– Involve families who arrive at school for the first time in a welcoming, safe, caring and affectionate atmosphere.
– Include children in the construction of space and school time (routine)
– Accept the singularities of each child and include them in the development of the planned situations. – Mediation of children’sexperiences with culture CONTENTS – Inclusion of families in the process of adaptation – Involvement of children in routine construction – Respect and appreciation of children ‘s singularities s – Mediation of children’sexperiences with culture
2 and 3 years (the sequence can be adapted to accommodate childrenup to 5 years of age) ESTIMATED TIME Two weeks MATERIALS REQUIRED – Household items, dolls, carts, chalk or tape crepe, clay, drawing paper, costumes; – A cardboard box; – A photo of each child ; – Photos or drawings of routine situations; – Books of children’s literature.DEVELOPMENT The adaptation begins before the child enters school. Ask the family members to fill out a form, or to interview them with questions that portray the child
Your name, if you have siblings in school, your favorite games, food you enjoy or not, if you have objects of attachment, pacifiers and what usually generates emotional comfort or discomfort (for example, resistance to relating with strangers) . When reading the sheets and establishing a first contact with the children s, begin the planning. 1st day Organize the environment also contemplating the preferences observed in the families reports: for example, a little corner of a house with doll carts and dolls; Another with trolleys and some tracks drawn on the floor with chalk or crepe tape; A corner with clay or materials for drawing. The length of time the child isIn school can be increased gradually, but it is important that in the first few days a person of his / her affective reference stays as long as necessary near her, even if it is in a place other than the classroom. Already on this first day show that there was interest in knowing the history of each one, make comments such as: “John, your mother told me that you like a lot of ball, did you see that here in your school you can play football? “Or,” Marina, I already know you love clay, let’s make a cake and a party with your new classmates? ” When closing this proposal, announce to the childOnly what will be done next. Take a tour of the school and introduce the spaces and people that belong to this place. Then present a sung play to the children and parents.
At the end of the day make a round of conversation with the children and remember what you have observed most significant of the movement of the group; Narrate some scenes that revealed involvement, interest, and announce what will happen the next day. Ask the parents for a picture of the child so that a corner of the group is organized in the classroom. Assessment Observe and record childrenS who have become more involved with the proposals and those who are more resistant to the approach of adults to think about ways of inviting and building bonds in the next situations.2nd Day Organize the corners of diversified activities of drawing, clay, games and fantasies and share with the child s options that will have this day. Try to move around the different corners and participate in situations together with the little ones. At another time, introduce the children to the corner that was chosen to place your photos and involve them in this situation. Create an interaction context at this time: when placing photos on the panel sing songs with the child’s names
S or make a joke referring to some physical characteristics or actions observed in the day. For example: “This girl I’m going to show now played a lot of ball, ate a lot of banana and is next to Lucas. Who will it be? “Read a story and show where the group’s book corner will be. At the end, present a box where the objects brought by the children will be housed .
If possible take a photo of the group to identify this object that will be everyone’s. Assessment Observe the children ‘s movement in the corners and the way they are involved with the proposals. Note how the reactions of those childrenS more quiet, those that resist contacts, or even those that show a certain euphoria in the face of so much novelty. Day 3 Do once more the play with the photos of the children and with the songs “The canoe turned”; “John stole bread.” Propose once again the corners of diversified activities of clay, house, carts tracks and bugs.
Assemble with the children s the box where your objects will be and choose a corner where it will be kept. Share one more reading and save one more book in the group library. End the day by recovering orally what was experienced by the children
If they announce something that will await them the next day. Make also a climate of surprise, of expectation for new experiences.
Evaluation Invest in interaction with children who demonstrate greater difficulty and endurance. Call them to get some material with you for the organization of the environment, sit next to make a drawing, make yourself a drawing or a sculpture of clay to take home and observe the reactions to these forms of invitation. Do not forget that those childrenwho are apparently thinking that everything is a “party” deserve a special look, a lap, moments of attention to give themselves to the proposals and to understand what is happening to them. Children with the singing ofDiversified activities (at least 3). Do the joke again with the photos. Present in drawing form or through photographs of the children s, each situation of the routine (the teacher must organize this material previously). Talk to the children and what they do at each moment and organize with them the temporal sequence of activities . Say that these pictures or drawings will help you know what they will do in school and that soon after the snack or the play in the park, for example, your parents will come back to pick them up. Stick the picture of the routine in an easily accessible place for children . Evaluation When announcing the moments that portray the routine, tell the child
S that still cry and show suffering in being in this new environment, what are the situations that will live and when will be the time to review the people in your family every day. Observe the reactions and whenever you cry use this strategy to help reassure the children s 5th day. Get the kidsaround and tell them that they chose to sing the songs they liked the most during the week. When you’re done, go to the routine to find out what to do next. Do one more reading and save one more book in the group library. Comment that, little by little, you will know many stories. Then change the activity and make the group a fruit salad (if possible, ask the day before that each childBring a fruit from home). Or, at lunch, have a picnic outside the school. End the day with a joke. Tell them they’ll be home for two days without coming to school, but a lot of news is waiting for them next week. Tell them that they will play a lot and that the teacher will always be present when they need something. Rating Help the child
S more resistant to approaching to turn feelings into words. Recognize the challenges that remain, but reaffirm that next week you will be back in school to receive them and investigate what games and other situations will make them feel good in this environment. If possible, borrow some book or toy and have him take good care of it and bring it back to school next week. This will help in this process of link building with the school and with the educator.