Children's Programming Oppositions 2008-2009

GENERAL INDEX
0. BIBLIOGRAPHY AND MATERIAL RESOURCES....................................................................1
The bibliography and resources used to prepare the didactic programming have been:..........1
1. INTRODUCTION...................................................................................................................... 2
2. CONTEXTUALIZATION OF THE DIDACTIC PROGRAMMING...............................................3
2.1. CHARACTERISTICS OF THE ENVIRONMENT................................................................4
2.2. CHARACTERISTICS OF THE EDUCATIONAL CENTER.................................................4
2.3. CHARACTERISTICS OF THE GROUP-CLASS................................................................5
3. SEQUENCE OF DIDACTIC UNITS: 2008/2009 academic year...............................................6
3.1. ENUMERATION AND TIMING...........................................................................................6
3.2. DIDACTIC UNITS...............................................................................................................6
3.2.1. DIDACTIC GOALS.......................................................................................................7
3.2.2. CONTENTS................................................................................................................. 7
3.2.3. EVALUATION CRITERIA.............................................................................................7
DIDACTIC UNIT 1: “WE MEET AGAIN”.................................................................................7
DIDACTIC UNIT 2: COLORÍN COLORADO..........................................................................9
LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................11
DIDACTIC UNIT 3: HEALTHY............................................................................................. 12
DIDACTIC UNIT 4: WALKING THROUGH MY NEIGHBORHOOD.....................................14
DIDACTIC UNIT 5: PERICO SAUCERS..............................................................................16

DIDACTIC UNIT 6: “SWEET CHRISTMAS”.........................................................................18
DIDACTIC UNIT 7: LET'S PLAY!.........................................................................................20
DIDACTIC UNIT 8: THE PEREZ MOUSE CLUB.................................................................22
DIDACTIC UNIT 9: MY FRIENDS THE MARTIANS............................................................24
DIDACTIC UNIT 10: DINOLAND......................................................................................... 27
DIDACTIC UNIT 11: WE GET NEWS FROM MEC MEC.....................................................29
DIDACTIC UNIT 12: PRA PRE PRI SPRING!.....................................................................31
DIDACTIC UNIT 13: CHOCOLATE FLAVOR......................................................................34
DIDACTIC UNIT 14: DOÑA TIERRA IS BAD.......................................................................36
DIDACTIC UNIT 15: “HEADING TO PRIMARY”..................................................................39
4. METHODOLOGY................................................................................................................... 40
4.1. EDUCATIONAL INTERVENTION CRITERIA..................................................................41
The methodological and educational intervention principles on which we are going to base
ourselves are:.......................................................................................................................... 41
4.2. SPACE ORGANIZATION CRITERIA..............................................................................42

4.3. TIME ORGANIZATION CRITERIA..................................................................................43
4.4. GROUPS......................................................................................................................... 45
4.5. CRITERIA FOR THE SELECTION OF DIDACTIC MATERIALS.....................................45
4.6. SPECIFIC DIDACTIC GUIDELINES...............................................................................46
4.6.1. METHODOLOGY OF THE READING-WRITER PROCESS......................................46
4.6.2. METHODOLOGY OF PLASTIC EXPRESSION.........................................................47
4.6.3. METHODOLOGY OF MUSICAL EXPRESSION........................................................48
4.6.4. METHODOLOGY OF DRAMATIC-BODY EXPRESSION..........................................49
4.6.5. METHODOLOGY OF PSYCHOMOTRICITY.............................................................50
4.6.5. METHODOLOGY OF LOGIC-MATHEMATICS..........................................................50
4.6. USE OF NEW INFORMATION AND COMMUNICATION TECHNOLOGIES..................52
4.7. THE TRANSIT TO PRIMARY...........................................................................................52
4.8. SPECIFIC METHODOLOGY OF THE PIP BILINGUAL EDUCATION PROGRAM:.......53
5. EVALUATION......................................................................................................................... 53
5.1. WHAT TO EVALUATE?................................................................................................... 54
5.2. HOW AND WHEN TO EVALUATE?.................................................................................54
5.3. WITH WHAT TECHNIQUES/RESOURCES TO EVALUATE?.........................................55
6. ATTENTION TO DIVERSITY. STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS FOR
EDUCATIONAL SUPPORT........................................................................................................55
6.1 ATTENTION TO DIVERSITY............................................................................................ 55
6.2 ATTENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL SUPPORT NEEDS......56
7. RELATIONSHIP WITH FAMILIES..........................................................................................57
8. CONCLUSION........................................................................................................................58
ANNEXES
0. BIBLIOGRAPHY AND MATERIAL RESOURCES.
The bibliography and resources used to prepare the didactic programming have been:
- LOE, Organic Law 2/2006, of May 3, Education.
- Law 4/1983 of November 23, for Use and Education in Valencia.
- RD 1630/2006, of December 29, which establishes the minimum teachings for the second
cycle of Early Childhood Education.
- Decree 38/2008, of March 28, of the Consell, which establishes the curriculum for the second
cycle of Early Childhood Education in the Valencian Community.
- Decree 233/97, which approves the Organic and Functional Regulations of Early Childhood
Education Schools and Primary Education Colleges.
- Decree 39/98, which regulates intervention in students with disabilities
- Order of June 24, 2008, of the Department of Education, on evaluation in the Early Childhood
Education stage.
- Order 4 July 2001 regulating care for students with educational compensation needs.
- Order July 16, 2001 regulating educational care for students with special educational needs.
- Order December 20, 1994 on education in values.
- Order May 6, 2009, of the Department of Education by which this contest-opposition is called.
- The curricular project in early childhood education. Valencian generalitat. Green Boxes.
- Palacios, Marchesi and Coll: “Psychological development and Education.” Alliance. Madrid
2002.
- From Pablo, Paloma and Trueba, Beatriz: “Spaces and resources for me, for you, for
everyone.” Ed. Spanish school.
- Ibáñez Sandín, C.: “The early childhood education project and its practice in the classroom.”
The wall.
- Lowenfeld, Víctor: “The development of the creative capacity.” Kapelusz, 1970.
- Monfort, Marc: “The boy who speaks.” Cepe Publishing House, 1993.
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- Shinca, Marta: “Bodily expression.” Spanish School Publishing House, 2002.
- Domínguez Chillón: “Values in Early Childhood Education.” Editorial La Muralla, 1999.
- Learning to read and write from a constructivist perspective. Various authors. Volume I and II.
Graó.
- Mathematics in the life of early childhood education classes. Angeleta Ferrer i Sensat Award.
- Zabalza, MA: “Didactics of Early Childhood Education.” Narcea.
- Laguía, Mª José: “Activity corners in the nursery school.” Editorial Graó, 1991.
- Early childhood education from 0-6 years. Various authors. Paidotribo.
- www.infantil.profes.net ; www.aulainfantil.com ; www.educared.es ; www.pntic.es . Racó del
Clic: Clic Activities for Early Childhood Education. ANNEX I shows some of the possible
activities to carry out in the computer workshop using these resources.
1. INTRODUCTION
As established by the Order of May 6, 2009, of the Department of Education, by which this
competition is called:
- The programming will refer to the development of the curriculum for an academic year in
relation to an Early Childhood Education course, and must be organized into a minimum of 15
teaching units, which must be numbered.
- The teaching programming must contain at least the following sections: objectives, contents,
methodology: teaching guidelines, evaluation criteria, attention to students with specific
educational needs for educational support, material resources and classroom bibliography.
Based on this, I have developed this didactic program.
Definition of programming. Programming involves an organized attempt to structure the
teaching practice in an appropriate, flexible, concrete and realistic way, specifying the teaching
plan that we are going to put into practice in a specific context: the classroom.
For what reasons is programming important?
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-Avoid improvisation and chance in the teaching-learning process while allowing flexibility, since
not everything is defined.
-Systematizes, orders and specifies the process defined in the Center Educational Project and
Curricular Project of the Stage.
-Allows the adaptation of the teaching-learning process to the context.
Where is the educational programming located? Who are your immediate references?
The didactic programming is prepared from the curriculum (1st level of curricular specification)
and the Center's Curricular Project (2nd level of curricular specification). Didactic programming
constitutes, therefore, the third level of curricular specification, which is responsible for adapting
what is proposed in the PCC to the characteristics and peculiarities of the group/class.
PROYECTO
CURRICULAR 3r NIVEL DE
1r NIVEL DE
CONCRECIÓN CICLO CONCRECIÓN
CURRICULAR CURRICULAR
2º NIVEL DE
DECRETO CONCRECIÓN
38/2008 PROGRAMACIÓN
CURRICULAR
DIDÁCTICA
2. CONTEXTUALIZATION OF THE DIDACTIC PROGRAMMING.
All didactic programming necessarily requires, as a starting point, a diagnostic description and
prior knowledge of reality.
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2.1. CHARACTERISTICS OF THE ENVIRONMENT.
The following didactic programming will be developed in a public school located in a city
located on the Mediterranean coast of the province of Alicante , framed in a medium-grade
socio-cultural environment, which already exceeds 230,000 inhabitants.
The economic sector par excellence is the industrial sector and revolves around footwear ;
commerce occupies a good part of the population; and agriculture continues to be an important
sector.
The foreign population constitutes 9.60% of the total population. As for the language, this city
is classified as a predominantly Valencian linguistic region , although the population is
mostly Spanish-speaking.
2.2. CHARACTERISTICS OF THE EDUCATIONAL CENTER.
The Center belongs to the Department of Education of the Generalitat Valenciana.
The educational stages taught are: Early Childhood Education with 9 units, and Primary
Education with 18 units. It educates 16% of foreign students.
This center has approved, by the School Council and authorized by the Department, the
development and application of two Bilingual Education programs : a PIL Linguistic Immersió
Program, (aimed primarily at Spanish-speaking students and in which teaching is carried out
carried out in the Valencian language) and a Progressive Incorporation Program, PIP, (aimed at
mostly Spanish-speaking students, in which teaching is carried out in Spanish and some
activities are carried out in the Valencian language)
The teaching team is made up of nine Early Childhood Education teachers and two support
teachers, and eighteen E. Primary. We also have the following specialists: music, physical
education, English and religion, and a part-time SPES educational psychologist (3 mornings a
week), a speech therapist, and a social worker who punctually attends various meetings.
In terms of facilities and infrastructure , it is a center with two separate buildings, one with two
floors for Primary, and another for Infants with one floor and a patio, independent entrance and
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exit. It has multiple spaces : laboratory, library, psychomotor room, gym, language, music,
computer and technology classroom, teachers' room, offices of the Management Team,
concierge, photocopy room, kitchen and dining room.
2.3. CHARACTERISTICS OF THE GROUP-CLASS.
The programming is aimed at a third level classroom of the second cycle of Early Childhood
Education: 5 years. It is a unit made up of 21 children: 13 girls and 8 boys, of which 17 are
Spanish, born in the city, two children are Ecuadorian, one Moroccan girl and one Romanian
girl. Of these foreign children, two have been attending school since they were 3 years old and the
other two are recent arrivals.
We can say that the children in this class form a fairly cohesive group.
A progressive incorporation program (PIP) is applied in the classroom .
Based on Piaget, children are in the preoperational stage, specifically, in the intuitive stage. The
most significant psychoevolutionary characteristics of children of this age are:
CARACTERÍSTICAS
PSICOEVOLUTIVAS
A NIVEL A NIVEL A NIVEL

PSICOLÓGICAMENTE
LINGÜÍSTICO MOTOR SOCIAL
PERIODO
PREOPERACIONAL -Hablan como
adultos -Saludan a quien conocen
INTUITIVO:
-Amplio Seguros y autónomos en -Prestan atención
vocabulario. sus movimientos: -Asumen normas
Se van atenuando: -Copian -trepan por escaleras -Piden permiso y ayuda
palabras
-Egocentrismo -se columpian solos -Ofrecen ayuda
-Reconocen su
-Estatismo -saltan y giran sobre un -Superación del
nombre y
-Irreversibilidad algunas pie egocentrismo
-Sincretismo palabras muy -saltan escalones -Participación en
significativas y -montan en bici actividades colectivas
-Centración seleccionadas.
-recortan figuras sin -Eligen sus amigos/as
-Animismo -Escriben desviarse -Grupo estable de juego
-Artificialismo palabras
significativas. -trazan números, letras... -Protegen a los más
-Fenomenismo pequeños.
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3. SEQUENCE OF DIDACTIC UNITS: 2008/2009 academic year.
3.1. ENUMERATION AND TIMING.
Taking into account the 2008/2009 school calendar, ANNEX II , the listing and timing of the 15
teaching units to be programmed would be as follows:
FIRST UNIDAD 1. Nos volvemos a encontrar. Septiembre.

UNIDAD 2. Colorín colorado. 1ª quicena de octubre.
QUARTER UNIDAD 3. Sanísimo. 2ª quincena de octubre.
UNIDAD 4. De paseo por mi barrio. 1ª quincena de noviembre.
UNIDAD 5. Perico platillos. 1ª quincena de noviembre.
UNIDAD 6. Dulce Navidad. Diciembre.
SECOND UNIDAD 7. ¡A jugar!. Enero.

UNIDAD 8. El club del ratoncito Pérez. 1ª quincena de febrero.
UNIDAD 9. Mis amigos los marcianos. 2ª quincena de febrero.
QUARTER
UNIDAD 10. Dinolandia. 1ª quincena de marzo.
UNIDAD 11. Nos llegan noticias de MEC MEC. 2ª quincena marzo.
THIRD UNIDAD 12. Pra pre pri ¡primavera!. Abril.

UNIDAD 13. Sabor a chocolate. 1ª quincena de mayo.
QUARTER UNIDAD 14. Doña Tierra está malita. 2ª quincena de mayo.
UNIDAD 15. Rumbo a Primaria. Junio.
3.2. DIDACTIC UNITS.
Each of the units includes teaching objectives, contents and evaluation criteria. The
methodology, evaluation and attention to students with specific educational needs for
educational support, being common to all of them, will be explained later.
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3.2.1. DIDACTIC GOALS.
Didactic objectives are the most specific objectives. They are established for each teaching unit
and constitute the most specific reference in the evaluation process, since they must be directly
evaluable.
The general stage and area objectives must be adapted to each teaching unit in order to
convert them into teaching objectives. ANNEX III contains both the general stage objectives
and the area objectives, along with an analysis of the relationships between them.
3.2.2. CONTENTS.
The contents are an instrument that allows students to develop the skills included in the general
objectives of the stage and area. They constitute the second basic element of the curriculum,
through which it is intended that students achieve the objectives.
The contents must show a logical hierarchy, starting by formulating more general contents until
reaching more specific contents. At a first level of specification (Decree 38/2008) the contents
are presented organized by areas and blocks, as we can see in ANNEX IV . At a second level
of specification, the educational teams must adapt them to the characteristics of the center, the
environment and its students in the preparation of the PCC. At a third level (didactic
programming), the previous contents must be adapted to each teaching unit.
3.2.3. EVALUATION CRITERIA.

The evaluation criteria are those that answer the question: what to evaluate? These criteria are
indicators of what learning the student should achieve at the end of the teaching unit. Therefore,
they refer to the achievement of the goals proposed at the beginning of the Unit, that is, the
didactic objectives.
The 15 teaching units are developed below, organized and numbered:
DIDACTIC UNIT 1: “WE MEET AGAIN”

In this unit, the period of return to work after vacation is planned. Welcome activities are
organized for new students.
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DIDACTIC GOALS
 Identify and adequately express one's own emotional states.
 Act autonomously, in habitual and everyday spaces: school.
 Identify your own name and that of your colleagues.
 Actively participate in carrying out tasks in the classroom, collaborating with others.
 Develop attitudes of tolerance and appreciation towards others.
 Respect and care for objects present in your environment.
 Know the different elements of the classroom.
 Get used to the significant spaces of the school: classrooms, patio, services...
CONTENTS
SELF-KNOWLEDGE AND PERSONAL AUTONOMY.
 Different activities of daily life and their requirements (in play, class...)
 Coordination and control of fine manipulative skills.
 Regulation of one's own behavior in situations with respect to peers and adults.
 Appropriate use of spaces and materials for body hygiene.
 Confidence in one's own possibilities.
 I like to carry out activities in clean and orderly environments.
PHYSICAL, NATURAL, SOCIAL AND CULTURAL ENVIRONMENT.
 Green range.
 Recognition and tracing of the numbers from 1 to 6 and association to their quantity.
 Concepts: together-separate.
 Proper use of the quantifier: quite a few.
 Logical series of elements based on various criteria.
 Identification of flat shapes: circle.
 Simple sums.
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 Behavior guidelines and norms.
 School and classroom spaces: uses and functions.
 Common objects related to school needs and activities.
 Internalization of routines.
 Responsible performance of simple tasks and assignments.
 Respect and care for classroom and school elements.
LANGUAGES: COMMUNICATION AND REPRESENTATION
 Unit vocabulary.
 Reading meaningful images and words.
 Making already worked strokes.
 Attitude of listening and respect towards others in dialogues and collective conversations.
 Understanding sequenced images.
 Interest in the school and its members: functions, rules, dependencies...
CROSS-CUTTING THEMES : Environmental education (Hygiene of the usual environment),
Peace education (Respect for members of the educational community)
EVALUATION CRITERIA.
Accept the rules established by the group. He is interested in carrying out activities in clean and
orderly environments. Enjoy getting the range of green. Identify the numbers from 1 to 6. Use
the concepts correctly: together-separate, enough. Recognize the circle. Shows interest in
doing simple sums. He is interested in making increasingly precise strokes. Actively participate
in games and activities.
DIDACTIC UNIT 2: COLORÍN COLORADO.

How many wonderful stories there are in storybooks! In them there are wizards, witches,
wolves, friendly characters... How can they be so fascinating? Can we make stories? This unit
aims to: develop the imagination of the children in the class through a proposal: create their own
story, and promote the development of the reading habit through activities to encourage reading
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from an intercultural perspective, taking into account the diversity of cultures that exist in our
environment.
DIDACTIC GOALS
 Enjoy reading stories and creating stories invented by themselves.
 Develop observation, attention and memory skills.
 Recognize the parts and elements of a book: cover, title, author, pages, spine.
 Develop a taste for reading.
 Acquire skill and coordination in carrying out the proposed strokes.
 Be interested in written language and value it as an instrument of communication and
enjoyment.
 Apply basic plastic techniques: drawing, cutting, gluing, building, stamping...
 Use ICT to search for information, analyze it, classify, associate and have fun.
 Use, at an adjusted level, the possibilities of mathematical representation to describe some
objects and situations in their environment, their characteristics and properties.
CONTENTS
SELF-KNOWLEDGE AND PERSONAL AUTONOMY:
 Interest in fulfilling small responsibilities.
 Identification of the correct posture for reading.
PHYSICAL, NATURAL, SOCIAL AND CULTURAL ENVIRONMENT:
 Identification, recognition and tracing of geometric shapes: square.
 Using 1 and 2 to count. Knowledge and application of the 1st and 2nd ordinals.
 Initiation to addition.
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 Concepts: together-separate. Proper use of the quantifier: quite a few.
 Curiosity and respect for the different cultures in one's own environment.
 Stories as a means of communication, expression and enjoyment.
 Parts and elements of books: cover, title, spine, pages, author.
 Production of simple oral texts: songs and riddles.
 Taste and pleasure in hearing and watching stories that adults read.
 Use of extralinguistic signals (intonation, gesticulation...)
 Stroke exercise.
 Assessment of written language as a means of communication, information and enjoyment.
 Use of basic plastic techniques to represent stories, create characters...
 Imitation of situations, characters and simple stories, individually and in groups.
 Initiation in the use of ICT.
CROSS-CUTTING THEMES: Education for peace (we get to know people and customs from
other cultures present in our environment, we carry out activities that require
cooperation/working in groups/listening to each other/respecting each other). Consumer
education (reading and listening to oral stories as an alternative to television).
EVALUATION CRITERIA
Adopt the correct posture for reading. Identify the geometric shape: square. Use the numbers 1
and 2 in your counting and apply the ordinals 1st, 2nd. Struggles to do simple sums. He uses
the concepts in his daily life: together-separate and the quantifier enough. Value stories as a
means of communication, expression and enjoyment. Know the parts and elements of a book.
Shows pleasure in storytelling. Control the strokes. Enjoy plastic productions. Know the unity
song. Shows interest in discovering how to use the computer.
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DIDACTIC UNIT 3: HEALTHY.
Boys and girls will know the importance of taking care of themselves with a healthy and
balanced diet, they will try to raise awareness among their loved ones about how harmful
tobacco is, they will investigate the different types of sports that exist, and they will learn new
techniques to relax.
DIDACTIC GOALS
 Get started in knowing and caring for your own body.
 Acquire basic habits of health, hygiene and rest.
 Discover the benefits that food and practicing sports bring us.
 Classify foods according to how often we should consume them.
 Learn new techniques to relax and rest.
 Show interest and curiosity in learning about the work of the people around you.
 Understand and reproduce the oral texts of the unit: song, sayings...
 Use different forms of representation to express and communicate situations, actions, desires
and feelings.
 Acquire coordination and skill in the strokes prior to the writing process.
 Know the possibilities of written language to communicate ideas and feelings.
 Creatively combine different materials to produce personal works.
 Get started in the use of ICT.
 Use the possibilities of the form of mathematical representation to describe some objects and
situations in their environment, their characteristics and properties, and some actions...
CONTENTS
 Habits that allow you to maintain health and prevent diseases.
 Expression of one's own tastes, preferences and respect for those of others.
 Acceptance of implicit rules in games.

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 Actions that promote health: food, sport and rest.
 Habituation to cleansing the various parts of the body and the body as a whole.
 Orange range.
 Association numbers 3 and 4 with quantity. Use of the 3rd and 4th ordinals.
 Flat shapes: triangle.
 Concepts: fast-slow. Appropriate use of quantifiers: sufficient.
 Correct use of quantifiers: almost all.
 Carrying out simple activities of adding and decomposing quantities.
 Curiosity to discover foods beneficial for health.
 Discovery of habits harmful to health in society: tobacco.
 Valuation and respect for various professions: nutritionist.
 Acquire age-appropriate vocabulary related to the unit.
 Oral texts: song “The Foods”, poetry “The Salad”, popular sayings.
 Reproduction of previously observed strokes.
 Use of written language as a means to express ourselves, inform others, write recipes and
tell personal experiences.
 Comprehension and memorization of oral texts from the unit: songs, poetry and sayings.
 Use of various plastic techniques: food stamping, plasticine modeling
 Initiation in the use of technological instruments.
CROSS-CUTTING THEMES: HEALTH EDUCATION (IT IS THE CENTRAL AXIS AROUND WHICH THE
UNIT REVOLVES). CONSUMER EDUCATION (DISCOVERING THOSE FOODS THAT SHOULD NOT BE
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CONSUMED IN EXCESS, ANALYZING THE INFLUENCE OF ADVERTISING ON FOOD CONSUMPTION).
EDUCATION FOR EQUAL OPPORTUNITIES BETWEEN SEXES (SPORTS ARE FOR EVERYONE).
EVALUATION CRITERIA
Maintains a caring attitude towards his body. Learn about the benefits of some foods and
practicing sports. Show interest in learning relaxation techniques. Accept the rules of collective
games. Enjoy making mixes with the color orange. Associate numbers 3 and 4 with the
quantity. Discriminate the flat triangle shape. Use the concepts in between, fast-slow;
quantifiers: sufficient. Perform the activities of adding and decomposing quantities. Show
curiosity to know the consequences of tobacco consumption. Memorize the oral texts of the
unit. He uses various plastic techniques in his productions.
DIDACTIC UNIT 4: WALKING THROUGH MY NEIGHBORHOOD.

The street constitutes a space close to the child and rich in experiences. With this unit, we aim
for students to consider the street as a place of coexistence, play and knowledge that must be
respected; that they know their neighborhood, value the need for the trades present in it, learn
to locate where they and their friends live, some basic road rules...
DIDACTIC GOALS
 Observe and explore the closest environment: house, street, neighborhood.
 Acquire habits of active and responsible participation in life in society.
 Identify some elements that are on the street and their function, some businesses...
 Know some jobs related to the unit.
 Discover and prevent possible accidents on the street and in vehicles.
 Recognize some of the main traffic signs.
 Show interest in knowing the manifestations of their culture: the chestnut tree.
 Discover the changes that occur in the landscape in autumn.
 Produce messages referring to needs and desires, through body expression, making
paintings and drawings, oral language or any other means of expression.

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 Acquire skill and coordination in making graphic strokes.
 Value written language as a means of communication, information and enjoyment.
 Become familiar with new technologies.
CONTENTS
 Memorization of personal data: name and surname, address and telephone number.
 Compliance with the rules of coexistence in the classroom and on the way out.
 Association numbers 5 and 6 with quantity. Use of the 5th and 6th ordinals.
 Flat shapes: rectangle.
 Concepts: in between, fast-slow. Appropriate use of quantifiers: sufficient.
 Performing simple additions.
 Logical series based on various criteria.
 The street and its elements.
 Identification of basic traffic signs.
 Assessment of the work that people do: police, sweeper, postman...
 Preparation and use of the telephone book.
 Interest in knowing where my colleagues live.
 The seasons: autumn and its characteristics: landscape (falling leaves), wind, rain, etc.
 Vocabulary specific to the unit: apple, sidewalk, curb, tile, streetlight...
 Comprehension of the stories from the unit “An adventure through the city”, “Madlenka”.
 Use of written language to create a phone book.
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 Memorization and interpretation of popular songs: To cover the street.
 Discrimination of street sounds.
 Exercise of proposed strokes.
 Approach to new technologies.
 Use of waste material in your plastic productions.
 Taste for the dancing, singing and body expression activities proposed for the unit.
CROSS-CUTTING ISSUES:
ROAD EDUCATION (TRAFFIC SIGNS, PREVENTION OF ROAD ACCIDENTS), EDUCATION FOR GENDER
EQUALITY (THE POLICE OFFICER, THE FIREFIGHTER...), ENVIRONMENTAL EDUCATION (USE OF WASTE
MATERIAL), EDUCATION FOR PEACE: WE CREATE SITUATIONS WHERE THEY SHARE, COLLABORATE AND
PARTICIPATE TOGETHER.
EVALUATION CRITERIA
Identify elements of the street and their function. Value jobs related to the unit. Manifests
protective habits in dangerous situations. Recognize traffic signs. Shows interest in knowing the
manifestations of their culture. Memorize your personal data. Identify the numbers 5 and 6.
Discriminate the rectangle. Correctly use “in between, fast-slow”. Show curiosity about the
changes in the neighborhood. Know the characteristics of autumn. Discriminate sounds from
the street. Likes dancing, singing and body language activities proposed for the unit.
DIDACTIC UNIT 5: PERICO SAUCERS.

The idea to be built is: from the cultural point of view that “we can all make music” and from the
point of view of interpersonal relationships and performance and social insertion that “a person
cannot/should do everything alone, we are a music Group".
DIDACTIC GOALS
 Value music as a form of communication and expression, as leisure and as a profession.
 Discover and assimilate cultural manifestations through musical expression.
 Identify the musical instruments presented in the unit.

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 Positively appreciate collective work and the need to share materials.
 Adapt one's behavior to established norms.
 Use oral, body and graphic language to communicate lived experiences in relation to
instruments, rhythms and situations.
 Reproduce previously observed strokes.
 Be interested in written language and value it as an instrument of information and enjoyment
and as a means to communicate desires, emotions and information.
 Use perceptual motor skills, operations and appropriate tools to draw, cut, paint, paste, in the
construction of musical instruments, in drawings...
 Use the different forms of mathematical representation to describe situations, objects and
some actions with them.
 Use ICT to search for information, to analyze it, to have fun...
CONTENTS
 Use of the expressive possibilities of one's own body.
 Use of the senses to explore and identify the properties of various instruments and materials.
 Purple range.
 Identification of geometric shapes: rhombus.
 Concepts: between.
 Number series 1 to 6 to count objects and name collections. Ordinals from 1st to 6th.
 Logical series.
 Knowledge of musical instruments. Professions: musician, orchestra man.
 Operation of a radio cassette.
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 Construction of instruments.
 Active participation in cultural events.
 Use of oral language to share lived experiences with the group.
 Understanding the stories of the unit “Peter and the Wolf” “The Band of Friends”
 Satisfaction for producing messages with increasingly precise and legible lines.
 Use of basic techniques: drawing, cutting, painting, gluing...
 Popular songs. Perceptual and auditory discrimination of musical instruments.
 Dramatization of situations.
ROAD SAFETY EDUCATION (ROAD RULES DURING DEPARTURE), EDUCATION FOR EQUAL
OPPORTUNITIES BETWEEN SEXES (ASSESS THAT THE POSSIBILITIES AND LIMITATIONS IN CARRYING OUT
ACTIVITIES ARE NOT LINKED TO GENDER), PEACE EDUCATION (COLLABORATION IN GROUP WORK )
EVALUATION CRITERIA
Values music as a form of expression, leisure and profession. Identify musical instruments
presented. Value collective work. Actively participates in simple dancing, singing and body
expression activities. Enjoy listening to popular songs. Show respect for the profession of
musician. He strives to build his instrument. Share lived experiences. Experiment with the
purple range. Identify the rhombus. Associate the numbers 1 to 6 with the quantity. Do simple
sums. Shows satisfaction in producing messages with increasingly precise and legible lines.
Use ICT to search for information, to analyze it, to have fun...
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DIDACTIC UNIT 6: “SWEET CHRISTMAS”
This celebration specific to the environment will be analyzed from the experience of each child,
regardless of religion, we will look for coincidences and other celebration dates according to the
diversity of the classroom. Gastronomy and consumer education will be worked on.
DIDACTIC GOALS
 Understand and share with others the meaning of Christmas.
 Listen to and memorize poems and Christmas carols.
 Use different techniques to make plastic creations.
 Evoke and participate in Christmas festivities and customs.
 Become aware of relationships with other people during the Christmas holidays.
 Recognize household objects and decorative objects used for Christmas
 Use the various forms of representation and expression to evoke situations, actions, desires
and feelings, whether real or imaginary.
CONTENTS:
SELF-KNOWLEDGE AND PERSONAL AUTONOMY
 Interest in assuming responsibilities in the preparation of Christmas celebrations.
PHYSICAL, NATURAL, SOCIAL AND CULTURAL ENVIRONMENT.
 Identification of geometric shapes: circle, square, triangle, rectangle, rhombus.
 Use of the numerical series 1 to 6 to count objects and name collections.
 Identification and assessment of people's jobs: the postman.
 Christmas elements: sweets, decorations, Nativity scene, tree.
 Interest in collaborating in the preparation of the Christmas party.
LANGUAGES: COMMUNICATION AND REPRESENTATION.
 Preparation of congratulations and the letter to the Three Wise Men.
 Use of simple musical instruments to accompany Christmas carols.
CROSS-CUTTING ISSUES.
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EDUCATION FOR PEACE (APPRAISAL OF ONE'S OWN CHRISTMAS CUSTOMS IN THE FAMILY), CONSUMER
EDUCATION (PRUDENT CHOICE OF TOYS AT CHRISTMAS).
EVALUATION CRITERIA
Value the customs of Christmas. Participate in Christmas festivities and customs. Show interest
in assuming responsibilities in preparing for Christmas. Identify geometric shapes: circle,
square, triangle, rectangle, rhombus. Use the number series 1 to 6. Identify and value people's
work. Enjoys dramatization and storytelling. Use of simple musical instruments to accompany
Christmas carols.
DIDACTIC UNIT 7: LET'S PLAY!

Throughout this unit, it is intended that they learn about the possibilities of play and toys, accept
small frustrations, promote interculturality through traditional games from different cultures, as
well as a non-consumerist attitude...
DIDACTIC GOALS
 Know characteristics of different modern and ancient toys and games.
 Discover the differences between commercial and self-made toys.
 Learn to use toys creatively, to take care of them, to preserve them.
 Acquire precautionary habits in games.
 Share their games and toys, developing habits of coexistence, friendship, equality and
respect for others.
 Acquire adequate self-control by expressing tolerance for frustration.
 Relate some environmental changes to the passing of the seasons and assess their impact
on human activities and occupations.
 Use basic techniques and resources of the different forms of representation.
 Value written language as a means of communication, information and enjoyment.
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situations in their environment, their characteristics and properties, and some actions with them.
 Get started in the use of technological instruments.
CONTENTS
 Frustration tolerance.
 Acceptance of the rules that govern the games.
 Social habits related to play and care habits with our toys.
 Precautions when playing certain outdoor games.
 Identification and exploration of flat shapes: oval.
 Red range.
 Use of quantifiers: more than, less than.
 The number 7 and ordinal 7th.
 Ancient and modern games. Advertising and stereotypical toys.
 Discrimination of those games and toys that involve fighting, violence and danger.
 Construction of toys with waste material.
 Play possibilities at home, at school and on the street.
 Enjoy playing shared games.
 Seasons: winter.
 Vocabulary of the unit related to games and toys and winter.
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 Comprehension of the stories from the unit “The puzzle doll” “To play with the cane.”
 Approach to writing: strokes.
 Use of waste material for the construction of toys.
 Memorization and interpretation of the unit's songs.
 Dramatization of situations.
 Approach to new technologies.
EDUCATION FOR EQUAL OPPORTUNITIES BETWEEN SEXES (VALUE THAT GAMES AND TOYS ARE NOT
LINKED TO GENDER), CONSUMER EDUCATION (REASONED CHOICE OF TOYS. INTEREST IN TAKING CARE
OF AND FIXING TOYS), ENVIRONMENTAL EDUCATION (USE OF WASTE MATERIAL), PEACE EDUCATION:
(WE PROMOTE INTERCULTURALITY THROUGH TRADITIONAL GAMES).
EVALUATION CRITERIA
Know the characteristics of different toys. Create toys with waste material. Manifest
precautionary habits in outdoor games. Share your games and toys. Shows tolerance for
frustration. Identify the changes that winter produces. Accept the rules that govern the games.
Identify the flat oval shape. Enjoy obtaining the range of red. Use quantifiers correctly: more
than, less than. Recognize and trace the number 7. Shows interest in the oral texts of the unit
and memorizes them. Produces sound accompaniments. Participate in dramatization activities.
Identify ICT as a source of information.
DIDACTIC UNIT 8: THE PEREZ MOUSE CLUB

At 5 years old, most boys and girls have begun or are beginning to change their teeth. This
event arouses great curiosity in them. The objective of the unit is for them to know what their
teeth are like, acquire correct habits and understand the role they play in preventing cavities.
DIDACTIC GOALS
 Know the parts that make up a tooth.
 Differentiate between the first and permanent teeth.

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 Distinguish the functions of the different types of teeth.
 Correctly use tooth care utensils: brushing, rinsing...
 Recognize healthy foods for teeth.
 Distinguish substances that help prevent cavities from those that help cause them.
 Become familiar with the figure of the dentist to help maintain a healthy mouth.
and feelings.
 Express feelings, desires and ideas using oral language correctly.
 Use ICT to search for information, to analyze it, classify it and for your own enjoyment.
CONTENTS
 Body parts: mouth.
 Identification of the parts of a tooth.
 Basic oral hygiene habits: tooth brushing.
 Acquisition of habits related to food.
 Perception of one's own physical changes and their relationship with the passage of time.
 Identification of the geometric shape: oval.
 Use of quantifiers: more than, less than.
 Spatial notions: to one side-to the other. Concepts: wide-narrow.
 Seriations of elements.
 Number 7: spelling and association to quantity. Use of the 7th ordinal.
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 Health Center.
 Assessment of the work people do: dentist and dental hygienist.
 Enrichment and appropriate use of the unit's vocabulary.
 Comprehension of oral texts: story “The Tooth Fairy” and “The Tooth Party”.
 Inventing rhymes to learn the parts of a tooth.
 Use of written language to make lists, make records...
 Memorization and interpretation of songs: Teeth must be brushed.
 Using the modeling dough to make a hanging tooth.
 Dramatization of the unit story.
 Initiation in the use of new information and communication technologies.
EDUCATION FOR HEALTH (IMPLEMENTATION OF ACTIONS THAT PROMOTE HEALTH), EDUCATION FOR
EQUAL OPPORTUNITIES BETWEEN THE SEXES (VALUING THAT JOBS ARE NOT LINKED TO GENDER),
EDUCATION FOR PEACE (COOPERATION IN GAMES, IN WORK IN GROUP, RESPECT FOR THE RULES)
EVALUATION CRITERIA
Know the parts of a tooth. Know the differences between the first teeth and the permanent one.
Distinguish the functions of teeth. Strives to use tooth care utensils correctly. Recognize some
healthy foods for your teeth. Appreciate the work the dentist does. Identify the geometric shape:
oval. Use quantifiers: more than, less than; and the notions: on one side-on the other, wide-
narrow. Associate the number 7 with the quantity and spell it correctly. Apply the 7th ordinal.
Show interest in knowing new places. Use the vocabulary of the unit correctly. Maintains a
listening attitude in storytelling. Memorize the song. Enjoy plastic activities.
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DIDACTIC UNIT 9: MY FRIENDS THE MARTIANS.
In this year 2009, declared the Year of Astronomy, this unit aims to stimulate children's interest
in astronomy from a young age as elements that are part of their world and of which they are a
part. We bring them closer to the Universe in which we live, always starting from their previous
ideas, what they want to know, their motivations. Carnival coincides with the unit.
DIDACTIC GOALS
 Observe and identify different elements that appear in space and their characteristics: Moon,
stars, Sun, planets...
 Discover the origin of the phases of the moon.
 Become familiar with the movements made by the Sun, Earth and the Moon.
 Know and value the profession of the astronaut and astronomer.
 Assess the importance of taking care of the Sun.
 Discover the need for sunlight for living beings.
 Express with correctness and autonomy facts, events and own experiences.
 Acquire coordination and skill in the strokes prior to the process of writing letters, numbers
and flat shapes.
 Actively participate in the unit's plastic productions, developing their creativity.
 Collaborate in the preparation of the Carnival party in the center.
 Get started in the use of technological instruments.
CONTENTS
 Attitude of respect and care for the environment.
 Care regarding the Sun.

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 Yellow range.
 Identification of shapes with volume: sphere.
 Basic quantifiers: the same. Concepts: heavy/light.
 Logical series based on various attributes.
 Recognition of the number 8 and number-quantity association. Ordinals 1st-8th.
 Simple sums.
 Identification of space elements.
 Interest in knowing some basic characteristics of the planets of the Solar System.
 Characteristics of the Earth: color, shape…
 Relationship between the Sun, the Moon and the Earth. Moon phases.
 Professions: astronaut and astronomer.
 Collaboration in the Carnival party.
 Accurate use of the unit's vocabulary.
 Comprehension of oral texts: story “A space trip”.
 Interest in learning new riddles and rhymes.
 Use of basic plastic techniques and waste material in their plastic productions.
 Memorization and interpretation of songs: My friends the Martians.
 Transformation and representation of other characters through costume.
 Taste for body expression activities: dramatization of a space trip through the Universe,
imitation of actions performed by astronauts.
 Recording a video as a form of communication.
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HEALTH EDUCATION: (MEASURES TO PROTECT OURSELVES FROM THE SUN), EDUCATION FOR EQUAL
OPPORTUNITIES BETWEEN THE SEXES (TRADES NOT LINKED TO GENDER), ENVIRONMENTAL
EDUCATION (USE OF WASTE MATERIAL), PEACE EDUCATION (WE WILL ENCOURAGE COOPERATION IN
GAMES , IN GROUP WORK, RESPECT FOR CLASS RULES AND NORMS, SHARING...)
EVALUATION CRITERIA
Identify different elements of space and their characteristics. Show curiosity to know some basic
characteristics of the planets in the Solar System. He is interested in discovering the origin of
the phases of the moon. Show respect towards the astronaut and astronomer professions.
Adopt protective measures against the Sun. Know the importance of sunlight for living beings.
It is expressed correctly. Take active care of your environment. He uses the range of yellow in
his productions. Identify shapes with volume: sphere. Correctly apply the basic quantifiers: the
same ones; and concepts: heavy/light. Recognize the number 8. Use the ordinals 1st-8th.
Actively participate in the preparation of the Carnival party. Create plastic productions with
waste material.
DIDACTIC UNIT 10: DINOLAND.

It is a magnificent experience that gives children the opportunity to get to know a little more
about these fantastic animals that are always present in their games.
DIDACTIC GOALS
 Know the characteristics of dinosaurs and their way of life.
 Classify dinosaurs according to their characteristics.
 Distinguish different species of dinosaurs.
 Know the habitat in which they lived.
 Value and respect the profession of paleontologist.
 Expand your knowledge about the animal world in general: extinct or endangered animals,
carnivorous and herbivorous animals, different types of reproduction, habitats...
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 Know and use techniques and resources of different forms of representation: oral, plastic
and dramatic expression.
situations in their environment, their characteristics and properties, and some actions that can
be performed with them.
CONTENTS
 Acquisition of responsibilities.
 Appreciation of a job well done.
 Geometric body: sphere.
 Logical series based on various attributes.
 Basic quantifiers: the same. Concepts: heavy/light.
 Number 8: number-quantity association. Ordinals 1st-8th.
 Dinosaurs: species, parts of their body, where they lived, footprints, their life...
 Curiosity towards dinosaurs and their life forms.
 Differentiation between carnivores and herbivores.
 Form of birth of dinosaurs.
 Interest and respect for the profession of paleontologist.
 Respect for the enviroment.
 Places: the museum.
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 Interest in knowing animals in danger of extinction.
 Acquisition of vocabulary related to the unit.
 Comprehension of oral stories: story “Dougie troglodyte”. Reading and interpreting comics.
 Carrying out proposed strokes.
 Use of written language to make invitations, lists, write down ideas, make descriptions...
 Realization of plastic productions related to dinosaurs.
 Memorization and interpretation of songs: We are dinosaurs.
 Imitation of the movement and sound of dinosaurs.
 Dramatization of the unit story.
EDUCATION FOR EQUAL OPPORTUNITIES BETWEEN THE SEXES (TRADES ARE NOT LINKED TO GENDER),
EDUCATION FOR PEACE (WE WILL ENCOURAGE COOPERATION IN GROUP WORK, RESPECT FOR CLASS
RULES AND NORMS, SHARING), ENVIRONMENTAL EDUCATION (RESPECT FOR THE ENVIRONMENT;
ANIMALS IN DANGER OF EXTINCTION), ROAD SAFETY EDUCATION (RULES OF BEHAVIOR ON EXITS).
EVALUATION CRITERIA
Shows interest in expanding their knowledge about the animal world. Learn about the
characteristics of dinosaurs and their way of life. Describe what their habitat was like. Respect
the profession of paleontologist. Difference between carnivores and herbivores. Express
curiosity about the way dinosaurs were born. Take care of the environment. Identify the
geometric body sphere. Enjoy obtaining the range of blue. Make logical series based on various
attributes. Use the basic quantifiers correctly: the same ones; and concepts: heavy/light. Trace
the number 8 and discriminate it. Do simple sums. Maintains attention in stories, assemblies
and explanations. He starts reading comics. Participate in dramatic and singing activities.
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DIDACTIC UNIT 11: WE GET NEWS FROM MEC MEC.
The media surrounds our lives, they are everyday objects. Therefore, this unit aims to help them
know and use different media and new technologies, and understand their social importance.
DIDACTIC GOALS
 Know some means of communication, their characteristics and their usefulness.
 Distinguish between sender and receiver of a message.
 Recognize some jobs and professions related to the media.
 Progress in using a mobile phone.
 Know some characteristics of a newspaper.
 Distinguish the parts of a news story.
 Develop your critical sense by analyzing the misleading advertising hidden in some
advertisements.
 Use basic techniques and resources of the different forms of representation.
 Acquire the vocabulary of the unit: newspaper, DVD, email, keyboard, mouse, journalist,
printing press...
 Use written language to communicate, inform...
 Become familiar with new technologies as a means of communication: the webcam.
 Use different forms of mathematical representation to describe situations and objects.
CONTENTS
 Qualities through the senses.
 Initiative to learn new skills and tasks.
 Blue range.
 Figures: sphere.
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 Temporal concepts: before-now-after.
 Numbers 7 and 8: spelling, quantity, decomposition. Application of the ordinals 1st-8th.
 Seriations of elements.
 Identification of different media: radio, TV, newspaper, telephone, letter.
 Elements of communication: sender, receiver and language.
 Writing short messages using a mobile phone.
 Phone book.
 Using conventional phrases to write a letter: dear friend, greetings, kisses.
 The newspaper: characteristics. The news: photo, title and text.
 Preparation of news about events in your environment.
 Assessment of the work carried out by certain people: journalist, reporter, postman.
 Story: Oscar and the postal lion.
 Memorization of the unit's riddles.
 Approach to writing: strokes.
 Handling and use of waste material in your plastic productions.
 Discovery of the digital newspaper. Introduction to using the webcam.
CONSUMER EDUCATION (INAPPROPRIATE USE OF TELEVISION AND CRITICAL REFLECTION ON
ADVERTISING), ENVIRONMENTAL EDUCATION (WE WORK WITH WASTE MATERIALS AND RECYCLED
PAPER).
EVALUATION CRITERIA
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Know the characteristics of some media and their usefulness. Show respect towards jobs and
professions related to the media. Distinguish the parts of a news story. Shows initiative to learn
new skills. Shows interest in writing short messages using a mobile phone. Know conventional
phrases to write a letter. Identify the characteristics of a newspaper. Memorize the riddles of the
unit. He strives to make increasingly precise strokes. It manipulates waste material in its plastic
productions. It starts with the management of the webcam. Recognizes the figures rhombus and
sphere. Correctly applies temporal concepts: before-now-after. Trace the numbers 7 and 8 and
associate them with the quantity.
DIDACTIC UNIT 12: PRA PRE PRI SPRING!

Plants surround the lives of children, but in many cases, they are unknown to them. The
objectives of this unit are to explore the plant world, stimulating curiosity to discover what plants
are like, their life cycle, care...; also promote attitudes of respect and care towards the natural
world. The beginning of spring coincides with unity.
DIDACTIC GOALS
 Recognize the spring season and know its characteristics.
 Identify general characteristics of plants, their usefulness, care.
 Know some professions and trades related to plants: farmer, gardener.
 Identify foods of plant origin: fruits and vegetables.
 Observe and experience the evolution of a plant.
 Discover the relationship between nature and human intervention.
 Acquire habits of care and respect for the environment.
 Use oral, body and graphic language to communicate lived experiences.
 Reproduce previously observed strokes.
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 Use ICT to search for information, to analyze it, classify it and as a means of enjoyment.
CONTENTS
 Attitude of respect and care for the environment.
 Appropriate behaviors in plant care.
 Geometric bodies: cube.
 Temporal concepts: before-now-after.
 Number 9: identification and number-quantity association. Use of the 9th ordinal.
 Spring: characteristics.
 Identification of main parts of a plant: root, stem, leaves, flowers and fruits.
 Observation of the cycle of a plant.
 Identification of the care and needs of a plant.
 Knowledge of the benefits they bring us.
 Respect for the work that gardeners and farmers do.
 Foods of plant origin: fruits and vegetables.
 Interest in discovering new places: the nursery.
 Positive attitude towards respect for nature and its care.
 Internalization of the unit's vocabulary.
 Comprehension of oral texts: story “The Little Pink Tulip” and story “The Cherry Tree”
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 Poetry: the little seed.
 Memorization and interpretation of songs: Sounds of spring.
 Construction of small trees with dry tree twigs.
 Impression of a tree leaf on a clay plaque.
 Initiation in the use of technological instruments.
 Dramatization of the growth of a tree.
HEALTH EDUCATION: (VEGETABLES), EDUCATION FOR GENDER EQUALITY (VALUING THAT JOBS ARE
NOT LINKED TO GENDER), ENVIRONMENTAL EDUCATION (CARE FOR THE ENVIRONMENT, RECYCLING
PAPER, CARING FOR YOUR GERANIUM...).
EVALUATION CRITERIA
Learn about the changes that spring produces in the landscape. Identify basic characteristics of
plants, their usefulness and care. List the main parts of a plant. Value trades related to plants.
Classify foods according to their origin. Apply care habits. Shows interest in discovering the life
cycle of plants. Enjoy going out into the surroundings. Experiment with the range of black.
Discriminate the cube geometric body. Correctly apply temporal concepts: before-now-after.
Identify the number 9. Use the ordinal 9th. Maintains an attitude of listening and interest during
storytelling. Memorize and perform unit songs. Enjoy the discovery of new plastic techniques.
DIDACTIC UNIT 13: CHOCOLATE FLAVOR.

Almost all children like chocolate. For them there is nothing more pleasant. They are irresistible!
With this unit we want them to know in depth one of their favorite foods.
DIDACTIC GOALS
 Know the origin and provenance of chocolate.
 Identify the tree from which cocoa comes and some of its most basic characteristics.
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 Show interest and curiosity in learning about the work of the people around you: the
chocolatier.
 Explore and manipulate one of the substances present in our society: chocolate.
 Discover positive and negative qualities of chocolate.
 Identify and express one's own personal tastes and preferences.
 Progress in acquiring appropriate habits related to food.
 Use the various forms of representation and expression to evoke real or imaginary situations,
actions, desires and feelings.
 Acquire the vocabulary of the unit.
 Get started in the use of ICT.
 Use the possibilities of the form of mathematical representation to describe some objects
and situations in their environment, their characteristics, and some actions with them.
CONTENTS
 Benefits and disadvantages of chocolate.
 Personal tastes and preferences. Respect for others.
 Brown range.
 Concepts: morning-afternoon-night.
 Number 9: spelling, quantity, decomposition. Application of the 9th ordinal.
 Introduction to subtraction. Simple sums.
 Characteristics of chocolate.
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 Discovery of the origin of chocolate.
 Characteristics of the cocoa tree.
 Sequencing of the chocolate making process.
 Elements that influence the state of chocolate: temperature.
 Recognition of establishments related to chocolate: the chocolate shop.
 Assessment of the work carried out by certain people: the chocolatier.
 Taste for the observation and experimentation activities proposed in the classroom.
 Oral texts: story Mario chocolate, and song “Paquito el chocolatier”.
 Use of written language to prepare a recipe book, lists...
 Manipulation and experimentation of new materials in their plastic productions: chocolate and
balloons.
 ICT to search for information, to analyze it, classify it and for personal enjoyment.
 Dramatization of the story and sequences of a story.
 Taste for the dancing and singing activities proposed for the unit.
CONSUMER EDUCATION (MODERATE CONSUMPTION OF CHOCOLATE), HEALTH EDUCATION (WE WORK
ON THE CONSEQUENCES OF TOO MUCH CHOCOLATE AND PROMOTE A VARIED AND HEALTHY DIET),
PEACE EDUCATION (WE CREATE SITUATIONS WHERE THEY SHARE, COLLABORATE AND PARTICIPATE
TOGETHER), ROAD SAFETY EDUCATION (REMEMBERING THE ROAD RULES AT THE EXIT).
EVALUATION CRITERIA
Show curiosity to know the origin and provenance of chocolate. Identify the tree from which
cocoa comes and some of its characteristics. Sequence the chocolate making process. He
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values the work of the people around him: the chocolatier. List factors that influence the good
condition of chocolate. Know positive and negative qualities of chocolate. Apply appropriate
habits related to food. Comply with road safety regulations on exits. Enjoy observation and
experimentation activities. Discriminate the cube geometric shape from others. Correctly use
the concepts morning-afternoon-night. Associate the number 9 with the quantity. Reproduce
oral texts with appropriate intonation. Use ICT to search for information, to analyze it, classify it
and for personal enjoyment.
DIDACTIC UNIT 14: DOÑA TIERRA IS BAD.

Children are curious by nature and are interested in everything that happens around them.
Knowing the environment and understanding the causes and consequences of its problems will
help them, little by little, adopt a responsible attitude committed to caring for the environment.
DIDACTIC GOALS
 Investigate the causes of environmental pollution and reflect on its consequences.
 Know and investigate natural resources, mainly water, soil and air.
 Actively participate in the search for solutions for change, recovery and conservation of the
environment.
 Discover the interrelationship between the different components of the environment.
 Manifest attitudes of respect, conservation and care for the environment.
 Incorporate consumer attitudes and habits.
 Observe and collect data from simple experiments carried out in the classroom.
and feelings.
 Use different forms of mathematical representation to describe situations and objects.

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CONTENTS
 Identification of actions that may be dangerous to health.
 Positive attitude towards demonstrations of feelings, emotions and experiences.
 Temporal concepts: morning-afternoon-night.
 Number 0: recognition and number-quantity association.
 Logical series.
 Natural resources: water, soil and air.
 Causes and consequences of environmental pollution.
 Interrelation between the components of the environment.
 Noise pollution.
 Search for solutions for the care and conservation of the environment.
 Planting various tree species.
 Curiosity to know some plants in the environment.
 Active participation in the search for solutions to improve the environment.
 Show interest and curiosity in knowing the work of the people around you: municipal
gardener and gardener.
 Oral texts: story “Mrs. Mrs. Earth is sick.”
 Using writing to fulfill real purposes.
 Production of simple audiovisual messages using the video camera.
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 Production of recycled paper.
 Use of unused elements for the construction of toys.
 Discrimination of sounds and noises of daily life.
 Memorization and interpretation of songs: “You are part.”
 Imitation and representation of characters from the unit story.
 Participation in symbolic and dramatic play activities.
CROSS-CUTTING ISSUES :
ENVIRONMENTAL EDUCATION (IT IS THE AXIS AROUND WHICH THE UNIT ROTATES), HEALTH EDUCATION
(ENVIRONMENTAL EDUCATION HAS CONSEQUENCES ON OUR HEALTH), CONSUMER EDUCATION (WE
MAKE RECYCLED PAPER, WE BUILD TOYS WITH WASTE MATERIAL...), ROAD EDUCATION (WORKING
ROAD SAFETY RULES WHEN GOING TO THE NEWSPAPER).
EVALUATION CRITERIA
Shows interest in knowing the causes of environmental pollution. Manifests attitudes of respect
and care for the environment. Know the steps to be able to make a plantation. Show curiosity to
know some plants in the environment. He values the work of the people around him: municipal
gardener and gardener. He uses the range of brown in his plastic productions. Identify the
shape with volume: cone. Know the number 0. Make logical series based on various criteria.
Use the vocabulary of the unit. Understands the oral texts of the unit. He is interested in making
increasingly precise strokes. Produce simple audiovisual messages using the video camera.
Use unused elements to build toys. Participate in symbolic and dramatic play activities.
DIDACTIC UNIT 15: “HEADING TO PRIMARY”

The good weather is coming and the holidays are approaching, and it is likely that children will
begin to listen at home about the projects they will have for the summer. We will take advantage
of this motivation to work on the last unit in which we will deal with the summer, and the
transition to Primary.
DIDACTIC GOALS
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 Identify the atmospheric and landscape changes in the environment in summer. Know
clothing and elements related to hot seasons.
 Develop precautionary habits to protect yourself from the harmful effects of the sun and heat.
 Discover the spaces and classrooms of Primero, meeting the teachers, the older children,
becoming interested in their activities, schedules...
 Establish fluid relationship links with the First Year teacher.
 Collaborate in the organization of end-of-year activities and participate in the final party.
 Acquire coordination and skill in the strokes prior to the writing process.
 Show interest in discovering how to use the computer and its different possibilities
 Discover the expressive possibilities of the body.
CONTENTS
 Precautions against the harmful effects of sun and heat, and in water.
 Interest in communicating affection and affection to loved ones.
 I like to enjoy healthy outdoor activities.
 Interest in experiencing the subtraction of elements through manipulation.
 Numbers from 0 to 9.
 Identification of the characteristics of summer.
 List of summer activities.
 Summer clothing and food.
 Taking care of pets in summer.
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 Discovery of the spaces used by boys and girls in Primero.
 Conversation with the First Year boys and girls about the activities they do.
 Participation in the end-of-year party, in the decoration of school spaces, etc.
COMMUNICATION AND REPRESENTATION LANGUAGES
 Interest in expanding vocabulary related to summer.
 Carrying out proposed strokes.
 I like to cooperate in collective artistic work.
 Musical audition: Vivaldi's summer.
 Experimentation with different learning opportunities through the computer.
CROSS-CUTTING ISSUES. health education (protection from the sun, rules in swimming pools
and beaches), peace education (valuing friendship, communicating affection to peers).
EVALUATION CRITERIA
Identify the changes in the environment in summer. Learn about clothing and related items.
Apply protective measures against the harmful effects of the sun and heat. Shows interest in
knowing the spaces and classrooms of Primero, the teachers, and the children. Actively
participate in the preparation of the end of year party. Express your feelings to loved ones.
Enjoy outdoor activities. Identify the cone shape. Know the numbers from 0 to 9. Research pet
care in summer. Shows interest in expanding vocabulary related to summer. He has fun
cooperating in collective artistic works.
4. METHODOLOGY.
We can define methodology as the set of decisions that organize the didactic action.
In Early Childhood Education there is not a single methodology, but there will be a
methodological diversity to be able to address the diversity of educational objectives and
content, the diversity of students and characteristics of the teaching staff. For this decision-
making, we establish methodological criteria around the different aspects to be considered:
criteria on educational intervention, criteria for spatio-temporal organization, criteria for the
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selection of curricular materials and other teaching resources, and criteria for the organization of
human resources.
4.1. EDUCATIONAL INTERVENTION CRITERIA.
The methodological and educational intervention principles on which we are going to base
ourselves are:
- Globalization: the child learns globally. Learning requires establishing multiple connections
between what is new and what is known, experienced or lived.
- Construction: learning is a constructive activity, therefore being an active process, it must
act on reality to construct meanings.
- Interaction: the child learns through interaction. The child builds a world of meanings
through interaction with the natural and social environment that surrounds him.
- Starting from the student's level of development: each period of Piagetian development
presupposes learning possibilities that educators must take into account when planning.
- Individualization : refers to adaptation to the rhythm of each student and adaptation to
individual differences. The aim is to respond to the needs of each subject.
- Meaningful learning: we must start from the student's level of development so that they
meaningfully relate the new learning material with what they already know. For this to happen,
the content must be potentially significant and it must be motivated.
- Functional learning: what is learned can be used in different situations.
- Cognitive conflict: learning requires the child to modify his or her knowledge schemes. This
is by providing you with information that is in contraction with what you know.
- Physical and mental activity : Through the activity itself, in continuous exchange and
interaction with the environment, the child apprehends and transforms reality. We will offer them
situations where they can develop their abilities to manipulate, explore, observe, experiment,
build...
- Play : a natural activity at these ages, it constitutes an important driver of development.
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- Affective climate and security: it is essential to create a warm, welcoming and safe
environment, in which you feel loved and confident to be able to face the challenges that arise.
- Adequate organization of the environment : spaces, material resources and distribution of
time.
- Collaboration and coordination with families : The fluid and continuous relationships between
the Center and families will allow unifying criteria and guidelines for action among adults.
- Evaluation: it will be global, continuous and formative. An initial and final evaluation will be
carried out. We will evaluate both the students and our own teaching practice. The main
technique used will be direct and systematic observation.
- Preventive and compensatory nature : given the importance of early intervention to
prevent problems from intensifying. Maximum attention is required to ensure coordinated action
in caring for children with specific educational needs.
4.2. SPACE ORGANIZATION CRITERIA.
The organization of spaces/materials is flexible, always seeking spacious spaces, easy
circulation, and materials within the children's reach to promote their autonomy.
Taking into account the children's need for manipulation, observation, experimentation, play,
movement, research... the classroom has been organized into two different areas: the area for
individual activities and another organized by corners . ANNEX V shows the layout of the
classroom and the explanation of each of the areas or corners.
The corners are spaces for free play and rotating access by teams. Through the corners:
problems are solved between children, they organize common materials, the development of
oral language is encouraged, they get used to working on common projects, they share toys,
spaces...
The corners can be fixed or vary depending on the teaching unit that we are going to develop.
Among the fixed ones we have: corner of the library and letters, of constructions, of symbolic
play, of logic-mathematics and board games, of the artist, of the computer.
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ANNEX VI specifies the objectives, materials, activities and evaluation indicators of each
corner.
In addition to the classroom, there are other rooms in the center that we also consider
educational spaces, where we develop an important part of the activity: psychomotor
classroom, patio, hallways, toilets, multipurpose room.
4.3. TIME ORGANIZATION CRITERIA.
The school schedule will be organized from a globalizing approach , including activities and
experiences that allow THE CHILDREN'S RHYTHM of activity, play and rest to be respected .
The schedule will be flexible, open , respecting rhythms and establishing routines that will mark
the activities that will be carried out throughout the day.
The main routines of our normal school day are: Entrance and greeting. Assembly. Individual
work. Cleaning and lunch activities. Hygiene habits. Yard. Hygiene habits. Relaxation (ANNEX).
Joint activities. Corners. Playful farewell and departure.
The times assigned to the activities will be short to avoid the appearance of fatigue, lack of
interest or demotivation. There will be time for individual play, group play, physical activity,
observation, manipulation, experimentation, relaxation, reflection...
The school day is distributed as follows:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
9-9,10 Entry routines
9,10-9,45 Assembly
9,45-10,30 Workshop
Individual work
Library
10,30-11
Pick-up, hygiene habits and lunch
11-11,30 Yard
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11,30-11,45
Hygiene and relaxation habits
11,45-12,25 Activity Religion/ Answers/

Cançoner Loan books
of the unit alternative endevinalles
12,25-12,30
Pick up and farewell
15,30-16,15 Unit activity Joc of surprise Unit activities
T.computer/
16,15-16,50 Corners Corners Corners Corners
psychomotor
16,50-17 Pick up and farewell
ANNEX VII explains in detail the book lending activities and the library workshop. ANNEX VIII
sets out the values and development of the Joc de la Surprise. ANNEX IX explains in depth
how relaxation is carried out.
4.4. GROUPS.
The children are organized into four teams, assigning each of them a color. The criteria in
forming the groups are:
Grupos Mismo número de

heterogéneos. niños y niñas.
Niños previamente Alumnos/as más

escolarizados con
activos con más
niños de nueva
escolarización pasivos
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The groupings are made based on the type of activity to be carried out and the children's needs
for autonomy, individualization and socialization. Therefore, we will do activities at the large
group, small group and individual level.
4.5. CRITERIA FOR THE SELECTION OF DIDACTIC MATERIALS.
We can define “teaching material” as any element of play and/or work valid to develop
capacities/skills and that allows the child to carry out new learning.
For your selection we analyze:
- what characteristics it has and what potential it develops.
- how they adapt to the children we are working with.
- How does it fit the project we have?
- What possibilities do we have to use it, from economy, space and organization.
The teaching material that we have in the classroom is the following:
- Material from the corners: cushions, rags, puppets, puppets, dolls, costumes, makeup,
puzzles, dominoes, bingos, various lace, constructions, scales, funnels, magnifying glasses,
stories (SEE ANNEX X), letters and numbers with magnet, necklaces to make series, logical
blocks, decks of cards, ludo, “Fly butterfly”, picture books, newspapers, magazines, comics and
books made by the children.....
- For the sensory and motor level: ropes, fabrics, balls, mirror, newspaper, wooden blocks,
spades, foam cubes, wheels, mats, Swedish benches, silhouettes of hands and feet, sand,
water, clay, materials waste, papers...
- To capture what was experienced, manipulated, and experienced on the plane: paint,
crayons, pencils, markers, plasticine, continuous paper, colored pencils, scissors, glue,
cardboard, tempera, finger paint, brushes, sheets of paper, waste material... …
- For musical expression: percussion instruments, self-made and popular instruments,
cassettes, CDs, radio...
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- Audiovisual resources and new technologies: camera, photographs of the environment, radio
cassette, CD's, movies, projector, DVD, interactive digital whiteboard, magnetic whiteboard,
BITS...
4.6. SPECIFIC DIDACTIC GUIDELINES.
4.6.1. METHODOLOGY OF THE READING-WRITER PROCESS.

Currently, the theoretical bases on which the teaching-learning process is based propose a
constructivist and communicative approach.
Reading and writing are two simultaneous processes, one cannot be conceived without the
other.
The previous step in the reading-writing process consists of identifying the code/name of the
classroom, the name of the different spaces and corners of the classroom and the children
through their photographs.
1. OWN NAME.
The proper name is worked on in the following way: associating the name card with their
photograph, freely creating their name (with or without visual support), beginning to trace their
initial, discriminating the letters that make up the names of their friends …
As they advance in recognizing the letters that make up their names, they combine to form new
common names that are meaningful to them.
At all times, free writing will be encouraged based on topics such as the weekend, an excursion,
a birthday... increasing the level of demand based on their progress.
2. CREATION OF WORDS-PHRASES.
As they assimilate or internalize the game of ocnsonant + vowel (syllable), they will combine,
reinforcing the creation of words (lists, word searches, self-defined...), as well as begin to join
them to create small phrases, always with meaning and significance, of so that they discover
the need to communicate in writing.
The textual typology to be used in the classroom will start from:

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- Informative texts: newspapers, magazines, brochures, invitations, correspondence...
- Literary texts: stories, narratives, riddles, songs...
- Expository texts: reference books, picture books, encyclopedias...
- Prescriptive texts: cooking recipes, instructions, record of experiences...
- Enumerative texts: lists, agendas, telephone directories, labels, word searches...
Graphomotor activities will be present in the classroom along with other fine and gross motor
activities. They will have a playful nature and will be based on both creative experiences and
more conventional presentations.
ORAL LANGUAGE... Semantic aspects (descriptions, opposites, word families, bits...),
morphosyntactic aspects (dialogues, pictographic dice, pictograms...), pragmatic aspects
(simulation of contexts), comprehension and oral expression activities,...
4.6.2. METHODOLOGY OF PLASTIC EXPRESSION.

a) OUTLINE OF A SESSION: initial plastic motivation (observation) - observation and free
manipulation of materials and supplies - guidelines, grouping, determining the task - plastic
production - final presentation of work in class, collection.
b) METHODOLOGICAL GUIDELINES: the teacher will choose the activities to carry out that are
most appropriate for his students, the activities will not be very long as they would be boring,
keep in mind that there is time for everything, there will be waste bins and buckets with water
and rags to clean, clothes will be comfortable and gowns will be used, hygiene habits (individual
and collective) will be taken into account.
c) MATERIALS: finger paint, crayons, chalk, colored pencils, markers, seeds, cardboard,
containers, bottles, food, fabrics, magazines, paper of all kinds (cellophane, pinocchio,
corrugated cardboard...)
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d) MATERIAL CHARACTERISTICS: varied and rich, enough for everyone, cheap, quality,
attractive, resistant, safe, easy to wash, size and weight adapted to children, simple, not
sophisticated.
e) The activities will take place in the plastic workshop or in the artist's corner.
f) TYPE ACTIVITIES: drawing (strokes, figurative and non-figurative drawing, filling in, dotting,
using dots/stains), painting (experiencing colors, figurative or non-figurative composition,
cleosography, sgraffito, splattering), printing (footprints, food, tampons, roller), collage, mosaic,
stained glass (of a drawn object, of a silhouette, with an object), modeling (kneading, churros,
balls, free experimentation, figures) and constructions (toys, models, scenarios...)
4.6.3. METHODOLOGY OF MUSICAL EXPRESSION.

a) ACTIVITIES. auditory education (with eyes closed guess the origin of the sound, recognize
instruments, voice of classmates, memorize series of timbre, recognize intensity.), rhythmic
education (imitate and voice animals, echoes with free rhythms, identify fast/slow, long/short
sounds , reproduce song rhythms, mark accents with steps.), vocal education (dramatize
character voices, imitate sounds, onomatopoeia.), instrumental education (accompany song,
explore freely, invent melodies.), vocal education (play songs, breathing exercises
/resonance/articulation…)
b) TEACHING RESOURCES: personal (teachers-parents-choirs), materials (instruments, body,
MAV, glass bottle...), organizational (multipurpose room, classroom, corners, outdoor space),
methodological (musical games, song, dance, dramatization, auditions) and extra-musical (the
media). We consider the song as one of the most globalizing resources in the early childhood
education stage.
c) METHODOLOGICAL CRITERIA: meaningful and functional activities, of interest to the child,
in the form of a game, voice and body as elementary means for carrying out musical activities,
sound environment as the main source of information, songs: interesting topics, clear/easy text/
brief, repetitive rhythm, simple vocabulary, avoid modulations, we will develop the knowledge of
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perceiving/knowing how to do/knowing how to analyze, folklore songs as an element of
awareness and linguistic and cultural recovery of Valencian.
4.6.4. METHODOLOGY OF DRAMATIC-BODY EXPRESSION.

For the child to express himself freely, he needs stimulation, help and support. Positive
evaluation of their productions and respect for those of others will be encouraged. The
important thing is that they enjoy, express themselves, explore.
The teacher must transmit enthusiasm towards physical activities.
The activities should not be used as a filler for tasks.
The most important resource will be the body itself, although percussion instruments, audio
tapes, etc. can also be used.
Body expression activities can be of this type: recognizing actions and gestures that others do,
imitation of actions-animals-gestures..., symbolic play, dramatizations (stories, songs, poems...),
individual and collective representations, dramatic games created for the children themselves...
The corner of symbolic play is relevant for the development of body language and
representation.
The process of the dramatic game would be: preparation (choice of theme-narration-analysis-
Presentation of characters), realization (distribution and learning of roles-beginning/conflict/end-
scenic montage) and critical analysis.
4.6.5. METHODOLOGY OF PSYCHOMOTRICITY.

It works in the form of a game. We will create an environment that facilitates development, this
means a physical place where the child can move freely, explore the space and the objects
around him, without risks, offering him the greatest conditions of safety, both from the physical
space and from the emotional. , avoiding the danger of accident and prohibitions by the adult.
We work both in the day-to-day life of the school (outings, workshops, experiments, units,
corners...), and in the specific sessions: functional or experienced.
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The ideal is to carry out psychomotor skills in a specific classroom and if this cannot be done, in
the gym or the class itself, combining them with the playground.
The most suitable materials were already discussed in the general methodology.
There will be one psychomotor session per week in Valencian; Preferably this will be in the
afternoon, so that at the end of the session, they can clean up and, at the same time, we work
on hygiene habits.
The outline of a session would be as follows: entrance ritual - core of the session - relaxation -
representation - farewell ritual.
4.6.5. METHODOLOGY OF LOGIC-MATHEMATICS.

The appropriate methodology to work on logical-mathematical concepts must keep in mind that
children of this stage, having intuitive thinking within the preoperational period, need to
manipulate, observe, explore and experiment with objects, people, to learn, but always starting
from of what they know, of their previous ideas.
The teaching-learning process will be interactive, with the child's role being that of constructing
their learning. The teacher's role will be based on guidance and help as needed, as well as
adapting new knowledge to the characteristics of the environment and his students, always
respecting their learning pace, their possibilities and their limits; We must provide them with
experiences and possibilities to interact with their natural and social environment so that they
can develop comprehensively.
We will work in relation to logical-mathematical abilities: those related to the acquisition of
qualitative and quantitative aspects of reality, and to the organization and exploration of space.
Within the qualitative aspects: identification of attributes, classification, serializations,
arrangements. In relation to quantitative aspects: quantifiers, the concept of number (in this
order: counting, one-to-one principle, abstraction principle, cardinal principle, graphical
representation of numbers, numerical comparison of sets, counting from one number to another
, composition and decomposition of numbers as a beginning to addition and subtraction) and
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the measurement of space (non-conventional measurements understandable by children) and
time (estimation of time, and basic temporal notions). In relation to the organization and
exploration of space: placing objects and people in space with reference to their body,
positioning oneself in relation to objects, directionality in their movements, basic spatial
notions...
Some significant experiences with students in the classroom are the following:
- In the Assembly. We count the days of the month we have been in, how many are left until
the end of the month or to have an outing/party, we count the months in a year, the days of the
week, we see how many days it has been sunny/rainy, how many of us are today in class, how
many are missing, train activity (every day the manager makes a train with geometric figures
inventing a series),
- In plastic expression activities. Each child will build a spinning top. We start with a thin
cardboard mold in the shape of a hexagon. We observe its shape, count the sides it has, and
say what it is called. Each child cuts out their hexagon and colors each triangle in one color,
writing the numbers from 1 to 6. With a punch, open a hole in the center and insert a round
toothpick and a drop of glue.
- In psychomotor sessions. All types of concepts are worked on in a globalized way: spatial
concepts, temporal concepts, sizes... Through traditional games we can work in a very
significant way on concepts such as quantity, order, sums, numbering, distances,
measurements: bowling (each child writes down each throw their name and number of pins
fallen, adding them all at the end), the cinquillo (we deal cards from 1 to 5 and cards are dealt
until we get the cards to add up to five), the target (adding points obtained).
- In the corner of symbolic play. Buying at the toy store: we put prices on the toys, we build
coins and bills, and they pretend to buy a toy by paying the established price by performing
simple operations.
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4.6. USE OF NEW INFORMATION AND COMMUNICATION TECHNOLOGIES.
It is necessary to highlight the importance of Information and Communication Technologies in
today's society. Therefore, their use in current teaching-learning processes is necessary.
The educational administrations are enabling computer and audiovisual resources that favor the
application of ICT in the classroom, in the Valencian Community through the free program
Lliurex.
In the teaching units that I present, activities to be carried out with the aforementioned
resources have been incorporated, both in the computer corner and in the center's computer
room, as well as some Internet addresses that we consider of interest to the students.
In relation to ICT, it should be noted that their use is conditioned by the time availability and
access that we have to them.
4.7. THE TRANSIT TO PRIMARY.
Just as important as facilitating the child's adaptation to school is providing them with a series of
experiences that help them successfully make the transition from Early Childhood Education to
Primary Education. These measures are generally included in the PCC.
We want them to become aware of the learning they have done throughout the school year, so
that they gain confidence in their own possibilities and project them towards the new stage that
they begin next year: Primary Education.
To facilitate this transition, the final unit “Heading to Primary” has been designed, which
includes various activities, such as, for example, visiting the spaces occupied by the future
classrooms, sharing activities with their First Class classmates, becoming familiar with materials
and books. that they will use, with their new teacher and organize common activities to
celebrate the end of year party and the farewell party. Emphasis will be placed on the positive
aspects of the change.
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4.8. SPECIFIC METHODOLOGY OF THE PIP BILINGUAL EDUCATION PROGRAM:
a) SUMMARY OF KEY POINTS IN THE METHODOLOGY:
- Four systematic sessions are held per week.
- The content to be discussed in the Valencia sessions should not be related to the topic being
discussed in Spanish to prevent students from translating.
- Each tutor develops the PIP development activities in another classroom of the same level,
thus facilitating the association between one person and one language.
b) PRINCIPLES THAT WE WILL TAKE INTO ACCOUNT:
- Language acquisition occurs mainly in the development of interaction between adult and
child in contexts of fixed and predictable patterns.
- Use of non-strictly verbal expressions (gesture, image...) as a starting point for subsequent
verbalizations).
- Use of verbal expression as a learning mechanism.
- Make the use of language necessary, “fer coses parlant”.
c) PIP DEVELOPMENT ACTIVITIES:
The joke of surprise, workshop of the conte, cançoner, endevinalles, proverbs, poems...,
celebrate the festivals (carnestoltes, nou d'octubre,...), psychomotricitat...
5. EVALUATION.
The legal reference for evaluation in our Community is the Order of June 24, 2008, of the
Department of Education, on evaluation in the Early Childhood Education stage.
Proceso de enseñanza
¿QUÉ EVALUAR?
Proceso de aprendizaje
Evaluación inicial
¿CÓMO Y CUÁNDO Evaluación continua
EVALUAR? Evaluación final
(indicadores evaluación)
Diario de clase
¿CON QUÉ TÉCNICAS Y Plantilla observación
RECURSOS? anual
Producciones alumnos
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5.1. WHAT TO EVALUATE?
- The teaching process. Issues such as: the suitability of the activities, the resources used, the
distribution of spaces and times, the groupings, the reinforcement and extension activities and
the teachers' own intervention.
- The learning process. The evaluation aims to indicate the degree to which the different
capacities have been achieved. At this stage the evaluation will be global (of all capabilities),
continuous (throughout the entire process) and formative (provides information to improve the
process and results).
5.2. HOW AND WHEN TO EVALUATE?
- Initial evaluation. It provides information about the situation the child starts from when he/she
arrives at school, about his/her real level. Furthermore, it should be done whenever a new
didactic proposal is introduced to find out what you know about the contents that are going to be
worked on.
- Continuous assessment. It must be carried out throughout the entire teaching-learning
process.
- Final evaluation. A quarterly final synthesis or evaluation is carried out. Parents are informed
in writing in each of them. An Individual Final Evaluation Record of the 2nd Cycle has also been
prepared, which constitutes the evaluation indicators that serve to summarize the achievements
and learning achieved by the students at the end of the last level of the Early Childhood
Education stage, which is collected in ANNEX XI.
5.3. WITH WHAT TECHNIQUES/RESOURCES TO EVALUATE?
- Class diary: collecting the most important aspects that appear in the classroom.
- The students' own productions: allows us, through observation, to see how they solve the
tasks and the final result.
- Annual observation template: phonemes you know, progress in reading and writing, mastery
of quantities...
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6. ATTENTION TO DIVERSITY. STUDENTS WITH SPECIFIC
EDUCATIONAL NEEDS FOR EDUCATIONAL SUPPORT.
6.1 ATTENTION TO DIVERSITY.
Attention to diversity is established as a fundamental principle that must govern all basic
education, with the aim of providing all students with an education appropriate to their
characteristics and needs, this is adjusting the educational intervention to their individuality .
Attention to diversity is a need that covers all educational stages and all students, not a
measure of the needs of a few.
In the primary stage, emphasis is placed on attention to this diversity and on the prevention of
learning difficulties, acting as soon as they are detected (with diagnostic evaluations with a
guiding nature).
The adequate educational response to all students is conceived based on the principle of
inclusion , understanding that only in this way will the development of all be guaranteed, equity
is favored and contributes to greater social cohesion.
The LOE also deals with the compensation of inequalities through specific programs
developed in educational centers or geographical areas where compensatory educational
intervention is necessary, and through scholarships and study aid, to guarantee the right to
education for those with conditions unfavorable socioeconomic conditions.
Within this diversity we consider those students with specific educational needs for
educational support . The LOE establishes in its chapter I of title II that students with specific
educational support needs will be considered those who:
a) They require educational attention different from ordinary one due to having special
educational needs (disability or serious behavioral disorders).
b) They have specific learning difficulties.
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c) They have high intellectual abilities.
d) They have been incorporated late into the educational system.
e) Or due to personal conditions or school history.
6.2 ATTENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL SUPPORT NEEDS.
The precise procedures and resources will be established to identify them early . Attention to
these students will begin from the moment the need is identified.
The educational Administrations will ensure the necessary resources so that these students
can achieve the maximum possible development of their personal abilities: teachers of
corresponding specialties and qualified professionals (speech therapist, compensatory teacher,
counselor...), as well as necessary means and materials for their adequate attention.
The center will include in its educational project and curricular projects the pedagogical,
organizational and operational measures for the care of these students. In addition, this will
make the necessary curricular adaptations to facilitate the achievement of the established
purposes.
A) Students with special educational needs:
Their schooling will be governed by the principles of normalization and inclusion and will ensure
non-discrimination and equality in access and permanence in the educational system.
The identification and assessment of the educational needs of these students will be carried
out, as early as possible, by appropriately qualified personnel (psycho-pedagogical office) in
collaboration with the teachers who will provide information about the student.
As a measure of educational attention, curricular adaptation will be carried out if applicable.
B) Students with high intellectual abilities:
An educational response must be given by adopting the necessary measures to identify and
evaluate their needs early. There will be collaboration with the Psychopedagogical Services.
The principles that regulate teaching practice with these students would be: eliminating routine
elements, importance to creativity and communication, and affective aspects.
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C) Students with late integration into the educational system.
In the classroom there are students with specific educational needs for educational support due
to having entered the educational system late. They are foreigners and have mother tongues
other than the school language: a Romanian girl and an Arab girl. The needs we found refer to
socialization/integration and language problems.
One of the best strategies for the integration of these students is to involve them in the same
tasks as the rest of the group, with different levels of support and demands.
Being new to this course, the school will carry out a Reception Plan at two levels ( see ANNEX
XII) : at the center level and at the classroom level.
The development of a language support plan that is included in the Particular Design of the
bilingual education program that is applied will be carried out. The plan will be applied by the
tutor and the support teacher in the sessions scheduled for that classroom.
7. RELATIONSHIP WITH FAMILIES.
Early Childhood Education is a shared task of family and teachers with the objective of
educating children. These relationships must be cordial and friendly to be able to reach an
agreement regarding objectives, educational criteria and treatment with children, so that they
enjoy their childhood and build a balanced personality.
Depending on the possibility and availability of family members to attend school or not, we have
two forms of collaboration:
a) IN PRESENT. You can participate in the following way:
- Interviews and meetings that take place throughout the course.
- Attendance to class to collaborate in a specific activity. For example: making costumes at
Carnival or a mother who has had a baby.
- Contribution of resources or material.
- Expert visit. For example: in the teaching unit Taste of Chocolate we have a beautician
mother who teaches us what chocolate therapy is.

58
- Accompaniment on outings. This way we give them the opportunity to also enjoy and acquire
knowledge from the experience.
- Fix some class materials. For example: sewing several broken dolls...
b) NO PRESENTIAL. Families can collaborate from home in the following ways:
- Providing material about the work topic.
- Searching for information at home with your children on a specific topic.
- Home coupons. Referring to knowledge or habits that children must acquire throughout the
course. For example: I dress myself, I pick up my clothes... Once they are collected, the
children will bring them to class to be registered and awarded.
8. CONCLUSION.
Finally, and in conclusion, we can say that this didactic programming has been designed to
provide a quality educational response to the needs and interests of children, thus trying to
ensure that they learn by playing in an environment of affection, security and trust, enriching
their capacities and attitudes with the use of different resources and basic experiences, from a
globalizing approach and taking into account the different rhythms of learning, maturation and
development of each one, and of course, always counting on the collaboration of families, and
so on. achieve the main objective of Early Childhood Education: the comprehensive and
harmonious development of the child.
59

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GENERAL INDEX

0. BIBLIOGRAPHY AND MATERIAL RESOURCES....................................................................1

2. CONTEXTUALIZATION OF THE DIDACTIC PROGRAMMING...............................................3

2.1. CHARACTERISTICS OF THE ENVIRONMENT................................................................4

2.2. CHARACTERISTICS OF THE EDUCATIONAL CENTER.................................................4

2.3. CHARACTERISTICS OF THE GROUP-CLASS................................................................5

3. SEQUENCE OF DIDACTIC UNITS: 2008/2009 academic year...............................................6

3.1. ENUMERATION AND TIMING...........................................................................................6

3.2. DIDACTIC UNITS...............................................................................................................6

3.2.1. DIDACTIC GOALS.......................................................................................................7

3.2.3. EVALUATION CRITERIA.............................................................................................7

DIDACTIC UNIT 1: “WE MEET AGAIN”.................................................................................7

DIDACTIC UNIT 2: COLORÍN COLORADO..........................................................................9

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................11

DIDACTIC UNIT 3: HEALTHY............................................................................................. 12

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................13

DIDACTIC UNIT 4: WALKING THROUGH MY NEIGHBORHOOD.....................................14

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................15

DIDACTIC UNIT 5: PERICO SAUCERS..............................................................................16

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................18

DIDACTIC UNIT 7: LET'S PLAY!.........................................................................................20

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................21

DIDACTIC UNIT 8: THE PEREZ MOUSE CLUB.................................................................22

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................23

DIDACTIC UNIT 9: MY FRIENDS THE MARTIANS............................................................24

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................26

DIDACTIC UNIT 10: DINOLAND......................................................................................... 27

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................28

DIDACTIC UNIT 11: WE GET NEWS FROM MEC MEC.....................................................29

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................31

DIDACTIC UNIT 12: PRA PRE PRI SPRING!.....................................................................31

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................33

DIDACTIC UNIT 13: CHOCOLATE FLAVOR......................................................................34

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................35

DIDACTIC UNIT 14: DOÑA TIERRA IS BAD.......................................................................36

LANGUAGES: COMMUNICATION AND REPRESENTATION..................................................38

DIDACTIC UNIT 15: “HEADING TO PRIMARY”..................................................................39

4.1. EDUCATIONAL INTERVENTION CRITERIA..................................................................41

4.2. SPACE ORGANIZATION CRITERIA..............................................................................42

4.5. CRITERIA FOR THE SELECTION OF DIDACTIC MATERIALS.....................................45

4.6. SPECIFIC DIDACTIC GUIDELINES...............................................................................46

4.6.1. METHODOLOGY OF THE READING-WRITER PROCESS......................................46

4.6.2. METHODOLOGY OF PLASTIC EXPRESSION.........................................................47

4.6.3. METHODOLOGY OF MUSICAL EXPRESSION........................................................48

4.6.4. METHODOLOGY OF DRAMATIC-BODY EXPRESSION..........................................49

4.6.5. METHODOLOGY OF PSYCHOMOTRICITY.............................................................50

4.6.5. METHODOLOGY OF LOGIC-MATHEMATICS..........................................................50

4.6. USE OF NEW INFORMATION AND COMMUNICATION TECHNOLOGIES..................52

4.7. THE TRANSIT TO PRIMARY...........................................................................................52

4.8. SPECIFIC METHODOLOGY OF THE PIP BILINGUAL EDUCATION PROGRAM:.......53

5.1. WHAT TO EVALUATE?................................................................................................... 54

5.2. HOW AND WHEN TO EVALUATE?.................................................................................54

5.3. WITH WHAT TECHNIQUES/RESOURCES TO EVALUATE?.........................................55

6. ATTENTION TO DIVERSITY. STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS FOR

6.1 ATTENTION TO DIVERSITY............................................................................................ 55

6.2 ATTENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL SUPPORT NEEDS......56

7. RELATIONSHIP WITH FAMILIES..........................................................................................57

- LOE, Organic Law 2/2006, of May 3, Education.

- Law 4/1983 of November 23, for Use and Education in Valencia.

cycle of Early Childhood Education.

cycle of Early Childhood Education in the Valencian Community.

Education Schools and Primary Education Colleges.

- Decree 39/98, which regulates intervention in students with disabilities

Children's Programming Oppositions 2008-2009

Children's Programming Oppositions 2008-2009