completed comenius book

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LIFELONG LEARNING PROGRAMME COMENIUS “Little Europeans Know Each Other” Comenius School Partnership 2011 - 2013 Turkey, France, Portugal, Italy, Poland, England

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Page 1: Completed comenius book

LIFELONG LEARNING PROGRAMME

COMENIUS

“Little Europeans Know

Each Other”

Comenius School Partnership

2011 - 2013

Turkey, France, Portugal, Italy, Poland, England

Page 2: Completed comenius book

ContentsTurkey

France

Portugal

Italy

Poland

England

1. Education System

2. School Information

3. Activity Sheets

Science

Art

Music

Nature

Physical

Emotional

Page 3: Completed comenius book

Turkey

ELAZIĞ PRE-SCHOOL

Anaokulu- Turkey

Page 4: Completed comenius book

PRE-SCHOOL EDUCATION IN TURKEY (Photos 1 and 2)

In Turkey, pre-school education, which is optional, includes the education of children

in the 3-5 years of age group, who are not at the age for obligatory primary education.

Preschool education is given in kindergartens, preparatory classrooms, application

classrooms, day nurseries, nursery schools, day-care homes, and child care homes by various

ministries and institutions, and by the Ministry of National Education most of all. The

children can benefit from these institutions for a full day or a half day.

Families pay certain amount to have their children benefit from preschool education.

The goal of preschool education is to help children develop physically, mentally and

individually, and develop their ability to use language and prepare them for primary school.

Where, and according to what priorities, the preschool educational institutions will be opened

are determined with a regulation prepared by the Ministry of National Education.

The Early Learning Goals of preschool education cover the main areas of education

without being subject driven. These areas include;

Personal, social and emotional development

Language, literacy and communication

Mathematical development

Knowledge and understanding of the world

Physical development

Creative development

Self-Care

The daily program includes learning activities that develop language and literacy skills,

basic number concepts, simple science concepts, social skills, creative and problem solving

skills, appreciation of music and movement and outdoor play. There are over one million

pupils in pre-school education in 2013.

Page 5: Completed comenius book

ELAZIĞ PRE-SCHOOL (Photos 3 and 4)

Elazığ pre-school has in pre-school education in Elazığ city center since 2008. By the

year 2013, there are 19 staff, includes three administrators, eleven teachers, one counselor

teacher and two officers.

Three, four and five years old, two hundred and fifty pupils have pre-school education

in our school. The children benefit from the school for a full day and a half day.

There are twelve classrooms and one computer room at the school. There is also one

dining hall, one gym and a playground. We always try to develop and renewal education

programs and activities for pupils. The pupils have dance, folk dances, chess, drama and art

education except for the normal education program.

Elazığ Nursery School has a wide experience of providing preschool education. It

prepares children between the ages of 3 and 5 for primary education by teaching them to

think, understand, communicate, share, cooperate and be creative.

Apart from pre-school curriculum we try to develop our student’s basic skills with folk

dances, basic computer usage, chess, foreign languages, creativity and innovation. Our aim is

to raise intercultural competence of our teachers and pupils. We also would like our teachers

and pupils to become more interested in other countries and cultures; to show more tolerance

towards other cultures and people from other countries.

Children are offered rich and varied learning opportunities, which provide a sound

basis for confident and autonomous lifelong learning. We endeavor to provide education and

safe environment in partnership with parents and families. We support the emotional, social,

physical, and intellectual education of children through a system of integrated learning. We

aim to ensure that each child achieves their own potential to become an independent,

autonomous person who values and respects others.

Page 6: Completed comenius book

SCIENCE

ACTIVITY PLAN FOR PRE-SCHOOL EDUCATION SUBJECTS

COUNTRY / CITY TURKEY / ELAZIĞ

SCHOOL ELAZIĞ ANAOKULU

LEVEL / AGE GROUP 5 YEARS OLD

THE NAME OF THE ACTIVITY COLOUR CHANGING CARNATION

TOPIC / MAIN IDEA Growing Plants

SUBJECT Science and Nature

MATERIALS White carnations, plastic cups, Food coloring (red, blue, and green work well),

a knife and water

OBJECTIVES To observe how the plants drink water from the ground to their roots. The water

travels up the stem of the plant into the leaves and flowers, where it makes

food. When a flower is cut, it no longer has its roots, but the stem of the flower

still drinks up the water and provides it to the leaves and flowers.

METHODS AND TECHNIQUES Observation, experiment, showing, question-answer

ACTIVITY Fill each cup half full with water.

• Add about 20-30 drops of food coloring to each cup of water. In this case,

more food coloring is better!

• Before placing any of the flowers in the colored water, trim the stem of each

flower at an angle to create a fresh cut.

• Place one freshly cut white carnation in each of the cups of colored water.

Make some predictions: Which color will be soaked up first? How long will it

take?

• You’ll want to check back every few hours to see how things are progressing.

It may take as much as 24 hours for the colored water to work its way up to the

white petals.

• At the conclusion of your experiment, remember to examine the whole plant

carefully, including the stems, leaves, buds and petals, to find every trace of

color.

Assessment If the water a plant uses to grow was polluted, would that affect the plant? In

what ways?

Page 7: Completed comenius book

ART

ACTIVITY PLAN FOR PRE-SCHOOL EDUCATION SUBJECTS

COUNTRY / CITY TURKEY / ELAZIĞ

SCHOOL ELAZIĞ ANAOKULU

LEVEL / AGE GROUP 5 YEARS OLD

THE NAME OF THE ACTIVITY

TITLE OF THE LESSON

MAKE YOUR OWN PENHOLDER

TOPIC / MAIN IDEA To use waste materials to make own penholder

SUBJECT Art

MATERIALS Play dough, waste rolls, other waste materials for decoration

OBJECTIVES To help to develop small muscles, creativity, be aware of waste materials

METHODS AND TECHNIQUES Showing and making, creativity

ACTIVITY Each of the children has a waste roll, some play dough and waste materials fort he

decoration of the penholders. First we show the to close one end of the roll with

round cartoon. Then they cover the rolls with play dough.

Finally we want children to decorate their penholders with different waste

materials like buton, flake, bead, etc. Children are free to use materials and how

to use it.

They have their own penholders and take them to their house.

Assessment Children like to make their own penholders and to decide how to decorate

them.

Page 8: Completed comenius book

MUSIC

ACTIVITY PLAN FOR PRE-SCHOOL EDUCATION SUBJECTS

COUNTRY / CITY TURKEY / ELAZIĞ

SCHOOL ELAZIĞ ANAOKULU

LEVEL / AGE GROUP 5 YEARS OLD

THE NAME OF THE ACTIVITY MAKE YOUR OWN RHYTHM INSTRUMENT AND PLAY IT

TOPIC / MAIN IDEA To use waste materials to make own rhythm instrument and play it

SUBJECT Music

MATERIALS Waste bottles or chips boxes, pins, buton, beads, etc.

OBJECTIVES Creativity, to make your own rhythm instrument, feel of rhythm and catch the

rhythm of a music.

METHODS AND TECHNIQUES Showing and doing, Telling

ACTIVITY Each of the children has waste materials to make their own rhythm instrument like

chip boxes and plastic bottles. We make children free to choose the materials and

show an example of rhythm instrument. Then we start to make the instrument.

First each of the children fill in the bottles or boxes with buttons and beads. Then

they cover it with colorful papers. They also drill them with pins to have more

sound. They have a rhythm instrument which has s wave sound. We want each of

the children to play their own rhythm instrument and listen to the others.

Finally, we play a music they have already known and we want them toaccompany

to the music. We also try it with different music that we guess they have not heard

before.

Assessment Children like to make their own rhythm instrument and to play it with

accordance to the played music.

Page 9: Completed comenius book

NATURE

ACTIVITY PLAN FOR PRE-SCHOOL EDUCATION SUBJECTS

COUNTRY / CITY TURKEY / ELAZIĞ

SCHOOL ELAZIĞ ANAOKULU

LEVEL / AGE GROUP 5 YEARS OLD

THE NAME OF THE ACTIVITY Soil Erosion Experiment

TOPIC / MAIN IDEA To observe the soil erosion and how to restrain it

SUBJECT Nature Education

MATERIALS Two plastic boxes, hairdryer, soil with and without plant and water

OBJECTIVES To learn the role of plant and trees on soil erosion

METHODS AND TECHNIQUES Experiment and observation

ACTIVITY We prepare two boxes of soil, one is planted and the other one is not planted. First

we explain the soil erosion to children and show them soil erosion with water and

hairdryer to express the flood effect and wind effect on non-planted soil.

Children observe the soil erosion in non-planted soil and then they watch the same

effects on planted soil. We want them to express what differences they have

noticed.

Assessment Pupils realized the effect of plants and trees on soil erosion.

Page 10: Completed comenius book

PHYSICAL

ACTIVITY PLAN FOR PRE-SCHOOL EDUCATION SUBJECTS

COUNTRY / CITY TURKEY / ELAZIĞ

SCHOOL ELAZIĞ ANAOKULU

LEVEL / AGE GROUP 5 YEARS OLD

THE NAME OF THE ACTIVITY GRABBING THE HANDKERCHIEF

TOPIC / MAIN IDEA Encouraging physical and mental activities at the same time

SUBJECT Physical Education (Games and Sports)

MATERIALS A fabric handkerchief

OBJECTIVES To learn to take part in a group, sharing and helping each other and to obey the

rules.

METHODS AND TECHNIQUES It is an outdoor game and it can be played with at least seven players at the ages of

5 to 13.

ACTIVITY Grabbing the handkerchief is an enjoyable traditional game played in Anatolia for

hundreds of years. What you need is speed and intelligence.

We need two groups and a referee who holds handkerchief. Referee stands in the

middle of the groups. Each group will stand in a line side by side. Players in group A

stand approximately five or six steps far from the referee on the right. Players in

group B stand the same distance away from the referee, on the left.

Referee counts until three and starts the game. First players in each group run to

catch the handkerchief when the referee starts the game. The aim is to catch the

handkerchief and turn back to your group without being tagged by the rival player.

At that time, the rival player tries to tag the player who carries the handkerchief.

To win the game you should go back to your group without being tagged. If the

rival player catches the handkerchief first, you should tag him/her by touching. The

players who are tagged should leave the game.

The group which has more players at the end of the game becomes winner.

Assessment The pupils enjoyed the game very much.

Page 11: Completed comenius book

EMOTIONAL ACTIVITY PLAN FOR PRE-SCHOOL EDUCATION SUBJECTS

COUNTRY / CITY TURKEY / ELAZIĞ

SCHOOL ELAZIĞ ANAOKULU

LEVEL / AGE GROUP 5 YEARS OLD

THE NAME OF THE ACTIVITY SHARK ACTIVITY

TOPIC / MAIN IDEA FRIENDSHIP

SUBJECT EMOTIONAL INTELLIGENCE

MATERIALS Coloured paperbards (blue for the ocean, brown for the island and black for the sharks .

OBJECTIVES To obtain the behaviour like friendship and fellowship, to take responsibilities in the

group.

METHODS AND TECHNIQUES Dramatization, observing and criticizing themselves

ACTIVITY First we prepare the ocean and the small islands with coloured paperboards. We use blue

paperbords for the ocean, brown paperbords fort he islands and maybe black paperboards

for the sharks.

The islands are getting smaller time by time so we make the Brown paperboards smaller

stage by stage. There are sharks in the ocean and we try to help friends stay on the islands.

We observe the children’s behaviour of being helpful, friendly, selfish and unselfish. We

also observe leadership, taking responsibiities in a group and problem solving attitudes in

the activity and take notes.

The group stays on the island longer is the best friends. We take notes about how they

behave in dangerous situation and how they behave in a group. In the end we talk about

friendship and their behaviour. We want them to criticize themselves.

Assessment Some students behaved really brave and took responsibilities in the group. Some of the

pupils tried their best to keep their friends on the islands , by the time some were selfish

and trying to stay on the island alone. Talking about friendship and criticizing themselves

was really good.

Page 12: Completed comenius book

France

Ecole Maternelle Bourbon L’Archambault- France

Page 13: Completed comenius book

The System of Pre-School Education

The Ministry of National Education is responsible for pre-school education.The Municipality is responsible for the buildings and finances the material expenses and equipment. The Headmaster is a teacher in charge of children’s education, their safety, management and organization of work in the pre-school. The principal is not the superior of the other teachers at the school : the supervisor of all pre-school teachers is the Inspector of Education in the district.The teachers depend on the Ministry of Education and the territorial agents specialized in nursery schools (teacher’s assistant) on the town hall.

Attendance at French nursery school is optional, childcare being compulsory from age 6. However, the ‘Maternelle’ School welcomes about 23% of the 2 year-old children, 95% of the 3 year-old children and almost all the children who are 4 or 5 years old. They are free and secular schools. There are usually three forms corresponding to the different age levels in the kindergarten : the first one for the children from 2 to 3 called ‘Toute Petite Section / Petite Section’, the second one for 4 year-old children called ‘Moyenne Section’ and the third one for the 5 year-old children called ‘Grande Section’. Children at the age of 6 have to go to primary school.

Sharing out responsabilities :

Page 14: Completed comenius book

Our building

The kindergarten was built in 1970 and renovated five years ago. We take care of 69 children from the age of 2 to the age of 5. The building has one floor, three classrooms, one gymmasium and two rooms for additional activities (painting and mosaïcs, ICT), a library for young children, a dormitory, a little kitchen and a big playground. There are 3 teachers, 3 teacher’s assistants, one personinvolved in visual arts and an another one, in ICT skills.

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*Observe the real situation: the living (animals/plants) and non living (minerals).

*Handle: planting, caring for an animal, a plant.

*Recognize the manifestations of animal and plant life.

*Keep track of comments. Verbalize.

*Experiment on plants (water, light, air).

*Parallel experiments with a mineral and compare the effects.

*Recognize different parts of a plant.

*Discover the different parts of the body.

*Accurate perception of the body (back, face, profile, posture, articulations).

*Give a representation of the body.

*Reconstruct the image of the human body, animals, plants from separate

components.

*Trace the chronology of the evolution (growth, reproduction) using

sequential images and drawing.

*Discover the concept of the life cycle. Distinguish the living from the nonliving.

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*Leave a trace *Experiment with different tools, materials, techniques, supports, gestures *Express preferences *Verbalize the gesture *Comment on an artwork *Draw and paint on a vertical plane *Produce compositions flat, in relief, by volume *Occupy all the space *Make a choice of techniques for artistic creation *Draw identifiable elements of the real according to specific criteria *Act cooperatively in a situation of collective production *Be able to create and invent *Build aesthetic capacity through knowledge of some works of art, places (museums, ...) *Recognize images of different nature and origin *Compare images, trace their provenance (BD, albums, pictures, photos, ...)

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*Identify and imitate the sounds of the familiar environment*Respond to a nursery rhyme, a song ( mime, finger plays)*Play with voice, make sounds with body*Memorize nursery rhymes, songs *Generate noise with various materials *Beat the rhythm of a nursery rhyme (with body, an instrument) *Reproduce a simple rhythm *Recognize the sound of different musical instruments *Say and interpret songs, rhymes, alone or with others *Play a musical instrument *Listen to various musical extracts *Identify the characteristics of a musical extract (rhythm, character, instrument) *Sing together, talk together *Develop their listening skills *Listen to musical extracts and give impressions *Coordinate spoken or sung text and musical accompaniment *Vary the body, vocal or instrumental responses (on the same music or different music) *Develop a simple graphical code and use it to represent the unfolding of a musical phrase

Page 18: Completed comenius book

*Observe the real situation: the living (animals,plants) and nonliving (minerals).

*Handle: planting, caring for an animal, a plant.

*Recognize the manifestations of animal and plant life.

*Keep track of comments. Verbalize.

*Experiment on a plant (water, light, air).

*Parallel experiments with a mineral and compare the effects.

*Recognize different parts of a plant.

*Discover the different parts of the body.

*Accurate perception of the body (back, face, profile, posture, articulations).

*Give a representation of the body.

*Reconstruct the image of the human body, animals, plants from

separate components.

*Trace the chronology of the evolution (growth, reproduction)

using sequential images and drawing.

*Discover the concept of the life cycle. Distinguish the living

from the nonliving.

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* Run: fast, long, team (relay), in various areas, in a given direction,

observing a trajectory, to catch, to escape,

* Run and carry

* Run and jump over obstacles

* Running quickly responsive to a signal (visual, auditory, kinesthetic)

* Bind / toggle different types of travel

* Improve race: in time, distance

* Skip: in against-down, in against-up, more and further, increasingly

high, take a pulse on one foot, to catch, to cross,…

* Launch various objects (heavy, light, hard, soft, big, small)

* launch in different ways, in different directions

* launch away, throw out, throw in

* launch accurately to achieve a target

* Move :

- in forms of unusual actions challenging the balance (4 feet,

backwards, rolling on the side, jumping on two feet, on one foot, swaying

on his feet, climbing , ...)

- with or on unstable machines (holders, trolleys, tricycles, bikes,

roller blades / skates, ...)

- along a path from drawings, photographs, objects, sound cues

(orienteering)

* Adapt its movements to different types of environment (water,

snow, ice, sand) : discover these environments and feel comfortable

- Dare go in the water, play, move from small to great depth,

walking with a floating object / without floating object, lying with

support / non-support with a floating object / without floating

object, sitting on a floating object

- Entering the water in different ways (by sliding, jumping,

diving)

- Gradually immerse in water (blow bubbles, open your eyes,

pick up objects weighted squatting, swimming )

- Move a few meters deep, through the action of the arms and

legs, with or without floating object

* Traditional Games and team games:

- Run to find a defined space: "Everyone in the house"

- Run to save themselves and / or catch: "Loup y es-tu?", "Cat

and Mouse"

- Individually throwing balls, balloons, light objects on

different targets: "Hunters and Rabbits"

- Collectively launching a field to another: "Balls Hot"

- With his team carry current objects from one point to another:

"Movers" and without getting hit, "Hawks"

* Oppose individually to a partner in a fighting game: for

contact with each other, touching an opponent, move an

opponent, prevent another child out of an area, whether rebalance

* Baby Gym activity : beam, 2 parallel and inclined bar, horizontal bar,

uneven bars , trampoline, floor gymnastics, performing acrobatics

figures (in pairs, trinomial or five)

-> psychomotor development, literacy and awareness of the body in

space, acceptance of risk-taking measured.

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* Leaving your familiar environment to integrate a group

* Adapting to the new environment

* Agree to share brief moments

* Accept the other children

* Establish relationships with adults

* Expressing needs

* Identify his portmanteau, his photo, name

* Recognize clothes

* Be aware of hygiene (hand washing)

* Establish relationships with other children

* Identify different "play areas" in Class

* Dressing alone keep his slippers ...

* Get in row 2 by 2 ...

* Know the name of the children in the class

* Know the different adults in the school

* Store the "play areas", small equipment (glue, scissors, markers, ...)

* Share the games, equipment

* Develop physiological or emotional needs

* Respect other children

* Participate in a collective activity (round, games ...)

* Participate in the development of the rules of

collective life (Charter)

* Respect the rules of politeness

* Assume responsibility for its scope

* Play a game of society by actively participating and

waiting his turn

* Do not cheat

* Explain a conflict

* Helping a friend

* Actively participate in the life of the class

* To be autonomous in the activities of daily life

* To be autonomous in its class work (installation,

creation, storage)

* Participate in the development project (in art)

* Develop appropriate behavior without seeking

adults, with relevance and wisely

* Visit children of CP (primary school)

* Accept and respect the security rules imposed by

the adult

Page 21: Completed comenius book

Portugal

Agrupamento de Escolas Gil Paes- Portugal

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Portugal Pre-school education system

In the 80s of the last century pre-school education started to become relevant in Portugal, supported by new

legislation and facilities created by the Ministry of Education.

Later, in the 90s, pre-school was recognized as the first step of school life (step 0). Nevertheless it still

remains non-compulsory to the present day.

Pre-school education in Portugal is ministrated in public schools, cooperative schools (private owned but

partially supported by the state) and private schools.

Functioning

In public schools, pre-school education comprehends two components: one educational, which is the

responsibility of the Ministry of Education, with a daily length of five hours and another of family support which is

the responsibility of the municipalities, with a daily length that may vary from school to school (according to the

family needs).

The educational component is ministrated by pre-school teachers with a contractual link with the Ministry of

Education. The family support component is assured by school staff (monitors or school servants), with contractual

links with the municipalities and under the coordination of pre-school teachers.

The educational component is free; the family support component is paid according to criteria set by the

municipalities.

The school year starts in September and ends in July. Throughout the school year there are three major breaks:

Christmas, Carnival and Easter.

Pedagogical aims

• Arouse curiosity and critical thought;

• Give the child moments of welfare and security, namely in the scope of the individual and collective health;

• Proceed to screening of inadaptation, handicaps or precocities and promote a better guidance and routing of

the child;

• Promote the participation of the families in the educational process and set relations of effective collaboration

with the community.

Areas of contents

Personal and social formation area

Expression and communication area

Knowledge of the world area

Page 23: Completed comenius book

Portugal Science Project-The effect on water under different

temperatures

The main objectives to achieve with this experiment were:

To foresee what happen to water under different temperatures

To observe what happen

To understand the experiment

First, the group should foresee what is going to happen to the water left on the table, in the freeze or to the

boiled water.

Then after the experiment, children can observe what happened and they have to explain it and understand

why that happened.

In the end of the observation and the experiment, they systematized in graphs what they had observed.

The activity step by step:

1. Filling 3 bottles up with water

2. Measuring the water temperature in the bottles

3. Leaving the water of the first bottle on the table

4. Pouring the water of the second bottle in the freezing tray and place it in the freezer

5. Boiling the water of the third bottle

6. After some time, observing what is happening

7. Explaining and understanding what happened to the water of the 3 bottles

Presenting in graphs what happened with the help of the teacher

Page 24: Completed comenius book

Portugal Art Project- Art Sketches

The main idea of the project was to create different products in a spontaneous and guided way.

The most important objectives were:

To explore and handle different materials

To learn different areas

To develop creativity

Several techniques were used such as:

Stamping

Molding

Painting

Drawing

Collage/gluing

These art activities were developed throughout the school year in the art classes, in the several pre-

school classrooms of our school. Some of these activities were suggested and guided by the teacher, while

some others were spontaneous initiatives of the children.

Page 25: Completed comenius book

Portugal Nature/Environment Project -Nature/Environment in Portugal

(eco-schools; School vegetable garden; 3R’s)

The main objectives of this activity were:

To provide children some experiences so as to get to know how to protect nature

To develop the spirit of being environmentally friendly

To encourage the use of recycled materials

To stimulate the involvement of the parents

The main idea of these activities was that every pre-school child participates and learns how to be

environmentally friendly.

Eco-school: The programme ECO-SCHOOLS is an international programme for all teaching levels, in which

we took part. Eco-Schools is a democratic and participatory programme that provides an excellent opportunity

for pupils to experience active citizenship in their school. Students and staff can work together on such issues

as reducing litter and waste and run the school in an environmentally conscious way.

The themes to work on: water, energy, biodiversity, biological agriculture, forest and other general themes.

After one year of implementing the Programme and reaching a high level of performance in complying with

these seven elements, among other mandatory criteria, our School was then awarded the Green Flag and a

certification.

Our vegetable garden:

- In the backyard of our school we had a wild field that parents ploughed at the weekend so that seeds can

be planted.

- Then children, teachers, educators and assistants sowed and planted that field with potatoes, tomatoes,

beans, broad beans, cabbages, peas, lettuce and strawberries.

- Later a scarecrow was made of rags, wood and straw.

- Teachers and children took care of the vegetable garden by watering it .

- At last, the products were good to be harvested and eaten.

With this vegetable garden children learned what organic food is and the advantages of not using chemicals that are

harmful to the environment.

The 3R’s: recycling, reusing and reducing:

It’s Carnival and parents were called and encouraged once again to participate in school activities. So, they helped to

make the fancy dresses to commemorate Carnival. They used eco-friendly materials and reused coffee bags to make

the fancy dresses. A parade was made and singing and dancing children showed them to the population.

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Portugal - Physical Development Project

In our school, pre-school children practice physical education once a week with the educator.

The goals defined by the Ministry of Education are divided into 3 items:

1. Moving and balance: · Crawling

· Rolling

· Jumping

· Doing flip-flaps

2. Skill and manipulation: · Throwing

· Catching/Receiving

· kicking

3. Games

This way, taking into account these goals, we developed physical activities suitable to all ages (3, 4 and 5 years).

The main aims of this activity were: - Encourage the practice of physical activity

- Enhance global motor skills

- Develop coordination and balance

The activities were developed as follows:

1- Warming-up

2- Crawling

3- Jump over a superior plan with a balanced reception

4- Jump over obstacles

5- Doing flip-flaps ahead

6- Throwing the ball with one and with two hands/ manipulating bows

7- At the end, children did the a circuit with the whole activities done before.

The activities were considered very significant and essential as they encourage the motor development of the children. They participated actively and the aims of the lesson were all achieved since they all were able to do the exercises.

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Portugal - Emotional Intelligence in Pre-school

LEARN HOW TO BE HAPPY

The main idea of this class was explore the basical concepts on emotions and let the

children express their own feelings and emotions according to some situation.

The objectives were:

To Help the children to develop their emotional intelligence, which is the

capacity to understand, to use and run their emotions and those of the others in a

natural way.

To understand, evaluate and express emotions;

To understand emotions and the emotional knowledge;

To run emotions promoting and emotional and intellectual uprising.

In order to achieve the objectives above, several methods and techniques were used to

develop the activity:

Laughtherapy;

Breathing exercises;

Relaxing techniques;

Developing guided strategies for the maintaining of the emotional balance.

This activity was first based on the book collection by Brian Moses: “I feel sad” / “I

feel angry” / “I feel jealous” / “I feel scared”. The children listened to the stories and

then it started the exploration of feelings and emotions. They were asked to make

different facial expressions as they were happy, sad and angry. They were also asked to

explain when they were happy, sad and angry and this way they explored arts, dram, the

oral language and the written expression

These activities helped children to understand and run better their emotions. They have

also had some influence on children’s behaviour as their aggressiveness diminished and

their interaction became better.

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Italy

PAOLA GUARNERI

Palazzolo sullOglio

BRESCIA - ITALY

Page 29: Completed comenius book

Italian education systemThe educational system is divided into:

• Pre-primay school (age 3-6 years - notobligatory, but attended by 99% of children);

• First cycle that includes the primary andsecondary school levels (age 6-14 years);

• Second cycle that includes the system of highschools and the education system and

vocational training (age 14-19).

PRE – PRIMARY SCHOOL“PAOLA GUARNERI”

Palazzolo sullOglio BRESCIA - ITALY

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The pre-primary schoolbegins September 5 and

Ends on 30 June.It is open

From 8:00 to 16:00

PEOPLE WORKING IN THE SCHOOL

10 Teachers:2 teachers per section

1 support teacher1 religion teacher

2 School employees2 Cooks

THE PRE-PRIMARYSCHOOL

"PAOLA GUARNERI"

4 sectionsmarked by a colour:

REDYELLOWBLUE

GREEN113 childrens

The institute of Palazzolo sull'Oglio consists of:

• 4 pre-primary schools• 3 primary schools

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Now we play with marseille soap and we discover that ...

We coloured water with the tempera...…We put inside some white fabrics and ...

Bubbles…

Bubbles…

Bubbles!!

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In these laboratories, children experience different expressive and manipulative techniques with pictorial material and

recycling such as paper.

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,SYMBOLIC REPRESENTATION OF SOUNDS WE LEARN SAME DANCESSUCCESSION RHYTHM AND GESTURES RECOGNITION OF TIMBRE SUCCESSIONDISCRIMINATION OF DIFFERENT SOUNDS

Listening to my body

Perception of sound contrastsSilence - noise, soft - strong

Graphical representation with arbitrary symbols of the sound-silence

Succession of binary and ternary rhythmsListening and recognition of the timbre

of instruments with the music Symbolic representation of sounds

Succession rhythm and gestures

Discriminationof different sounds

We learn some dances

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Children observe seedsof fruit cut in halves

We also observe seeds with the zoom lens

Seeding in the land of beans…

Let’s start!

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SHIATSU: We bring our weight on our

friends body in the prone position and then supine,

moving like cats. TWISTER GAME:

After choosing the colors for hands and feet, children are placed on the colors of the carpet, according with the

colors chosen.

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Even neuroscience, today, submits that if we attempt to increase self-awareness, control our negative feeling, keep our optimism, increase the ability to be empathetic, take care for others, we cooperate ...in other words, if we pay more attention to our emotional intelligence, we can hope for a more peaceful future.Daniel Goleman

The teacher’s job is to educate little children to use emotions in an intelligent and aware way, developing emotional skills that can be expressed in:•personal context (self-awareness', self-confidence, self-mastery …)•the social sphere (EMPATHY, SOCIAL ABILITY)

Emotional Intelligence

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Poland

Polish Olympians Kindergarten No. 240

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Education System in Poland

Under Polish law the education system comprises pre-school institutions, primary schools, lower-

junior schools and highschools. In the light of the existing law, institutions of higher education are

excluded from the system as they form a separate higher education sector.

Public kindergartens are administrated and financed by local governments – communes.

A child aged 3 to 4 may receive pre-school education, which is not compulsory, but all 5 and 6 year-

old children have to attend kindergartens. Moreover, children at the age of six may choose between a

kindergarten or pre-school classes organized in primary schools. In September 2014 schools are going

to be obligatory for children at the age of 6.

Pre-school upbringing includes support to a child’s development and education starting from the age

of 3 to the beginning of schooling process. The main aims of pre-school education are as follows:

• supporting children in the development of their talents

• building children’s system of values

• shaping emotional resistance

•developing social skills

• creating conditions for playing and learning of children with different physical and intellectual

abilities in one group

• caring for children’s health

• teaching and extending children’s knowledge.

• introducing children into the world of esthetic values

• shaping the sense of belonging in a community

• providing better educational chances to children

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Kindergarten number 240 named after Polish Olympic

Competitors, Warsaw, Poland

We are located in the capital of Poland –Warsaw, in the area dedicated to sport. The kindergarten was

built in 1950. We take care of 100 children at the age from 3 to 6. The building has one floor, four

teaching rooms, one gym and two rooms for additional activities (painting, dancing etc.) and a big

garden.

There are 10 teachers and 11 administration employees.

Children can play and learn at the same time, using many educational toys. They can also use different

corners like book, computer, kitchen or art where they can concentrate on what they enjoy doing most.

Our pupils are very sporty and they win many medals and trophies. Oldest children can participate in

sport camps. During sport camps children can try a lot of different activities e.g. climbing, walking on

ropes, archery, surfing etc.

We organize also sport picnics, during which parents and their children compete in many different

disciplines. Everyone gets a prize.

We organize group and individual classes for children with speech impediments, and poor hand-eye

coordination. They learn through art, classes with a speech therapist and sensory integration.

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Poland

Science Activity

DENSITY OF LIQUIDS – DIFFERENCES IN DENSITIES

Objectives: showing how liquıd with different density mix

Method: observatıon and experıments

Materials: measuring cylinder, honey, water, oil, raspberry syrup, washing-up liquid

Activity:

- children indentify different liquids brought by the teacher: honey, water, raspberry syrup, oil and dish

washing liquid;

- children try to guess which liquid is the densest ;

- the teacher pours the densest liquid (honey) into the measuring cylinder;

- the teacher pours raspberry syrup into the measuring cylinder- children can observe that the two

liquids do not mix but the syrup stays on the surface;

- children try to explain why the liquids did not mix- together with the teacher they conclude that the

reason of this is that syrup is less dense than honey;

- the teacher pours the washing-up liquid into the measuring cylinder. One more time, children

observe that the liquids do not mix;

- children decide if they should pour water or oil next. They agree that oil is less dense than water

because it stays on its surface;

- a child pours water into the measuring cylinder;

- a child pours oil into the measuring cylinder- children observe separate layers of liquids in the

measuring cylinder;

- together with the teacher, children summarize the experiment and information about density;

- children get all the liquids and measuring cylinders to take home so that they can conduct similar

experiments with their parents.

Comments and suggestions:

Thanks to the experiment children will became aware of the fact that liquids with different densities do

not mix and the liquid which is less dense always stays on the top.

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Poland

Art Activity

A BLOSSOMING TREE – MAKING A SPRING TREE

Objectives:

- preparing a model of a spring tree;

- learning about different kinds of trees, leaves and flowers;

- noticing the beauty of nature;

- developing manual skills.

Method: individual and group art activities

Materials: newspapers, cardboard tubes, crepe paper, glue, color paper, hole-punchers, corrugating

machine, brushes

Activity:

- preparing elements of the tree (trunk, branches, leaves and flowers) as demonstrated by the teacher;

- joining the elements in order to make a complete model of a blossoming tree.

Comments and suggestions:

The activity can be a source of great fun for all children, including those who have problems with

manual activities and don’t enjoy art classes. Thanks to this activity, children can become more aware

of the nature which surrounds them and compare their trees with what they can see outside.

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Poland

Music Activity

FLOWERS ON THE MEADOW – DRAWING WHILE LISTENING TO MUSIC

Objectives: - developing listening and motor skills;

- experiencing music;

- promoting musical creativity in children;

- stimulating children’s imaginative powers.

Method: Education through movement (ETM) by D. Dziamska

Materials: paper, crayons, oil pastels, CD, music by Carrantuohill “Irish Dreams” , “Speed Celts”

Activity:

- drawing in the air and next on a piece of paper to the rhythm of music (eg. waltz). Children start

drawing from one point using one hand, then they use the other one, next they alternate the left and

right hand, finishing drawing both hands;

- to the rhythm of faster music children start drawing circles in the air, then they draw them on a piece

of paper (one hand, the other hand, left, right alternately, both hands);

- to the rhythm of even faster music children draw short lines around the circles forming flowers (one

hand, the other hand, left, right alternately, both hands). Having finished their own piece of artwork,

children walk around the table and rhythmically draw lines on their peers’ works;

- to the rhythm of slow music children draw long and thick lines forming leaves (one hand, the other

hand, left, right alternately, both hands);

- having finished their drawings children swing to the rhythm of music holding their artworks;

- children cut out their drawings and use them to create a meadow.

Comments and suggestions:

Children love drawing while listening to music. They are focused and they do it rhythmically. Some

children may find it difficult to draw with their non dominant hand or both hands. Children enjoy

working in a group. They also have fun whilst choosing colours. The activity can be done using Tux

Paint software, which gives children a chance to work with a computer mouse.

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Poland

Nature Activity

SNAILS

Objectives: learning about snails and the role they play in the environment

Method: observation, interview and search for answers to questions

Materials: snails, trays with water, leaves and sand, books about snails, magnifying glass

Activity:

- children observe snails in the garden of the pre-school and share information about their

characteristic features;

- children observe how snails move on different surfaces: sand, leaves and water;

- children discover that snails escape from water and are fastest on leaves. Moving on sand proves to

be difficult because grains of sand stick to the snails’ bodies;

- children feed the snails with leaves and grass;

- children use a magnifying glass to examine the snails;

- children learn about different types of snails and look for information about them in books;

- children draw different kinds of snails.

Comments and suggestions:

Thanks to the activity, children have an opportunity to learn about snails and compare them with

different animals. Children can learn to respect all animals and the environment.

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Poland

Physical Activity

IN THE FOREST

Objectives:

- integrating children through various activities;

- mastering team work and cooperation;

- developing a sense of security, mutual trust, awareness of self and awareness of others;

- boosting confidence both on a physical and emotional level.

Method: Sherborne Developmental Movement

Materials: Klanza sheet, music, CD player

Activity:

- running freely and listening to music, finding a partner when the music stops;

- stretching in pairs;

- building a tunnel and going through it;

- moving a tree (one child stands still, the other is trying to move it);

- massaging (Woodpecker healing a tree) - gentle scratching, pinching, kneading, stroking etc.;

- rolling a tree trunk – one child lies on the floor and the other tries to roll it over, children take turns;

- having fun in the forest – walking and running, trying to avoid obstacles, jumping over tree trunks;

- dragging a tree trunk, a child lying on the floor;

- playing with Klanza sheet - Wind and Tree (a child standing still in the middle of the sheet just like a tree, other

children wave the sheet trying to knock the tree down);

- massaging hands – after a day in the forest little woodcutters need to relax;

- relaxing while listening to sounds of the forest. Breathing exercises. Listening to partner’s body.

Comments and suggestions:

The activity helps forming positive relationships, improves communication and children’s creative expression.

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Poland

Emotional Activity

SPIDERWEB

Objectives: -defining own feelings towards other children;

- learning what others think about me;

- discovering own strong and weak points.

Method: active participation combined with talking.

Materials: a ball of wool, chairs.

Activity:

- the children sit in chairs in a circle. The teacher demonstrates the technique of rolling a ball of wool

and wrapping it around a chair leg;

- the first child wraps the wool around a leg of his/her chair and throws the ball to a chosen child.

Before that, he/she has to say honestly what he/she doesn’t like about the chosen child or what he/she

would like to change in that person;

- the child who caught the ball wraps the wool around his/ her chair and passes the wool to another

chosen child;

- the children create a web showing relationships within the group;

- once all the children have had a go, they start throwing the ball of wool in the reverse order;

- this time the child holding the ball has to say what he/she likes about the chosen child and why;

- when all the wool is back on the ball, the children stand up, make a circle holding each other and say

thank you to others for being honest.

Comments and suggestions:

The activity should be done in small groups (up to 10 children). Each child should get the ball of wool

at least once.

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United Kingdom

Rubery Nursery School

Birmingham, UK

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Pre-school education in England

Nursery education begins on the September after the child turns three years old. This education is not

compulsory but recommended by government and free time places are given to all children. We have

80 places and this will cover 150 children attending on a part time basis. We are also able to offer full

time places to some children who meet a criteria.

This is how education follows after nursery provision.

Infant education: 4 years to 7 years old

Junior education: 7 years to 11 years old

Secondary education: 11 to 16 years (compulsory) able to carry on to 18 years to complete A Level

exams.

Nursery Education is split into six key areas of development.

Prime areas

1. Personal emotional and social development

2. Communication, and Language

3. Physical development

Specific areas

4. Literacy

5. The world

6. Expressive arts and design.

7. Mathematics

Each area is divided into age related bands starting from birth to 5 years old.

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Rubery Nursery School

Provides nursery education for over 100 3-4 year old children. Supports local families with health,

well-being, and making a positive contribution.

The Nursery operates Monday to Friday 9am to 3.15pm. Half the children attend all day Monday,

Tuesday and Wednesday morning and the other half attend Wednesday afternoon, Thursday and

Friday all day. We have some children who attend all week, full time and some parents pay to extend

their free entitlement. We offer a breakfast club and afterschool club to assist those working parents.

As we are on the same campus as an infant school, we welcome some of those children also.

The staff team is built with

• Head teacher

• Deputy

• 2 teachers

• 6 teaching assistants

• 4 lunchtime supervisors.

The children are split into groups randomly when they start in September and in January. There are 6

groups Yellow, Red, Orange, Green, Blue and Purple.

The Nursery is split into 4 areas:-

Construction- large scale block play with ICT.

Role play- open ended real life play with Book area.

Creative- independent painting and malleable area.

Garden- covers all areas of the curriculum with sand and

water. Digging pit offers larger scale gross motor support.

We offer a planned programme of activities to the

children within our four teaching areas. We also offer the

outside environment and the children can choose their

preferred learning space. The children can access the

Nursery and the Garden independently with free choice.

We also have cultivated a natural environment situated next to our school on the land of the infant

school we share the campus with. Over the last 6 years we have taken our nursery children to this

space and have named it a ‘Forest School’. Here the children have the opportunity to explore a forest

space safely and with the freedom to take risks and work together.

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Science Activity

Making Playdough

We investigated the process of change through mixing and cooking and we explored

different methods to investigate texture.

The children used their senses to mix materials and observe liquids turning to solids.

They followed a recipe and measured ingredients:

2 cups flour, 2 cups water, 1 cup salt, 2 tablespoons cooking oil, 2 teaspoons cream of tartar,

Food colouring and essence (optional), bowl, tools for mixing

Firstly we explored the ingredients and discussed the texture of the main items. Flour is dry,

soft, powdery, and white. Water is wet, clear, cold/warm.

We introduced the measuring items- spoons, cups, bowl, apron, oil, and cream of tartar, salt.

We discussed with the children that different ways were going to be used to make playdough.

Some will need to be cooked and others won’t.

They made the different types of dough. We encouraged the children to use the measuring

instruments independently, counting the number of cups they had added, discussing how

many more they needed. The children observed what was happening to the mix as they add

more things. They talked about how it feels to mix, and is it easy/hard to move the spoon in

the mixture? Is the flour still dry? What does it smell like?

We asked the children which ways of making/cooking the dough was best and why?

The teachers highlighted the safety of using a cooker and the importance of adult help.

The children experimented with different colours and essences to add to the mixture. This

generated discussion and comparisons about smells and colours/colour mixing.

Once the dough had been made the children could then compare the recipes and use the

dough to stimulate role play. Dried peas, glitter, raisins, match sticks etc were be added.

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Art Activity

Making Faces The children were asked to do pictures of their faces. During this activity the children were

able to explore and experiment with a wide range of resources and media, as well as

providing an opportunity to share their thoughts, feelings and ideas .through the activity.

The children selected their own size and colour of paper and used easels or table tops for their

representations. They could choose from a variety of media which included paints, chalks,

pastels and crayons.

They looked at their faces in the mirror and decided what colours they needed to use. Billy

chose brown for his hair and blue for his eyes. They talked about the ideas behind their

creative processes and used their representations to communicate meaning, for instance they

used blobs of paint and said “There’s my eyes”.

As the children were painting they were encouraged to talk about their features and their

different senses for – smelling,

Looking in the mirror

Copying their features

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Music and Dance Activity

We began this activity by having a visiting dancer give our children a workshop and then we

took a group of children and parents to a local theatre to watch the dancer in her production,

providing the children the chance to see a live performance. The children were able to make

connections between artists/performers in their community and this was very inspirational.

The performances were related to different ways of moving, direction and using props to tell a

story about different types of weather. The props inspired the children to be creative and

move in imaginative ways. Within the nursery we continued this theme for a number of

weeks, with all the children having the chance to practice the moves they had been taught.

Children that had visited the theatre modelled movements to the others.

Outside in the garden we made instruments available alongside traditional music and other

sounds, for instance a CD of rainforest sounds. Here the children were able to independently

tune in to the songs and sounds they heard and express themselves using the instruments.

We were able to see the progression of the children’s knowledge as the days went by and the

impact the initial input of the dancer had on all the children.

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Nature Activity

Forest School

By providing a child with the space and time to think in a natural environment, with open-

ended child-led activities and a secure area, Forest School is an ideal learning environment for

all. A Forest School Leader will introduce activities and then act as a facilitator in order for

children to explore the area following their own interests. At Forest School the children

develop: self-confidence, collaboration, exploration, independence, risk taking and physical

skills. The Children develop their physical skills by balancing, stepping across the log circle,

using branches to reach tops of trees, finding ways of going under, over and through

obstacles. The Children work collaboratively to make dens in the forest using natural

materials such as branches and tarpaulin. The forest school enables children co operate with

each other and to form friendships whilst enjoying the beautiful environment.

On rainy days the children sit and wallow in the mud. They are keen to explore the texture of

the mud and experiment with different ways to mark make using sticks, leaves and also their

wellies! The forest school enables children to form friendships with others whilst enjoying the

beautiful environment.

Children hunt for insects under the logs, leaf piles and on the trunks of trees. The children are

taught to return the logs and to care and respect the homes of these creatures with which we

share our forest school. They can explore for habitats using magnifying glasses and

binoculars. The children are taught to return the log and to care and respect the homes of

these creatures with which we share our forest school. Our forest is a wonderful place to

encourage imaginative role play. Old logs become a buses and trains, and dens are made from

branches and materials

Sometimes we invite parents to come to forest school so they understand more about it and

become very involved learning partners.

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Physical Development

Aspects of Physical Development

Moving and Handling

Children show god control and co ordination in large and small movements. They

move confidently in a range of ways, safely negotiating space. They handle

equipment and tools effectively, including pencils for writing.

Within our setting we help to promote gross motor skills by

Ball games to involve passing, catching, kicking and rolling,; exploring the trim trail;

crawling and wriggling through tunnels; planting in the garden; ride-on toys with

pedals; circle games such as ‘The farmers in his Den’; twirling streamers, parachutes

and kites; running games such as catch and musical games for stopping and starting;

jumping, hopping, changing direction play; hoops and target games

We provide resources to promote fine motor skills, which include

Scissors for cutting; puzzles for manipulating shapes that fit together; dressing up

clothes for doing up simple fastenings;

cooking for activities involving stirring, mixing, rolling; items for making collages,

such as string, wool, tissue; pencils, pens paper for drawing; paintbrushes and rollers

for mark making;

a train set for building and manipulating the train around the track;

play dough and other malleable materials for manipulation.

Health and self-care

Children know the importance for good health of physical exercise, and a healthy diet,

and talk about ways to keep healthy and safe. They manage their own basic hygiene

and personal needs successful, including dressing and going to the toilet.

The skills required for self care are learned gradually. At Nursery the children are

taught the importance of physical exercise and a healthy diet and talk about ways to

keep healthy and safe. They manage their own basic hygiene and personal needs

successfully, including dressing and going to the toilet.

We encourage the children to recognise the changes that happen in their bodies when

they rest and play and to understand why it is important to do both every day to stay

healthy.

We foster the love of lively energetic play in lots of physical activity, dance, fun and

games

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Personal, Social and Emotional Development

Peer Massage

This is an activity we do with the children at Nursery; the parents need to give consent before a child

can take part. We show the children pictures of each massage move and demonstrate the move. The

children then try out each move on each other, but firstly asking permission from their partner. There

is never any pressure for each child to take part. Peer massage promotes positive relationships

between the children. It promotes friendships and helps to create a calming effect within the

classroom.

Persona doll

Personal, social and emotional development is one of our prime areas of learning. It’s split into 3

areas; making friendships, self-confidence and self-awareness and finally managing feelings and

behaviour. We sometimes work in small groups where we use persona dolls to act out different

scenarios. The children play an active part in this. Christopher is our most realistic looking doll;

gradually the children gather and discover that Christopher has a plaster on his knee. The story

develops and the children talk about different ways that he may have hurt his knee. They offer

solutions and ideas of how to help Christopher. This is done in a non-threatening way, where the

children have talked amongst themselves and with staff offering kindness and demonstrating empathy.