Knowledge of self and personal autonomyThis area of ​​knowledge and experience referred to, collectively, the gradual construction of identity and emotional maturity, to establish close relationships with others and personal autonomy as necessarily inseparable processescomplementary. The content in this area are grouped together, make sense from the complementarity with other areas, and should be interpreted in the didactic proposals from the entirety of the action and learning. It includes the following sections:

    * The body and self image.
    * Game and movement.
    * The activity and daily life.
    * Personal care and health.

Children's stories

The Three Little Pigs

Along with his parents, three little pigs had grown happily in a forest cottage. And how were grown, her parents decided it was time to do, each, his own home. The three piglets were fired from their parents, and went to see what the world was.
The first little pig, sloth family, decided to make a straw house. In a minute the cabin was made. And then he went to sleep.
The second pig, a glutton, he chose to make a wooden hut. It was not long built. And then she began to eat apples.
The third pig, a hard worker, decided to build a house of bricks and cement. Take longer to build but would feel more protected. After a busy day, the house was beautiful. But already beginning to hear the howls of the wolf in the forest.
It did not take long before the wolf came to the houses of the Three Little Pigs. Hungry, the wolf went to the first house and said:- Open the door! Open the door or I'll blow your house and shoot!.How the pig did not open, the wolf blew hard, and brought down the house of straw. The pig, trembling with fear, she ran and went into the wooden house of his brother.
The wolf followed him. And before the second house, knocked on the door and said:- Open the door! Open the door or I'll blow your house and shoot!But the second little pig did not open and the wolf blew and blew, and the cabin was in the air. Frightened, the two pigs ran and entered the brick house of his brother.
But as the wolf was determined to eat them, knocked on the door and shouted:- Open the door! Open the door or I'll blow your house and shoot!And the pig worker said:- Blow you want, but not open!
So the wolf blew and blew. He blew with all his might, but the house did not budge. The house was very strong and resilient. The wolf was almost no air.But while the wolf was very tired, did not desist.He brought a ladder, climbed onto the roof of the house and slid down the chimney passage. He was determined to enter the house and eat the three little pigs and out. But he did not know is that the pigs placed at the bottom of the chimney, a cauldron of boiling water. And the wolf, when he fell down the chimney finished burning with hot water. He gave a huge cry and ran out never to return.
And so the pigs could live in peace. And both the lazy and the greedy learned only to get things work.

the casting with clay

THE CASTING WITH CLAY: (For First, Second and Third Level).

With this technique, fine motor coordination is developed through this activity the child has tactile sensations is an important exercise in educating the tactile sensitivity and allows the child to acquire a muscular strength in the fingers. To shape the child needs to clay, clay or paper pulp.

Activity No. 1:

Make a drawing with clay depending on the level.

Paper pulp:

Materials:

     * Wheat Flour.
     * A toilet paper cup finely chopped.
     * White glue.
     * Three tablespoons of vinegar.

Preparation:

Mix in a saucepan the flour and paste, stir well, add the bits of toilet paper and then the vinegar, it can be liquefied, but must be quite thick.

The finge paint

The finger paint:

The child wants to express and one of the means used by him is the painting, this activity the child gives free rein to their creativity. To carry out the finger paint is recommended that the child use the whole hand and performing various movements using finger painting are achieved many shapes and lines.

Activity # 1: (For the First Level)

Stamp across the child's hand dipped in tempera on paper sheets.

Fingerprint stamping, stamping his little finger, thumb rolling stamping, stamping his fist, stamping hand side.

Make a fingerprint pattern on a white sheet, like trees, animals, painting the rainbow.

Activity No. 2: (For Second and Third Level.)

Make a fingerprint composition.

CONCEPTS OF COLORS: (For Second and Third Level)

Recognize the primary colors in geometric shapes, mix colors to make. Example: To produce the orange, yellow and red mixed. Produce the purple color, mixing blue with red. Produce green, yellow and blue mix. Produce brown, red mixed with black.

Recognize white, black to produce the colors you add the dark color.

THE CUTTING:

This technique has to be initiated when the child has reached a certain level of maturity and have established motor visual-motor coordination.

Activity No. 1: (For Second and Third Level)

Cut strips of straight and wavy, forming shapes with them.

Whole shapes cut from magazines, cutting out print, cut natural forms taken from magazines, composing and decomposing a figure, make a composition combining natural forms taken from magazines. These activities can be completed with wax crayons or markers.

Art techniques for preschool

THE TORN:

Paper tearing in addition to producing skills enables a child to get a sense of the ways and knowledge of thematerial, which allows you to later work with other materials.

When the child practices tearing, should start in free form, after identified as suggestive shapes, as mastered thetearing may be expressed by creating geometric forms.

The different forms can rip the magazines and newspapers, and forms in nature, trees, clouds, etc..

Activity No. 1: (For the first level)

Tear strips of paper straight, undulated, fringed, organize and paste them on a stand.

Activity No. 2: (For Second and Third Level)

Geometric form with strips of torn paper, torn from magazines printed figures, rip entire shapes of magazines ornewspapers, tear forms that represent familiar objects or fruit, make symmetrical shapes torn, torn to make acomposition. The composition can be filled with wax crayons or markers.

Classroom Arrangement

How the computer area is set up has a great impact on children’s successful learning experiences. Consider these questions when arranging the space and including computers and other technology. Where can the equipment be placed out of the line of traffic? What other activity areas would be good to have close by—or far away? Where can children concentrate and work together without distracting others? Where are electrical outlets to support the equipment? Allow Space for Students to Work Together Almost without exception, students should work at the computer with others. One advantage of using computers and other technology is that it encourages communication and provides language opportunities. Support this interaction by allowing space for two or three chairs at each computer. Such an arrangement encourages interaction and social skills. Children can easily share ideas, discuss what is going on, and help each other. Another way to arrange the classroom is to place a computer within a learning center where its use can be coupled with the learning objectives of the center. This setup also provides for social and language opportunities. As with all learning centers, you’ll want to support children's use of the computer without requiring adult assistance. This means that children need to be able to get to the computers, printer, and other equipment on their own. Placement in the Room Locate computers: Out of the flow of traffic Away from art activities, sand and water, or cooking activities—food, water, and paint can be harmful to the equipment In a spot with sufficient light, but away from windows or other sources of glare In an easily accessible place, where they will not distract students in other areas of the room Against a wall or partition, if possible, to prevent children from tripping over wires or fiddling with electrical outlets