space• Classroom, multipurpose room.

Time• The project could last a month.

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Families are different: Children can start singing songs about the family (which relate to various types of family). It is also suggest inviting the boys and girls to put together puzzles or other materials relating to this topic which were elaborated at the beginning of the project. Again, boys and girls should be able to identify the similarities and differences between families. This project can make children identify 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 time that they value and have respect for others even if they are different.

Expressing with love: A poem can be a way to motivate the issue collectively for the family , for example : “close, ... is my house ... waiting ... someone is with the my food ... , nice and warm is my family at home “ . Then ask who is waiting with your meal? The father, mother, brother or sister...?

Be aware of stereotypes and gender roles. A song concerning family greatly stimulates children.

Creative hands: Through a craft representing 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 to decorate using fine 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 exhibition of the work done will be shared with families in an open house. Subsequently, it is proposed to continue with songs for the initial presentation and end with the delivery of craft material that the teacher thinks are appropriate. This is a fantastic opportunity to observe and demonstrate affection and trust with family, peers and teachers.

Contents

• Sharing personal and family history: birthdays, family members, favorite foods, pets and toys.

• Identification of the family, its members and some of the roles.

• Enjoyment of the rhythm, rhyme and beauty that words occur in simple poems.

• Exploration and representation of experiences, needs, emotions, and objects through: stamping with fingers and objects, drawing, painting, modeling, collage, murals.

• Intonation and interpretation of simple songs in rhythm with percussion instruments.

• Recognizing and experimenting with primary and secondary colors.

• Counting numbers from 1 to 5.


• Identifies family members and their roles.• Tells stories about family activities.

• Draws up to to five human body parts including: head, trunk, arms and legs.• Uses gestures and movements with the purpose of communication.• Follows the rhythm of music: fast-slow.

• Identifies, counts and understands to number five.• Classifies geometric figures by characteristics, shape, size and/or color.

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“Fantastic Tour”The teacher invites and encourages children to take a “great ride” that will take them through the school. While doing this trip, they will be doing stops (principal’s office, the courtyard, cafeteria, recreation areas or other places according to each school) and while making the trip, in every station they can practice greeting the people they meet. Children can sing use the good morning songs, facial expressions to greet, depending on each station.

✦✦ Bathroom Station: Boys and girls should talk about how do they look, and activities that must be 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 practice hygienic habits to prevent diseases. This experience should also lead teachers to make children aware about the importance of water and the preservation of natural resources. Of course proper use of the bathroom should be reinforced.

✦✦ Library Station: Teachers should invite boys and girls to observe and describe the place, talk about what they see and their impressions. Observe their reaction accordingly and guide the proper handling of book. 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 time (as appropriate), so children may check out books.

✦✦ Play Area Station: Children should be invited to explore freely without guidance, observe them and then invite them to discuss questions such as how they felt playing. What happened? Then encourage them to express what happened while playing.

✦✦ Kitchen Station: Teachers are encouraged to starts a conversation about what they like to eat, what they cook at home, who cooks at home, what measures most be taken in the kitchen to avoid accidents. Children may be invited to sing the song “The cup “.

✦✦ Courtyard Station: Different games can be played there, for example, it may happen that someone says “running!” And all run, other says “jump!”

It is suggested to continue this fantastic ride to other stations, that the may have, such as the infant room, music room, computer center, art room, among others.

Integrating theme:

Discover, feel, learn and have fun

Specific objectives: Teachers and families will support children to be able to:• Interact with the social and cultural

environment, respecting and building standards of courtesy and social interaction 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

classified according to the stations 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 times a week, or according to the class schedule.

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Contents

• Showing of affection and trust to relatives, classmates, teachers and other adults.• Hygienic practices like handwashing, cleanliness in personal care.• Practicing values in games and activities of daily living such as: love, peace, solidarity, collaboration, and respect for individual

differences.

• Exercising spatial orientation games with body movements: up-down, front-back, inside-out, near-far, above- beneath, on, between, beside.

• Exploring the school and its areas and functions: playground, classroom, principal´s office, etc.


• Expresses affection and trust to classmates and school personnel.

• Practices values in games and activities.

• Washes hands and practices personal hygiene.

• Uses body movements of up-down, front-back, inside-out, near-far, above- beneath, on, between and beside.

• Identifies the different areas of the school, its functions and use with respect.

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Integrating theme

Traveling around the world

“We’re explorers”Taking advantage of spaces other than the classroom, like the patio, 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 motivated to play the role of explorers that need to go to discover new things.

✦✦ The story: Tell a story that talks about a fantastic and a magical forest, for example: The forest is called “Morning sun “ because when the sun shines every living thing around sings with joy, like the plants and animals that live there. When the moon rises, and the night falls, it is at this time that all forest dwellers gather to eat together and relax to start again the next day. Among the suggested questions to ask are: what do they do during the morning?, in the afternoon? at night? Then start to sing “Sun little sun...” or some other song that has relevance to the day and night.

✦✦ Get Moving!: While on the tour, children are told that in situations like in the forest sometimes 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 cautious and prevent as much as possible that children get harmed. Songs or simple rhythms

should be used to make this situation 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 shouting is better (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 emotions they feel when the earth moves and exemplified 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 emotions and moods such as joy, confidence, and peace (make all the gestures). Later in the class the teacher may represent faces with moods on the board or newsprint sheets, with the colors that suggest those emotions.

✦✦ The magnifying glass: Upon continuing with the tour, teachers should take the magnifying glass to observe the plants and animals that live in the forest. You can use flashcards of animals during the tour. Children are asked to mimic the body of the animals they have seen. For example

Specific objectives: Teachers and families will support children to be able to:• Identify and express feelings, needs

and emotions.• Explore the environment and natural

phenomena through observation, exploration and experimentation.

Resources• Paper.• Magnifying glass.

Space• The school.


20 minutes per day, three times a week, or according to the class schedule.

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Contents

• Practicing values in games and activities of daily living such as: love, peace, solidarity, collaboration, and respect for individual differences.

• Identification, expression and regulation of emotions, feelings and moods.

• Imitation and reproduction of sounds, rhythms and simple melodies associated with animals and emotions.

• Exploring the animal world: Learning about the characteristics of pets, wild and sea animals.

• Discovering plants, parts, kinds, shapes, size and color such as trees, flowers and fruits.

• Learning about the sun, the moon and the stars.

• Exploring the planet Earth, utility heat and sunlight in everyday life.

• Temporary location: day - night.

butterflies, chickens, worms, cows, rabbits, frogs, fish, 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 fish, 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

After the tour, they can prepare a skit for families of what was being found in exploring the fantastic woods.


• Walks straight ahead, keeping the balance.• Runs around obstacles in one direction.

• Expresses emotions, feelings and moods. • Identifies, count and understands up to five.• Imitates animals and elements of nature. • Follows the rhythm of music: fast-slow.

• Recognizes day and night.• Identifies the sun, moon and stars.

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1. IntroductionThe early childhood education curriculum for five year olds provides essential guidelines that guarantee the right to a high quality education, that enable children to achieve maximum bio psychomotor, cognitive, social and emotional development through their everyday activities 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 education in accordance with their maturity level, growth and development which enable them to discover the wonderful world of reading and writing, numerical construction, environmental exploration and experimentation, and their personal, social, and ecological history. Learning should be a joyful experience that helps boys and girls to discover their potential through contact with everyday life and should also contribute to their equitable and integral development. Therefore, strategies aimed at promoting education in which children’s rights, gender equity, diverse needs, inclusiveness and peace culture should be taken into account by the educational community upon organizing activities.

As with four-year olds, this curriculum offers these guidelines which emphasize organization of spaces, appropriate use of resources, relevant curricular adaptations and situations through an integrated approach that takes into account all children’s experiences, so that the process is unified and allows for innovative actions. Workshops, learning corners, fun projects, open classrooms, among others are some of the activities that should be planned through integrating exercises. However, these guidelines are flexible enough for educators to modify them according to the needs that different contexts demand.






✦✦ Experiment with their bodies, sensory and movement possibilities in different times and spaces.

✦✦ Express their own feelings, needs and emotions, and respect those of others.

✦✦ Express opinions, feelings and emotions about facts and events of nature, and the socio-cultural and Salvadoran identity.

✦✦ Explore the environment and natural phenomena through observation, discovery and experimentation.

✦✦ Develop literacy skills expressing thoughts, emotions and feelings though play.

✦✦ Pronounce correctly words in English modeled by the teacher.

✦✦ Discover characteristics and relationships between objects and situations in the context of meaningful experiences that contribute to the development of logical thinking and mathematical expression.

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✦✦ Recognize vowel and consonant sounds in the foreign language.

✦✦ Learn to work neatly tracing and writing letters 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




✦✦ Identifying the body parts of girls and boys through simple vocabulary.

✦✦ Perceiving qualities and characteristics of the body´s systems and organs through their senses.


✦✦ Understanding and following through movement and balance positions: up-down, front-back, inside-out, throwing, catching, left-right.

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

✦✦ Identifying, expressing, and regulating emotions, feelings and moods.

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


✦✦ Progressive development of habits and attitudes for welfare and personal safety.

✦✦ Practicing hygienic habits: bathing daily, changing clothes, tooth brushing and hand washing, especially before eating and after using the bathroom, using the toilet, combing, and blowing their nose.

✦✦ Practicing safety measures in the kitchen, bathroom, patio, etc.., in case of earthquakes, floods and fires drills through simple commands in the foreign language.

✦✦ Progressive development of feeding skills: use of spoon, fork, napkin; eating without help; hygienic habits like washing their hands.

✦✦ Practicing signs and safety rules for streets, sidewalks and traffic lights, through simple vocabulary.


Building identity

✦✦ Identifying 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, getting dressed and placing objects and materials orderly in the classroom.


✦✦ Identifying and expressing emotions, feelings and moods such as friendship, love, and trust.

✦✦ Identifying, expressing and regulating emotions, feelings and moods.

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c. Social relationships and values✦✦ Practicing social manners and values such as: love, peace,

cooperation, responsibility, respect, courtesy, honesty, order, respect for diversity, etc.

✦✦ Internalizing rights and duties that children have as citizens to enjoy the services provided by the places and institutions of the community.


a. We express and we communicate


✦✦ Listening, understanding and expressing stories, rhymes, and songs using appropriate vocabulary in the target language.

✦✦ Practicing intonation, gestures and facial expressions with songs using the target language.

✦✦ Increasing the vocabulary according to the needs.

Written or graphic comprehension and expression

✦✦ Interpreting and producing messages in pictures, images and conventional signs through vocabulary in the foreign language.

✦✦ Creating oral sentences or phrases in the foreign language from figures, pictures and simple stories, or graphical representation on drawings.

Approach the world of reading and writing

✦✦ Interpreting words, phrases in situations 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 identifying images, sounds and spelling through games.

Having fun with children’s literature

✦✦ Creating personal stories orally and listening to each other’s stories attentively.

b. Express and communicate with body language✦✦ Exercising and enjoying movements with the different 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 left-right.

✦✦ Exercising fine motor skills, using forms of circles, squares, triangles, and rectangles.

→ Expressing thoughts, feelings and emotions about objects, people, animals, drawing, events and experiences.

→ Experiencing eye-hand skills and proficient graphic-stroke motor skills, linearity control, orientation and space organization.

→ Identifying and expressing emotions, feelings and moods such as friendship, love and trust.

→ Using gestures and movements with a communicative intention.

c. we express and communicate with art✦✦ Producing orally characteristics of objects such as shapes, sizes,

textures, colors, odors, etc.

✦✦ Exercising fine motor and listening comprehension skills by drawing shapes like circles, squares, triangles and rectangles.

✦✦ Representing experiences through art techniques: drawing, painting, and modeling.

✦✦ Recognizing primary and secondary colors.

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d. We express and communicate with the musical language

✦✦ Discriminating and reproducing orally onomatopoeic sounds of social and natural environment, such as machines, animals and people.

✦✦ Reproducing and interpreting songs and musical games individually and collectively.

✦✦ Playing sounds, rhythms and melodies following musical beats along with body movement.

✦✦ Enjoying the musical language as a tool of communication with others and creative expression.

→ Imitating and reproducing sounds, rhythms and simple melodies associating with: body movements with different rhythms.

e. Express and communicate with visual language and technology

✦✦ Exploring media and technological resources as elements of expression in the foreign language.

✦✦ Playing and enjoying media and technology through programs and educational audiovisual games in the foreign language.




✦✦ Discovering external and internal parts of the body and its functions.

✦✦ Discovering their senses, organs and functions, hygiene and care.

✦✦ Identifying the stages of human life.


✦✦ Learning about the basic characteristics of domestic and wild animals in the foreign language.

✦✦ Investigating and learning vocabulary about the life cycle of animals, specifically when they are born, grow, reproduce and die.

✦✦ Exploring some animals from Salvadoran wildlife.


✦✦ Discovering vocabulary related to the different 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.


✦✦ Discovering inanimate elements of nature such as earth, water, fire and air.

✦✦ Learning about the importance of water, its properties and its physical states.

✦✦ Exploring the universe, learning and practicing vocabulary related to the solar system.

✦✦ Practicing orally basic vocabulary related to the planet earth.

✦✦ Producing vocabulary related to the understanding of natural phenomena through observation, 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.

✦✦ Participating in drills at school in case of emergencies.

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✦✦ Identifying 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 functions of the staff at school.


✦✦ Practicing vocabulary in English related to types of housing and community institutions.

✦✦ Producing orally the names of professions and occupations in the community.

✦✦ Becoming aware of transportation and traffic signals.

✦✦ Identifying different places in their community and the roles of its members.

✦✦ Exploring the surroundings near children’s reality through various activities.

Learning about our country

✦✦ Identifying our national symbols: flower, tree, bird, flag, national anthem and seal.

c. Exploring the world of logical math relations and expressions

Exploring the world of objects through play activities

Expressing in English basic properties and relationships of objects.

✦✦ Grouping and classifying objects by their physical properties: color, shape, size.

✦✦ Building relationships: high/low, long/short, big/medium/small, more/less, fast/slow, full/empty.

✦✦ Expressing comparisons between objects of one or two properties orally.

✦✦ Expressing in English spatial locations, such as front/back, top/bottom, right/left, up/down.

✦✦ Expressing temporal relations in English.

✦✦ Introducing estimation and time measurement such as present-past-future time, night-day, tomorrow. Days of the week, months of the year and seasons.

✦✦ Introducing and producing orally time 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 activities

✦✦ Introducing the concept of quantity in English through basic quantifiers: same and different.

✦✦ Applying basic quantifiers in games and daily activities.

✦✦ Identifying, counting and understanding up to 10.

✦✦ Writing number associations with graphical representations.

✦✦ Experiencing with numbers: grouping, sorting, counting from 1 to 10.

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✦✦ Recognizes himself/herself as a boy or girl, as well as his/her physical features.

✦✦ Uses the right or left hand of body as indicated.

✦✦ Develops graphics with directionality and communicative intention.

✦✦ Creates role plays with own initiative using as much English as possible.

✦✦ Interacts spontaneously in English with other children.

✦✦ Expresses appreciation by saying please and thanks spontaneously.

✦✦ Increases vocabulary on the subject and uses it properly.

✦✦ Draws proportional human figures with head, trunk, hands and legs.

✦✦ Identifies and names in English geometrical figures such as the rectangle, square and diamond.

✦✦ Sings children’s songs in English.

✦✦ Understands and follows more than two commands at a time.

✦✦ Asks and answers basic questions in English.

✦✦ Uses colors sometimes without relating them to reality.

✦✦ Uses oral language to express and communicate their ideas, concerns and feelings.

✦✦ Participates in cultural activities with art, music and play with creativity.

✦✦ Orders a set of objects that vary in size from the smallest to the biggest, the first and the last.

✦✦ Understands the relationship with objects: up-down, front-back, inside-out, over, under and near-far, when listening to instructions in English.

✦✦ Identifies the right and left when listening to instructions given in the target language.

✦✦ Imitates geometric patterns of two colors when instructions are given in English.

✦✦ Identifies and counts up to number ten.

✦✦ Participates orally in songs, stories, poems and legends using the foreign language.

✦✦ Knows and recognizes different places around the community.

✦✦ Participates with enthusiasm and creativity in games, recreation, sports and others, at school and at home.

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INTEGRATED METHODOLOGICAL SUGGESTIONSLEARNING AND DEVELOPMENT SITUATIONS

Some different globalized methodological proposals for learning and development situations are included in this section; they are distributed in four cross-cutting, integrating 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.










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On sunny days, outside the classroom (in the playground or patio), the teacher can invite boys and girls to identify 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 tiptoe, etc.

It is suggested to introduce the topic by talking about the different parts of the body and the differences between boys and girls, using flashcards or illustrations in cardboard. This is a good opportunity to motivate and talk about the different features between boys and girls, without discriminating.

Then the teacher can ask children to go in front of a mirror to see themselves in it, and at the same time, 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 addition, they should make fine and gross movements with their 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 description of their own body.

Then teachers can start by asking some questions: 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 questions, teachers should continue talking about the characteristics, differences and similarities between the body of a girl and that of a boy.

Afterwards, the teacher can invite them to make pairs, so they can draw their bodies on cardboard, making only the silhouette of her/his body as a “shadow”. Once the silhouettes are done, children are invited to mold with clay straight lines on the parts that they like about their body, and broken lines on the least favorite parts. Then, time should be allowed for children to express their reason for the straight lines in different parts of the body, and how we have to take care of our body.

This activity 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, eating nutritious food, playing, among others. Children may be asked to mimic some of these activities 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 duties and rights of all the children.

“Having fun with my body!”

Specific objectives: Teachers and families will support children to be able to:• Experiment with parts of their

body and senses, possibilities of movement and expression, through the coordination of gross and fine motor skills in physical and recreational activities.

• Locate their body in space, in time and in relationships with the environment.

• Interact with different children in games involving the body movement.

Resources• Mirror, body, pictures, colors,

crayons, charts, and clay.

Space• the classroom and patio

Time suggested• 2 to 3 days, or as long as the

teacher may consider adequate.

Integrating theme


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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 proportional human figure with head, trunk, arms and legs.

• Uses oral language to express and communicate ideas, concerns and feelings.

• Participates with enthusiasm and creativity in games, recreation, sports and others, at school and at home.

Contents

• Identifying 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 tiptoe.• Performing fine motor movements of their face, eyes, cheeks, nose, and tongue. Performing fine movements with their hands as

well.• Progressive development of habits and attitudes for welfare and personal safety: Practicing hygienic habits: bathing daily,

changing clothes, tooth brushing and hand washing, especially before eating and after using the bathroom, using the toilet, combing, and blowing their nose.

• Expressing thoughts, feelings and emotions about objects, people, animals, drawing, events and experiences.• Experiencing eye-hand skills and proficient graphic-stroke motor skills, linearity control, orientation and space organization.• Representing experiences through art techniques: drawing, painting, and modeling.

• Discovering the external and internal parts of the body and its functions.• Discovering their senses, organs and functions, hygiene and care.• Identifying the stages of human life.

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Integrating theme

This theme can be developed in the classroom, organizing children in groups of five. In the center of the classroom, the teacher can have boxes containing flash 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 questions like these: What do you see in the picture? Who are they? What are their names? Where do they live? All boys and girls should be encouraged to participate.

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 beautiful hive. The narration 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. Grandma was very playful and liked to dance too. She was younger than Grandpa “Abito”.

One day, Lili, the bee, wanted to go out and play, but had no friends to do so. Then she invited Grandma “Abita” to play in the Park. They played and played until it got dark. Grandma Abita decided to return home. But as it was late at night, the sky was also

dark, and Grandma “Abita”, did not recognize the way home so she looked at the sky and said to the Star Light: “Could you take us to our house? Our house is hive number 10, it is the largest on Cotton Candy Street.”

The star immediately answered “Yes, I can”, and then he lit the way, so the bees returned to their hive.

The teacher can prepare the narration according to interests and acceptance shown by the children. Once completing the narration, children should be motivated to respond in English, the roles of the members of the family, also the concepts of day and night. To close the activity, the teacher could organize the children in pairs, trying not to be of the same size. Then they should be invited, accompanied by music, to move from left to right, then from right to left.

Then the children in pairs should be asked to see each other and answer the following questions: who is taller?, who is shorter?; then children should repeat the movements from left to right and vice versa, repeating and responding to the same question to all the class.

Finally, the teacher should invite everyone to sing the song: “My family, this is my family, I have a bee hive family, I have a very happy family, very happy family, I have a very happy life, (2X).

“Once upon a time… Lili ,the Bee, and her beautiful hive”

Once upon a time…

Specific objectives: Teachers and families will support children to be able to:• Identify and say the names of family

members and other relatives.• Express feelings, needs and

emotions with songs.

Resources• Paper, crayons, and paint. Use

primary colors, glue, scissors, etc.• Clay or play dough. • CD Player, lyrics and poems.

Space• Classroom, multipurpose room.

Time• The project could last two weeks.

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Contents

• Identifying the family, its members and some of their roles.

• Sharing personal and family history.

• Using gestures and movements with a communicative intention.

• Increasing the vocabulary according to the needs.

• Creating personal stories orally and listening to each other’s stories attentively.

• Identifying and expressing emotions, feelings and moods such as friendship, love and trust.

• Identifying, counting and understanding numbers up to 10.

• Identifying the stages of human life.• Expressing orally, feelings related to

contact with nature.• Identifying the family, its members,

and some of their roles.


• Spontaneously interacts in English with other children.• Creates role plays with own initiative using as much English as possible.• Uses the right or left hand of body as indicated.

• Sings children’s songs in English.• Understands and flows more than two commands at a time.• Uses oral language to express and communicate ideas, concerns and feelings.

• Identifies the right and the left when listening to instructions given in the target language.• Participates orally in songs, stories, poems and legends using the foreign language.• Identifies and counts up to number ten.

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“The Fun Science Lab”The fun science lab is a workshop that facilitates the discovery and experimentation with the environment in which children live. Teachers only need to use space and take advantage of all the resources provided by the community such as parks, the countryside, the city, pets and the same school, among others.

To develop this activity teachers may:

Gather all the children in a general meeting. The teacher starts by saying that all of them will become “scientists.” Today we will discover in the laboratory how food is transformed, the teacher explains. On the previous school day, children would be asked to bring lemons, glasses, water, sugar and a spoon for stirring all ingredients. The procedure to prepare the lemonade will be explained step by step before making lemonade:

✦✦ Wash your hands before preparing food.

✦✦ Have a glass with water ready.

✦✦ Squeeze the lemons.

✦✦ Put one or two teaspoons of sugar.

✦✦ All ingredients are stirred with a spoon.

✦✦ Add ice cubes.

Ready! We have transformed the water into rich lemonade. The teacher explains that first the water had no taste but then the water was mixed with the lemon juice, sugar and ice cubes which changed the color and the taste. It also shows that the ice when moving in the warm water melts. The same

happens to the water when it boils and evaporates.

With these ideas children develop and experience the changes of water and this also can generate a conversation about water, explaining that when the rain comes, the water evaporates and changes to a cloud, also that when it’s cold in a country, water freezes on top of houses, on trees, on the streets and in all other places.

To keep talking about this topic, the teacher can bring videos that illustrate the process of water or the states of water. The teacher should talk about some of the benefits of water on living things like animals, trees, and people. The discussion should lead to the benefits of water for plants, especially those that produce fruit. Children should be asked to draw their favorite fruit, with these drawings the teacher can form a collage and show them in the hallway.

Also teachers may ask students to bring fruits like bananas, apples, tangerines, plums, or all kinds of fruits produced in the community. Children should be asked to observe the size of the fruit they have brought and say, which are larger or smaller, where do they see many of them, where do they see a few or equal amount of fruit. Teachers should ask children to group the fruits by fives or tens.

To end the activity as researchers, they all make a circle near the mural and celebrate their creations singing and dancing a song that relates to the experiments.

Integrating theme


Specific objectives: Teachers and families will support children to be able to:• Experiment with the states of

water.• Practice hygienic habits.• Draw and paint everyday objects.

Resources• Food: lemons, sugar, salt, fruits and

others in the community. Materials: color, paint, crayons, paper, musical instruments, cups, plates, spoons, forks, among others.

Space• The classroom, the courtyard,

playground (under a tree), or any place allowed to experiment and play.

Time• From 4-5 days or so.

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• Spontaneously interacts with other children.

• Creates role plays with own initiative using as much English as possible.

• Uses oral language to express and communicate ideas, concerns and feelings.

• Sings children’s songs in English.

• Orders a set of objects that vary in size from the smallest to the biggest, the first and the last.

• Identifies and counts up to number 10 .

Contents

• Progressive development of feeding skills: use of spoon, fork, napkin; eating without help; hygienic habits like washing their hands.

• Interpreting words, phrases in situations of reality of children: Using 4 or 5 words from their interest.• Recognizing primary and secondary colors.• Reproducing and interpreting songs and musical games individually and collectively.• Enjoying the musical language as a tool of communication with others and creative expression.

• Discovering inanimate elements of nature such as water, earth, fire, and air.• Learning about the importance of water, its properties and its physical states.• Applying basic quantifiers in games and daily activities. • Grouping and classifying objects by their physical properties: color, shape and size.• Experiencing with numbers: grouping, sorting, counting from 1 to 10.

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Integrating theme


“Let’s play detective”The teacher invites children to sit in a circle and express their ideas about the community where they live.

It is suggested to start with questions like: What do you think about your community? Do you like it? Who are the people in your community? What do you know about the places nearby? What do people in your community do? As they answer, new questions are generated.

Then, they are asked if they want to play “detective” and if they want to find out the different places around their community. They would observe different places in their neighborhood. As homework, children would have to ask their family members questions on the subject, like what are the newest places in the community? Which are the oldest? They will ask about the bakery or the church if there is one, they will ask about the police station also. The next day they will share the information with the class.

The following day a dialogue can be started with the questions and answers about what they have found out about the community. As they share the information they have about different places around their community, teachers should give some feedback.

To continue the investigation into the community, the teacher should present clues of their community that children have to guess. These clues are sheets of paper with images of different places, institutions, professions and shops in the community. They will have to name the places, identify the people they see in those places, name the institution they see, and identify the profession or the occupation of those who work there.

The tour can be done with the children passing slowly by each picture. It should be mentioned that on his right or left they would see different pictures of their community. As the case goes, a brief description of historical places would be given, about their community, professions and shops that are there, transportation, among others.

When the tour ends boys and girls should be provided with paper, pencil, or crayons, to make a drawing of their community. Children will describe different places in their community, and then the teacher will do the final feedback.

You can make a small exhibition open to family and / or children from other sections to share their works of art.

Specific objectives: Teachers and families will support children to be able to:• Identify different places and

institutions in the community, with their respective functions.

• Identify and express feelings, needs and emotions.

• Identify different chores and professions of working people in the community

• Explore the environment through observation, exploration and experimentation.

Resources• Paper, colors, crayons, flashcards,

fingerpaint,

Space• The school or green area or the

playground.


20 minutes per day, three times a week, or as long as the teacher considers necessary.

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Contents

• Internalizing rights and duties that children have as citizens, to enjoy the services provided by the places and institutions of the community.

• Identifying, expressing and regulating emotions, feelings and moods.

• Imitating and reproducing sounds, rhythms and simple melodies associating with: body movements with different rhythms.

• Identification of different places in their community and the roles of its members.

• Exploration of the surroundings near children’s reality through various activities.


• Creates role plays with own initiative using as much English as possible.• Uses the right or left hand of body as indicated.

• Increases vocabulary on the subject and use it properly.• Uses oral language to express and communicate their ideas, concerns and feelings.

• Knows and recognizes different places around the community.

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Preschool 6

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1. IntroductionLearning a foreign language by children requires careful planning, organization, creative and flexible strategies on part of the teachers. It also requires attention and motivation on part of the children. Constant planning of activities is the base for an effective implementation of this six year-olds curriculum. Of course preschool contents, lessons, topics and any other ways of creating knowledge should be based on fun activities suitable for this age.

Therefore, learning should be a joyful experience that helps boys and girls discover their potential through contact with every day life and should also contribute to their equitable and integral development. Strategies aimed at promoting education in which children’ rights, gender equity, diverse learning, inclusiveness and peace culture should be taken into account by the educational community upon organizing activities.

Other aspects that these guidelines emphasize are organization of space, appropriate use of resources, relevant curricular adaptations and situations through an approach that integrates all children´s experiences, so that the process is one and allows for innovative actions. Workshops, corners, fun projects, open classrooms, among others, are some of the activities that should be planned through integrating exercises. However, these guidelines are flexible enough for educators to modify them according to the needs that different environments demand.






✦✦ Experience body precision and coordination in physical, artistic and playful activities.

✦✦ Develop visual-motor and eye-hand coordination in expression activities.

✦✦ Demonstrate healthy self-esteem, autonomy and identity development in individual and collective activities.

✦✦ Demonstrate responsible, creative and confident autonomy in different school situations.

✦✦ Demonstrate awareness of gender equity and respect for diversity in their relationship with boys, girls and adults through attitudes of cooperation, tolerance and acceptance.

✦✦ Practice habits related to healthy eating, personal hygiene, order, rest, and recreation.

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✦✦ Express opinions, feelings and emotion about facts and events of the socio-cultural aspect and the Salvadoran identity, through different forms of language, taking into account respect for diversity.

✦✦ Establish cause and effect relationships in natural phenomena through experimenting.

✦✦ Interact with the social and cultural environment, practicing values and social harmony norms.

✦✦ Develop competencies for interpreting images, codes, and symbols through different language forms.

✦✦ Determine qualities, variations and relationships between objects and sets.

✦✦ Compare, order, count and arrange serially by size, color, and shape, objects in meaningful experiences which develop thought and logical- mathematical expressions.


3. Contents




✦✦ Identifying the body anatomy (schema) of boys and girls.

✦✦ Expressing feelings and perceptions through their senses.


✦✦ Performing fine motor skills with their face, eyes, cheeks, nose, and tongue. Performing gross movements with their hands as well.

✦✦ Performing body coordination, balance and control in games that involve displacement, speed, balance and strength.

✦✦ Enjoying body movement and displacement in space by playing left hand-right hand games.


✦✦ Developing welfare and personal safety habits:

→ Practicing hygienic habits: bathing daily, tooth brushing and hand washing, using the toilet, combing his/her hair, blowing his/her nose and cleaning feet, ears and neck.

→ Practicing safety measures in the kitchen, the bathroom, the playground, the street, and other places, when handling toys and objects as well, and in case of earthquake, flood and fire drills through commands in the foreign language.

→ Practicing signs and safety rules for streets, sidewalks and traffic lights through simple vocabulary.


Building identity

✦✦ Identifying themselves and family members by their full name and the place where they live.

✦✦ Sharing personal and family history through family trees, toys, hobbies, pets, and anecdotes.

Building autonomy

✦✦ Progressive development of feeding skills: use of spoon, fork, and napkin; daily activities such as getting dressed and undressed, button up and unbutton, open and close zipper, and tie their shoes.

✦✦ Participating actively in conflict resolution and decision-making at home, at school and in the community.

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✦✦ Express friendship, trust, love, affection and solidarity towards peers, family and adults.

c. Social relationships and values✦✦ Practicing social norms and values such as love, peace, solidarity,

cooperation, responsibility, respect, courtesy, equity, honesty, order, tolerance, and respect for diversity, etc.


a. We express and we communicate


✦✦ Listening, understanding and expressing the main ideas of oral texts, narratives, family anecdotes, short stories, children’s rhymes, imaginary stories and community customs in the target language.

✦✦ Expressing gender, number, adverbs of time and place to describe objects, persons, animals and the surroundings.

✦✦ Pronouncing sounds with appropriate suprasegmental features.

✦✦ Increasing vocabulary by identifying and using new words in games and songs.

✦✦ Speaking with correct intonation, gestures and facial expressions

✦✦ Increasing and using new vocabulary in short phrases.

✦✦ Recognition of meaning, sound and spelling of generating words:

✦✦ Using pronunciation games to aid identification of image-sound-spelling.

✦✦ Playing games including words with vowels and consonants learned.

✦✦ Singing songs individually or collectively with rhythm followed by movements.

Written or graphic comprehension and expression

✦✦ Interpreting and producing messages in pictures, images, icons or conventional signs using appropriate vocabulary in the foreign language.

✦✦ Creating oral sentences or phrases in the foreign language from picture sequences in logical and chronological order.

✦✦ Practicing eye-hand and graphic-motor skills: linearity, guidance, organization of space in coloring, free drawing, etc.

Approach the world of reading and writing

✦✦ Interpreting words, phrases or situations of reality of children: using 4 or 5 words of their interest.

✦✦ Recognizing meaning, sound and spelling of the generating words.

✦✦ Pronouncing and identifying images, sounds, and spelling through games.

✦✦ Playing with words that include vowels and consonants like m, l, p, s, and progressively adding the rest of consonants.

✦✦ Creating and expressing graphically texts or short stories.

Having fun with children’s literature

✦✦ Creating short stories orally with illustrations and listening to each other’s stories attentively.

✦✦ Creating and evaluating stories about topics related to children’s interests, individually and collectively.

b. We express and communicate with body language✦✦ Exercising and enjoying movements with the different parts of the

body such as open and close, relax, move and stop, move fast, slowly, up-down, front-back, inside-out, near-far, above-below, between, next to and right-left.

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✦✦ Performing and understanding body messages to convey information, needs, moods, emotions and feelings.

✦✦ Characterizing stories, oral tradition and short narrations in the foreign language.

✦✦ Exercising psychomotor activity and body balance to benefit health care.

c. We express and communicate with art✦✦ Producing orally characteristics of objects from sensory stimuli:

shapes, sizes, textures, colors, smells and tastes.

✦✦ Exercising gross and fine motor skills by following circles, squares, triangles, rectangles, etc.

✦✦ Identifying and creating with primary and secondary colors and lightening and darkening with white and black.

d. We express and communicate with the musical language✦✦ Identifying and reproducing onomatopoeic sounds, noises and

silence in the social and natural environment such as animals, people, objects and machines.

✦✦ Discovering and discriminating possible sounds with the voice, parts of the body, metal, wood, glass and paper, as well as with percussion musical instruments.

✦✦ Reproducing and interpretating songs in the foreign language individually or collectively using percussion instruments.

✦✦ Enjoying the musical language as a tool of communication with others and as creative expression.

e. We express and communicate with visual language and technology

✦✦ Exploring media and technological resources such as audiovisual programs and educational games in the foreign language.

✦✦ Representing and interpreting experiences, needs, emotions , fantasies and objects through visual techniques such as stamping with fingers and objects, drawing, painting, modeling, twisting, folding, making collages, murals, simple constructions, sculptures, stained glasses, and mobiles.




✦✦ Identifying external and internal parts of the body and its functions.

✦✦ Discovering their senses, organs and functions, hygiene and care.

✦✦ Identifying the stages of human life.


✦✦ Learning about the basic characteristics of domestics and wild animals in the foreign language.

✦✦ Investigating and learning vocabulary used in English about the life cycle of animals, specifically when they are born, grow, reproduce and die.


✦✦ Discovering the vocabulary used in English related to the different kinds of plants, their parts and usefulness.

✦✦ Experiencing the life cycle of plants, specifically as they sprout, grow, reproduce and die, learning the basic vocabulary in the foreign language.

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✦✦ Discovering vocabulary related to natural elements such as earth, water, fire, air, their usefulness and preservation.

✦✦ Discovering, experimenting and practicing vocabulary related to water, such as its importance, characteristics and physical states.

✦✦ Exploring the universe, learning and practicing vocabulary in English related to the solar system, specifically the planets’ names.

✦✦ Practicing orally basic vocabulary in English related to the planet earth.

✦✦ Producing vocabulary related to the understanding of natural phenomena through observation, taking note of changes in the weather, such as cloudy, rainy and sunny days.

✦✦ Becoming aware of the two seasons in El Salvador.

✦✦ Expressing orally feelings related to contact with nature.

✦✦ Participating in drills at school in case of emergencies.

✦✦ Producing and learning vocabulary in English related to keeping the environment clean.



✦✦ Identifying the family, the relationships among its members and their roles.

✦✦ Recognizing and naming in English household units and its objects.

✦✦ Producing and learning phrases in English which describe some of the house chores, and family roles.

Learning about the school

✦✦ Recognizing and naming the units in the school, their functions, and the location.

✦✦ Recognizing the vocabulary in English related with the functions of the staff at school.


✦✦ Practicing orally the names of professions, occupations, and services in the community.

✦✦ Becoming aware of transportation means, traffic signs, basic traffic rules and their importance within the community.

✦✦ Learning and practicing vocabulary in English related to holidays, traditions and customs in the community.

Learning about our country

✦✦ Learning basic facts about Salvadoran history and ancestral cultures.

✦✦ Sharing knowledge about some parts of El Salvador: beaches, volcanoes, lakes, urban and rural landscapes, the countryside and the city.

✦✦ Practicing orally vocabulary related to our national symbols and talking about their significance.

c. Exploring the world of logical math relationships and expressions

Exploring the world of objects through play activities

✦✦ Expressing in English basic properties and relationships of objects.

✦✦ Groupings and classifying objects by their physical properties: color, shape, size, thickness, texture, length, height, weight, capacity.

✦✦ Learning and practicing vocabulary to build relationships: “more-than”, “like”, “as much as” with: high / low, long / short, big / medium / small, wide / narrow, higher / lower; fast / slow, full / empty and light / heavy.

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✦✦ Expressing comparisons orally between objects: large-medium-small, more-less than or equal to, and long-short.

✦✦ Expressing orally order among objects: from the shortest to the longest/ from high to low/ from wider to narrower, etc.

✦✦ Expressing spatial relationships and location using phrases in the foreign language such as in front of, behind, above, below, right, left, up, down, furthest, closer, inside, outside, between, among, in front, above and around.

✦✦ Expressing temporal relations in English, introducing present, past, future, morning, afternoon, evening, days of the week, months, years, centuries, before, after, yesterday, today, and tomorrow.

✦✦ Managing temporal sequences, fast-slow; a little, a lot.

✦✦ Producing orally time in English including hours and minutes.

✦✦ Introducing and producing orally in English, the vocabulary related to plane and solid geometric shapes in everyday objects such as circle, triangle, square, rectangle, oval, and geometrical figures such as the sphere, cube, prism and cylinder.

✦✦ Calculating time in games and daily activities.

✦✦ Comparing properties in objects: large, medium, small, more, less than or equal to, long, short more, less than or equal to, light-heavy, more, less, than or equal to, narrow, width, more, less than or equal to, etc.

Exploring the World of Numerical Expressions through play activities

✦✦ Applying basic quantifiers in games and daily activities.

✦✦ Introduction to the concept of quantity. Quantifying expression: the basic quantifiers such as all, one, many, some, none, much, little, more, less, as many as, and like.

✦✦ Writing number associations with graphical representation.

✦✦ Writing numerical series by adding units; preceding and succeeding numbers.

✦✦ Constructing number series: numbers 1 to 20.

✦✦ The cardinal number: number association and its graphical representation.

✦✦ Expressing orally ordinal numbers up to the last one on a line.


✦✦ Alternates arms and legs symmetrically to walk at least 20 steps.

✦✦ Identifies the right and the left in another person.

✦✦ Cuts out simple shapes accurately.

✦✦ Recognizes gender in other persons.

✦✦ Participates in a group performance.

✦✦ Plays with girls and boys.

✦✦ Recognizes some rights and duties.

✦✦ Skips obstacles and runs without falling.

✦✦ Initiates his participation in group activities.

✦✦ Draws the human body with clear sex differences.

✦✦ Enjoys role playing in games with other children.

✦✦ Classifies flashcards in class, for examples animals and plants.

✦✦ Points out small differences in very similar drawings.

✦✦ Understands the main ideas of a story.

✦✦ Participates in cultural, manual, graphic, plastic, musical and playful-creative activities.

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✦✦ Uses oral language to communicate their ideas, concerns and feelings.

✦✦ Understands time sequences (what happened first, second, third, etc.).

✦✦ Understands some photographs.

✦✦ Imitates geometrical patterns with 3 of 4 colors.

✦✦ Counts up to number 20, through manipulation and relationship with objects.

✦✦ Identifies, quantifies, and establishes relationships and measurement.

✦✦ Integrates into groups and acts cooperatively with solidarity, tolerance and respect.

✦✦ Practices basic courtesy rules, order, respect and appreciation for others at home, at school and in the community.

✦✦ Participates with enthusiasm and creativity in playful, recreational, and sporting activities at school and at home.

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INTEGRATED METHODOLOGICAL SUGGESTIONS LEARNING AND DEVELOPMENT SITUATIONS

Some different integrated methodological proposals for learning and development situations are included in this section; they are distributed in four integrating themes. This sequence may be carried out with the curriculum for six years; however this is not the only sequence that can be suggested. Each teacher may adapt 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.










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Integrating theme


For this activity, the teacher announces to the children that they will make a TV show called “Look everybody, my body speaks and has sounds”. The teacher should tell the children that all are invited to participate. The teacher should ask everybody if they have brought their imagination! Because they will need it for this activity! This activity can be done as an interview or a show. If it is done as an interview, the teacher should be the model interviewer and then children should be given the opportunity to take the teacher’s place.

One way to start the class is that the teacher asks boys and girls the following question: What do you need to do keep your bodies clean and healthy? Time should be allowed for children to respond.

Then, the teacher asks for 3 participants (counting 1, 2, and 3 and choosing the volunteers). Each of the three participants will be asked to choose an animal which he or she will represent. Children should be explained clearly that they can use any part of their body he/she to represent the animal by moving and also must reproduce its onomatopoeic sound. For example, moving the right arm in front of their face as an elephant´s nose, and simultaneously move like elephants. This is a good opportunity to talk about this animal in particular and questions concerning their habitat, their food, their color, their size, etc. The opportunity calls for talking about this animal’s

life cycle. Teachers make give ideas as to animals and movements as well. If a child chooses a monkey, suggest movements like placing one hand on his or her head, and the other hand on the hip, and starts scratching like monkeys do. Teachers should also work with the initial phoneme in the animal’s name.

Then, the teacher asks for 3 more participants (counting up to 3 as it was done in the previous exercise). This time, the teacher tells children that they will become machines (making the emphasis on the phoneme M). For example, one of them may be a train, and with his/her left hand the child makes the movement up and down, while producing the sound of the train: choo choo choo choo choo.

The program may include other section which may be called “Traveling around the body”. This new activity can start with a conversation in which the children are asked whether they have had a stomachache. Questions like where is you stomach? Does it move? Can you hear it?

Then, the teacher may ask the children what they think is inside our bodies. Time should be allowed for responses. If children do not understand the question completely, the teacher should use other objects to make this comparison, for example, a box, then ask “what do you think is inside this box? What do you think is inside our body?”

“Look Everybody: All My Body Speaks and Has Sounds!”Specific objectives: Teachers and families will support children to be able to:• Experience physical and recreational

activities coordinated by the body.• Develop visual-motor coordination

and eye-hand activities.• Develop identity and autonomy

with responsibility, initiative and confidence.

• Identify parts of the body, as well as organs and their functions.

Resources• Flashcards, microphones, and boxes.

Space• The classroom and the playground.

Time• A week or as long the teacher

considers it feasible.

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The teacher shares information about some of the other organs and their basic function. For example, the intestines. It may be explained that there are two, about their shape and size; that they are shaped like a wavy line; about their color; and their function. This is a good opportunity to make children express in the foreign language, with the teacher’s help, the reasons why sometimes our stomach hurts. Some of the answers teacher should elicit from the children may be that we eat too much, or because we have not eaten anything or may be because they did not wash their hands before eating, and others teachers should plan. The moment calls for reinforcing hygienic habits among children.

Then, each team is given materials to develop small models or drawings of some of the organs mentioned in class or others they already know, for example, the

heart, the lungs or other they may like to include. For these models children can use paper mache, clay, dough, play dough, etc. These models can be used for the TV program they are going to present, while motivating them to investigate at home with the family, about the functions of these organs.

This activity may be presented to the parents. Children can make television cameras with boxes, and play they are reporters or interviewers. Children should also explain the movement of the body as it has been rehearsed through these activities. The teacher can invite families to see the television program.

Contens

• Identifying the body anatomy (schema) of boys and girls.

• Performing fine motor skills with their face, eyes, cheeks, nose, and tongue. Performing gross movements with their hands as well.

• Identifying themselves and family members by their full name and the place where they live.

• Creating and evaluating stories about topics related to children’s interests, individually and collectively.

• Exploring media and technological resources such as audiovisual programs and educational games in the foreign language.

• Identifying external and internal parts of the body and its functions.

• Construction of numbers: the series of numbers from 1 to 20.


• Participates in a group performance.• Plays with girls or boys.

• Uses oral language to communicate their ideas, concerns and feelings.• Understands the main ideas of a story.• Participates in cultural manual, graphic, plastic, musical and playful-creative activities.

• Integrates into groups and acts cooperatively with solidarity, tolerance and respect.• Practices basic courtesy rules, order, respect and appreciation for others at home, at school and in the community.

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Integrating theme

For this activity it is suggested to prepare a workshop in which children can trace their feet creating their own shoe template (left and right). Then, they cut it out following the contour of the drawn line. These may be made of cardboard, foamy or other material. This material can be decorated with creativity. Finally it is recommended to make holes to string lace or yarn in them.

After the templates are complete, the teacher must show children the different forms of tying shoes. While teaching them how to tie their shoes, the teacher can discuss the about the importance of tying the laces appropriately, emphasizing the results of doing so. The teacher must explain that if the laces are loose, they can stumble and hurt themselves. To avoid any accidents, children should know how to do it, if they cannot tie their templates appropriately, children should look for the teacher´s or other children´s help.

The previous activity can motivate children to participate in the great game called “magic shoestrings” which can be done to achieve the objective of tying and untying their shoes.

Teachers should motivate children together to create a poster or their own calendar to schedule the days and the time in which they would practice tying and untying their shoes, at school or at home. By keeping these dates, children will eventually mark the day in which they succeed in the task, or in other words,

they will write the day in which the magic shoestrings have worked.

The teacher can make practice sessions on how to tie their shoes encouraging classmates to help each other, and work with the ones with more difficulties. The game “Magic shoestring” should be played in an open space. Parents should be invited to participate in their children’s achievement of tying and untying their shoes.

Some suggested activities are:✦✦ Jumping obstacles and running without falling.✦✦ Walking on tiptoe with eyes closed.✦✦ Playing music for children to slide their feet quickly

or slowly, depending on the rhythm of the melody.✦✦ Making rows of children numbering them from 1

to 10. The teacher should, beforehand, prepare cards with the corresponding number to be hung on children’s chest. The objective of this activity is that children should practice numbering themselves and learning about which number he/she follows.

At the end of this activity, the teacher can comment on the personal care activities of daily living and evaluate the cause and effect of these activities such as buttoning their shirt, closing and opening zippers, fastening and unfastening, etc. At the end, children should be congratulated for their effort and should be awarded with a prize for their achievement.

“The magic shoestrings”

Once upon a time…

Specific objectives: Teachers and families will support children to be able to:• Achieve independence in their daily

activities.• Develop fine and gross motor

skills and better control of their movements.

• Develop values and participate actively in recreational activities.

Resources• Paper, cardboard or paperboard,

foamy, yarn, ribbons, paint, colors, calendar, recorder, music, awards, punches, ribbons, and numbers from 1 to 20.

SpaceClassroom, playground, field or open space.

TimeIt is suggested 1 or 2 months. It depends on the skills and proposed dates, in accordance with teacher.

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Contens

• Progressive development of feeding skills: use of spoon, fork, and napkin; daily activities such as getting dressed and undressed, button up and unbutton, open and close zipper, and tie their shoes.

• Using materials for art expression: finger paint, mud, clay, colors, paper, cardboard, brush, pencil, scissors.

• Managing temporal sequences, fast-slow; a little, a lot.

• Constructing number series: numbers 1 to 20.

• The cardinal number: number association and its graphical representation.


• Skips obstacles and runs without falling.• Identifies the right and the left in another person.• Cuts out simple shapes accurately.

• Uses oral language to communicate their ideas, concerns and feelings.• Participates in cultural, manual, graphic, artistic, musical and playful-creative activities.

• Integrates with the groups and acts cooperatively with solidarity, tolerance and respect.

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“Let´s Dance the Hokey Pokey!”For this activity, it is suggested to start the class presenting a flashcard with the question Do you like to dance? Read the question and ask for children’s answers. Allow time for their answers. Then show one more poster with the question “What do you feel when you dance?” And then continue talking and asking questions like “Which songs do you like to dance?”, “Do you practice dancing at home?” Let them spontaneously answer the questions. Teachers create an atmosphere of respect for those children who do not like to dance.

The teacher can explain that mixing songs with different movements is very funny and that they will be invited to participate dancing the song “the Hokey Pokey”. The teacher should ask if they know how to dance this song. It is important to express with gestures of curiosity what The Hokey Pokey is about. Invite them to dance and if there are boys or girls who do not like to dance, let them only watch and then again invite them to dance. The Hokey Pokey is an opportunity in which the teachers can apply lateral body movement and spatial orientation.

The teacher should motivate the group to sing and dance the Hokey Pokey. Explain to the children that this song includes a lot of movements as going to the left and right, forward and back. Before performing, children should be asked to identify their left foot,

their right foot, and their left hand, their right hand, to make a forward step and one backward and turn around, as the song mentions it. Then, when the teacher considers that boys and girls are ready, invite them to listen and dance the song The Hokey Pokey. The song should be repeated several times, creating a climate of joy, movement and constant observation of their movements.

At the end of the dancing activity, children should be invited to breathe and relax, after all this active movement. Then, the teacher should invite boys and girls to sit in a circle, to talk about what they felt, what they liked, and to ask questions about the song. Allow them to the express spontaneously; mention some of previous key words for example: the Hokey Pokey, music, dance, left, right, in, out among others. The teacher can also write sentences in flashcards like these:

COME ON, BOYS LET’S DANCE.

COME ON, GIRLS LET’S DANCE

The teacher should keep on talking about the phrases in the song which the song identifies: the left, right, forward, back. Then, ask boys and girls to identify their left and right hands, and feet and then start to sing and dance the song again with the children.

Integrating theme


Specific objectives. Teachers and families will support children to be able to:• Identify left, right, forward, back in

and back out movements.• Recognize the meaning of words and

phrases in songs.• Count objects placed according to its

orientation in space.

Resources• Music, recorder, sheets of paper,

pencil, crayons, posters with words or phrases.

Space• Music room, classroom, courtyard or

other open space.

Time• One week.

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The Hokey Pokey1

You put your right foot in you take your right foot outyou put your right foot inand you shake it all aboutyou do the hokey pokeyand you turn yourself aroundthat’s what it’s all about

You put your left foot inYou take your left foot outYou put your left foot inAnd you shake it all aboutYou do the hokey pokeyAnd you turn yourself aroundThat’s what it’s all about

You put your right hand inYou take your right hand outYou put your right hand in

And you shake it all aboutYou do the hokey pokeyAnd you turn yourself aroundThat’s what it’s all about

You put your left hand inYou take your left hand outYou put your left hand inAnd you shake it all aboutYou do the hokey pokey And you turn yourself aroundThat’s what it’s all about

You put your whole self inYou take your whole self outYou put your whole self inAnd you shake it all aboutYou do the hokey pokeyAnd you turn yourself aroundThat’s what it’s all about


• Enjoying and appreciating body movement and displacement in space by playing left hand-right hand games.

• Speaking with correct intonation, gestures and facial expressions

• Increasing and and using new vocabulary in short phrases.

• Recognition of meaning, sound and spelling of generating words:

• Using pronunciation games to aid identification of image-sound-spelling.

• Playing games including words with vowels and consonants learned.

• Singing songs individually or collectively with rhythm followed by movements.

• Introduction to the concept of quantity. Quantifying expression: the basic quantifiers: all, one, many, some, none, much, little, more, less, as many as, and like. Achievement Indicators

• Identifies the right and the left in another person.• Recognizes gender in others.• Participates in group performance.• Initiates his participation in group activities.

• Points out small differences in very similar drawings.• Participates in cultural, manual, graphic, plastic, musical and playful-creative activities.• Uses oral language to communicate their ideas, concerns and feelings.

• Practices basic courtesy rules, order, respect and appreciation for others in the family, at school and in the community.• Participates with enthusiasm and creativity in playful, recreational, and sporting activities at school and at home.

1 The Hokey Pokey. Listen to this song. http://www.kidsongs.com/lyrics/the-hokey-pokey.html

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Integrating theme:


“My friends, the planets”To carry out this activity it is suggested to present children images of the different planets in the solar system, or if the school has technological resources teachers should search for an appropriate presentation of planets.

Pictures of the planets can be distributed among groups, so they color them and afterwards be pasted on cardboard to be cut out to form a puzzle. With the help of parents, children may investigate thoroughly, about the planets in the solar system.

Children may also model planets in clay. Then they could be placed in series, in ascending or descending order, according to the attributes or characteristics of each planet and their place in the solar system.

The teacher may suggest to children to play a game in which each one of them plays the role of a planet. For this new activity the teacher asks girls or boys whose names begin with the initial letter of each planet’s name to take a place around the sun (which

is another child, holding a light to indicate that this is the contribution of the sunlight to the planets). Then, the sunlight takes turns in lighting each planet, having each child call out the name of the planet he/she represents. After all of them have been introduced, each planet expresses some of his/her features as a planet.

Having played with the planets and their features, children should be presented flash cards showing questions like Who lives on the planets?, What do they eat?, What is their life like? What resources are there available? If the technical devices permit, this is a good opportunity to show brief documentaries on the planets with the help of other teachers.

This is also a good opportunity to talk about our natural resources, animals or other living species on planet earth. Teachers may take advantage of this activity and explain that there are species in danger of extinction on the planet earth.

Specific objectives: Teachers and families will support children to be able to:• Identify by their names the planets in

the solar system.• Value the planet Earth and its

resources.

Resources• Bond paper, cardboard or paper, paint,

pencils, crayons, markers, gloss paper, lamp, technological, illustrated sheets, crossword puzzles or planets. (The resources may vary depending on the activities to be carried out).

Space• Classroom, open space, computer

center.

Time• 1 to 2 weeks.

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• Cuts out simple shapes accurately.• Participates in a group performance.• Plays with girls or boys.• Initiates his or her participation in

group activities.

• Enjoys role playing with other children.

• Understands time sequences (what happened first, second, third, etc.).

• Uses oral language to communicate their ideas, concerns and feelings.

• Understands some photographs.

• Integrates into groups and acts cooperatively with solidarity, tolerance and respect.

• Participates with enthusiasm and creativity in playful, recreational and sporting activities at school and at home.

Contents

• Participating actively in conflict resolution and decision making at home, at school and in the community.

• Exploring media and technological resources such as audiovisual programs and educational games in the foreign language.• Representing and interpreting experiences, needs, emotions, fantasies and objects through visual techniques such as stamping with fingers

and objects, drawing, painting, modeling, twisting, folding, making collages, murals, simple constructions, sculptures , stained glasses, and mobiles .

• Exploring the Universe, learning and practicing vocabulary in English related to the Solar System, specifically the planets’ names.• Calculating time in games and daily activities. • Comparing properties in objects or collections: large, medium, small, more, less than or equal to, long, short more, less than or equal to,

light-heavy, more, less, than or equal to, narrow, width, more, less than or equal to, etc.

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Bibliography

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Bibl

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aphy

✦✦ Douglas Brown, H. (2007). Principles of Language Learning and Teaching, 5th ed. White Plains, N.Y.: Pearson Longman.

✦✦ Genesee, F. Bilingual Acquisition. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=38

✦✦ Martínez Mendoza, F. (2010). Primera infancia, bilingüismo y educación infantil. Madrid: Editorial Trillas.

✦✦ The Hokey Pokey. Listen to this song. http://www.kidsongs.com/lyrics/the-hokey-pokey.html http://www.scoutsongs.com/lyrics/hokeypokey.html

✦✦ Studies in second language acquisition. Cambridge University. http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2546788

BIBLIOGRAPHY

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Este libro se imprimió en la

Imprenta Nacional

Octubre, 2013

La edición consta de XXXXXXXXXXX ejemplares

Con el financiamiento del Programa de Apoyo a Comunidades Solidarias en El Salvador (PACSES)

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ingles final completo.pdf

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