curriculum pre-escolar de ingles mined
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Educaon and development curriculum
Preschool
Octubre 2013
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Carlos Mauricio Funes CartagenaPresidente de la Repblica
Salvador Snchez CernVicepresidente de la Repblica
Franzi Hasbn BarakeSecretario de Asuntos Estratgicos de la Presidencia
Ministro de Educacin ad honrem
Hctor Jess Samour CannViceministro de Educacin
Erlinda Hndal VegaViceministra de Ciencia y Tecnologa
Renzo Uriel Valencia AranaDirector Nacional de Educacin
Janet Lorena Serrano de LpezGerente de Gesn Pedaggica
Crditos
Coordinacin de Diseo y Desarrollo Curricular, primera edicin
Equipo Tcnico de Diseo Curricular (MINED)
Herbert Ovidio Aparicio CastellanosSilvia Patricia Reyes Rivas
Departamento de Currculo
Wilfredo Alexander Granados Paz
Coordinacin de Diseo Curricular yDesarrollo Curricular
Brunilda Pea de Osorio
Equipo Tcnico Autoral de Diseo Curricular (UCA)
Ana Julia VelisRolando Labrador
Diseo y diagramacin
Centro Integral de Comunicaciones y Periodismo,
CICOP, SA de CVwww.cicop.com.sv
Primera Edicin, 2013.La impresin de este documento ha sido nanciada por el Programa de Apoyo a las Comunidades Solidarias de El Salvador (PACSES), con la Unin Europea.
Edicios A, Plan Maestro, Centro de Gobierno,Alameda Juan Pablo II y Calle Guadalupe, San Salvador, El Salvador, Amrica Central.
Telfonos: +(503) 2537-4100, +(503) 2537-4327, +(503) 2537-3212
www.mined.gob.sv || [email protected]
Correccin de eslo
Pauline Marn
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Presentacin
El Ministerio de Educacin presenta, a la sociedad salvadorea, un nuevo currculo de la
primera infancia, como una expresin de la vital importancia que enen los primeros aosde vida para la formacin del ser humano.
El currculo se sustenta en los nuevos conocimientos de la neurociencia, la psicologa, la
pedagoga, la sociologa y otras ciencias cuyos hallazgos demuestran que las nias y los
nios inician el desarrollo de sus capacidades y competencias claves para integrarse al
mundo, para desarrollar a plenitud su mente y su cuerpo, desde el perodo de gestacin
y durante los primeros aos de su vida. De all que la educacin inicial es fundamental en
el desarrollo de la personalidad que incidir decisivamente en las subsiguientes fases de
infancia, adolescencia y juventud.
Tiene un enfoque de valores que se sustentan en el respeto a los derechos humanos, elcual posibilita, a los nios y a las nias, desde su temprana edad, adquirir una formacin
que les permita dar respuestas equilibradas y respetuosas a s mismos, a sus semejantes y
a su medio ambiente; adems, los capacita para enfrentar las dicultades que acompaan
los cambios impulsados por la mundializacin, las nuevas tecnologas y los fenmenos
vinculados.
Este currculo busca lograr un desarrollo integral pernente, profundo y connuo,
reconociendo que el entorno de la nia y el nio debe construirse de manera que el
mundo cognivo est en contacto con el mundo afecvo y relacional, es decir, cuando se
combinan aspectos relacionales de gran trascendencia, como su relacin con la familia,
con otros nios y nias, con las personas adultas y con la comunidad.
El currculo para la primera infancia es la respuesta a un proceso de movilizacin social,
generado a parr del desarrollo del Plan Social Educavo Vamos a la Escuela 2009-
2014, el cual plantea la necesidad impostergable de dar una respuesta integral y un
nuevo signicado al tema del desarrollo de la primera infancia en El Salvador. Este es
parte fundamental del nuevo proyecto educavo global, la Escuela Inclusiva de Tiempo
Pleno, que junto a otros programas transformarn al sistema educavo tradicional y, en el
mediano y largo plazo, impactarn todos los mbitos de nuestra sociedad: la produccin,
el conocimiento, la realizacin de la persona humana y la convivencia social armnica.
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El diseo del currculo de la primera infancia ha sido un proceso colecvo y de parcipacin
intersectorial, que tuvo como referente la Ley Nacional de Proteccin Integral para
la Niez y Adolescencia (LEPINA), la Polca Nacional de Educacin y Desarrollo de la
Primera Infancia, la Polca Nacional de Educacin Inclusiva y el Plan Social Educavo
Vamos a la Escuela. En este proceso, es importante reconocer y dar las gracias por los
signicavos aportes dados por el personal asistente tcnico pedaggico y docente, los
centros educavos pilotos, y los siguientes organismos no gubernamentales: Fondo de
las Naciones Unidas para la Infancia (UNICEF), Centro de Referencia Lanoamericano
para la Educacin Preescolar (CELEP), Save the Children, Plan Internacional, Fundacin
Privada Intervida, Visin Mundial, Ayuda en Accin, Gran Ducado de Luxemburgo, Junta
de Andaluca, Asociacin Intersectorial para el Desarrollo Econmico y el Progreso Social
(CIDEP), Fundacin de Apoyo Familiar (FUNDAFAM), instuciones de educacin superior,
centros educavos privados, Mesa Tcnica Intersectorial para la Educacin y el Desarrollo
Integral de la Primera Infancia, Red de Educacin Inicial y Parvularia de El Salvador
(REINSAL); y organismos gubernamentales, como el Ministerio de Educacin (MINED),
Ministerio de Salud (MINSAL), Instuto Salvadoreo para el Desarrollo Integral de la Niez
y Adolescencia (lSNA).
La concrecin de este proceso es la entrega de un documento curricular actualizado,
integral y fundamentado en la concepcin cienca del desarrollo del nio y de la nia
como sujetos de derecho, protagonistas y centro del modelo pedaggico de la Escuela
Inclusiva de Tiempo Pleno, que est desarrollando el Ministerio de Educacin. La puesta
en marcha del currculo exige una ecaz y fuerte coordinacin e integracin de diferentes
instancias y sectores con alcance local y nacional, fortaleciendo el papel protagnico que
el personal docente, la familia y la comunidad enen en lograr signicavos avances en la
educacin integral de la primera infancia.
El currculo orientar el desarrollo programco de la educacin inicial, desde la concepcin
a los 3 aos, y de la educacin parvularia, desde los 4 a los 6 aos y 11 meses de vida;dene los objevos que buscan ampliar las posibilidades de atencin integral y desarrollo
del rea biosicomotora, socioafecva y cogniva, a parr del desarrollo de acvidades
ldicas, en contextos clidos y garantes de derechos, en los que las nias y los nios crezcan
y se desarrollen de manera feliz y en el marco de la proteccin integral. Reconoce que es
la etapa ms signicava del ciclo vital, en que se desarrollan las ms diversas formas de:
expresin y comunicacin, el pensamiento, la imaginacin creadora, el razonamiento, la
formacin moral y los valores cos, las normas de convivencia, el amor hacia el medio
ambiente, la idendad y autonoma, el disfrute hacia todas las manifestaciones culturales
y, fundamentalmente, se sientan las bases de la personalidad, para la construccin de un
nueva ciudadana social en paz y con juscia social.
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El currculo se implementar a travs de dos vas: una instucional y otra familiar
comunitaria, para lo cual el MINED debe atender a los principales actores de este proceso:
las nias y los nios, las personas adultas signicavas, madres, padres de familia y
otros encargados, y al personal direcvo, docente y asistente educavo de los centros
escolares.
Por primera vez en la historia educava del pas, el Ministerio de Educacin, orientado
por el programa de gobierno de la Repblica, instucionaliza la Educacin Inicial y la
asume como Estado; a la vez, fortalece el enfoque de derechos y desarrollo integral de
la Educacin Parvularia, tal como se hace en la Educacin Bsica, Media o Superior en
nuestra organizacin educacional.
En ese marco, es relevante destacar el reconocimiento a docentes de educacin parvularia
y a diversos agentes comunitarios que, da a da, con dedicacin, esmero y amor, aenden
a los ms pequeos del sistema educavo y cuya noble labor es de alta signicacin social
por el impacto benecioso en la formacin de nias y nios, que se converrn muy
pronto en ciudadanos y ciudadanas con mejores condiciones para gesonar su vida social
y el desarrollo del pas.
Asumamos este nuevo reto del Plan Social Educavo Vamos a la Escuela 2009-2014,
implementando el currculo con la movacin, la creavidad y el entusiasmo que caracteriza
al personal educavo de este nivel -cuyos esfuerzos contribuyen a la construccin de un
nuevo pas-, y enriquecindolo con sus propios saberes y experiencias.
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INDEx
EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL . . . 9
General Introducon to the Curriculum . . . . . . . . . . . . . . . . . . . . .11
General Guidelines for Preschool Educaon. . . . . . . . . . . . . . . . . .13a. Guidelines for English Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
b. Suggesons for Diverse Learners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
c. Methodological Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
d. Learning Assessment Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
e. Sequence of Objecves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 4 . . 191. Introducon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2. Objecves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
4. Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Integrated Methodological Suggesons. Learning and Development Situaons. . . . . . . . . .26
Who I am, I am like this, I am... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Once upon a me... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Discover, feel, learn and have fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
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EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 5 . . . . . 351. Introducon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2. Objecves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384. Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Integrated Methodological Suggesons. Learning and Development Situaons. . . . . . . . 43
Who I am, I am like this, I am... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Once upon a me... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Discover, feel, learn and have fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 6. . . . . 531. Introducon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
2. Objecves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
3. Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
4. Achievement Indicators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Integrated Methodological Suggesons. Learning and Development Situaons. . . . . . . . . . 62
Who I am, I am like this, I am... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Once upon a me... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Discover, feel, learn and have fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Traveling around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
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Educaon and developmentcurriculum
English Curriculum Preschool
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GENERAL INTRODUCTION TO THE
CURRICULUM
1 Marnez Mendoza, Franklin. Primera infancia, bilingismo y educacin infantl. Editorial Trillas, Madrid,
2010.
Recent studies indicate that the best me for a child to learn a foreign language is inthe rst three or four years of life1. Children at this age actually have a strong potenal
to acquire almost an innite number of new informaon, including foreign language.
Children who learn a foreign language at a very early age, have a more acve brain
sphere and later have fewer dicules in school subjects other than English.
The way babies and small children learn to talk proves that they are natural learners,
so preschool years are vital for language learning. Parcularly in the rst three to
four years of life, the foundaons for thinking, language, vision, atudes, aptudes,
and other characteriscs are laid down. Consequently, it would be a waste not to use
a childs natural ability to learn during his or her most vital years, when learning aforeign language is as easy as learning the rst.
Through play and exploraon, children can learn a language quickly and easily. It is
in preschool when teachers can maximize a childs willingness and ability to learn by
using sensory smulaon and play combined with language learning. Small children
can learn by listening, seeing, imitang, and praccing, when they are introduced to
rhymes, songs, games, and counng in a foreign language. In this way, learning is
easier if it is done through acve and fun methodologies, using all of the senses.
These are all important reasons for exposing children to early foreign language learningwith an appropriate methodology for their age.
This curriculum suggests topics and acvies for four, ve, and six year-olds in
preschool that can be integrated with the Salvadoran curriculum taught in the Spanish
language.
EnglishC
urriculum
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a. Guidelines for English Teachers
The role of English teachers is to mediate between language knowledge
and childrens learning process in order to acquire communicaon
skills. In this sense, the teacher becomes a companion, a mediator and
a movator of the process who, along with the children, is looking for
areas of interest in which dialogue, exploraon, and discovery may
oer children opportunies to pracce and produce language.
To achieve this, teachers will nd it useful to consider the following
guidelines:
Start by learning about the situaon of children, families and their
community, who should also parcipate in planning the educaonalprocess and other acvies to promote the development of boys
and girls.
Plan ahead: The acvies to be developed for the children should
take into account the developmental characteriscs, the childrens
environment and the families involvement.
Provide boys and girls with constant feedback about the visual
and auditory materials used.
Use childrens basic needs from her/his daily rounes to
contextualize the English language.Support boys and girls in remembering signicant experiences
and movate children to express them in English as much as they
are able to do so.
Monitor constantly childrens language producon with clear,
precise and natural modeling.
Do advanced preparaon of the environment and materials to be
used in the English class, so the process may proceed with higher
quality.
b. Suggesons for Diverse Learners
Curricular Adaptaons
Curricular adaptaons and the use of inclusive strategies are a
response to diversity among learners. These strategies involve
adjustments or modicaons made in the curriculum in order to meet
the individual learning characteriscs. In this case, the adaptaons
are aimed at:
School-Wide Curricular Adaptaon: These are adaptaons
implemented on the school-wide level to meet special needs.
Generally, these take into account needs for mobility and special
aenon, or in the common spaces like playground, cafeteria,etc. Something that the teacher can do is to label in English the
common spaces, like hallways and oces, in order for children to
visually recognize the vocabulary in English in the space where
they move.
Classroom Curricular Adaptaons: Adjustments have to do with
the planning done by the teachers according to specic needs;
for example, changes in group acvies where the teacher uses
dierent sensory expressions like singing, use of dierent materials
to sense texture and develop the capacity to discriminate odors,
sound smulaon, use of ash cards, etc.
Adaptaons in Communicaon: Use of specic teaching and
learning materials, technical and technological aids, computers,
sign language, etc., when there are communicaon barriers.
Non- Signicant Adaptaons: This refers to the use of instruconal
strategies or minor changes in the curriculum on a classroom
level, in order to take into account learners needs. Evaluaons
should be creave, focused on process more than products and
the original level of childrens abilies.
GENERAL GUIDELINES FOR PRESCHOOL EDUCATION
EnglishC
urriculum
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Signicant Adaptaons: Imply deep changes in objecves,
specic contents and the evaluaon process in order to account
for learning dicules.
c. Methodological Guidelines
The early childhood curriculum is developed with exibility and
relevance taking into consideraon childrens reality, needs,
movaons and interests.
This document presents some methodological guidelines for
each program and ideas or suggesons that teachers may use in
the evaluaon of their curriculum proposal for his/her individual
classroom situaon.
As the curriculum considers the childrens human rights approach,
the development perspecves and how they perceive reality in
a comprehensive manner, there has been an eort to present
suggesons on four cross-cung topics. These help to distribute
themes and strategies in four sequenal me periods, to organize
the methodological sequence of learning situaons and facilitate the
development and evaluaon of the progress of children.
These integrated methodological suggesons, or situaons of learning
and development, meet the objecves and indicators of success of
each program.
By the end of the year, the methodological sequence of planned
learning and development situaons will have worked out the process
to achieve all objecves based on comprehensive development and
will assess whether or not the performance indicators proposed for
the program have been achieved.
The cross-cung themes suggested for Early Childhood Educaon
are:
Who I am, I am like this, I am (body and movement, identy and1.
autonomy, emoons and feelings, values and social interacons,
etc.).
Once upon a me... (The family, members, roles, home,2.
relaonships, etc).
Discover, feel, learn and have fun (at school or community circle).3.Travel around the world (community, country and universe).4.
Each theme may work with dierent integrang methodological
suggesons. The quanty of acvies will depend on the planning
me by the teaching team at each level.
The me assigned to each cross-cung theme also depends on the
planning, and the age of the group, the context and the characteriscs
and interests of girls and boys.
d. Learning Assessment Guidelines
The evaluaon process can be summarized and organized by
answering the following quesons: Why should we evaluate? What to
evaluate, how to evaluate and through what means? Who evaluates?
When to evaluate?
Why should we evaluate?
To understand and assess childrens level of development and
learning, as well as the support and adaptaon required to
strengthen the progress and to overcome dicules.
To idenfy strengths and weaknesses of teaching performance
and ensure the necessary adjustments are made, according to the
integral development of children.
What to evaluate?
Progress and dicules in boys and girls development as
expressed in the objecves and performance indicators.
English
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urriculum
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Teachers performance and the parcipaon, communicaon and
relaonship with the families and communies.
How to evaluate and through what means?
Through connuous observaon and mely recording of
observaons.
Talking and listening connuously to children, considering the level
of developed communicaon skills.
The organizaon of integrated acvies that allows the assessment
of achievement indicators.
Who parcipates in the evaluaon process and how?
In addion to the teacher and support sta (if any), it is important to
involve:
Children, because this promotes their development and
comprehensive learning. The childrens parcipaon, however,depends on the success of communicaon skills to express what they
feel and think. It is important to ensure the parcipaon of every
child.
The family, so that they provide informaon about development
factors observed in the child.
When should teachers evaluate?
At the beginning of the educaonal process.
During and at the end of the adaptaon period.
The me of arrival and departure from class.
At the end of each period, the teacher should prepare a documentthat integrates all the informaon recorded on each child to assess
developmental achievements.
Assessment techniques and instruments
Checklist: An instrument of observaon with a scale which indicates
those performance indicators that are used to evaluate each boy and
girl, with two opons indicang whether the child achieves or does
not achieve something.
Interview: It may be structured, and have quesons that will be asked
to the parents or the person responsible for the child, in terms of theachievements made by the child that have been observed at home.
During this process the responsibility for strategies in educaon can
be shared with family or the person responsible for the child.
English
Curriculum
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Preschool 4
Teachers and families will support
children to be able to:
Idenfy the parts of the body and
their parcular movements and
expressions through the development
of the gross and ne motor skills in
physical and playful acvies.
Make boys and girls aware of their
own body in space, in me and in its
relaon with the environment.
Use their senses of sight, hearing,
touch, smell and taste to explore theirenvironment, using vocabulary related
with the senses.
Experience body awareness, strength
and coordinaon through motor
acvies.
Respond to a variety of musical
rhythms through body movement.
Explore nature by observing,
discovering and experimenng
elements, such as plants, seasons,
the weather, the moon, the sun,
stars and animals and to be able to
establish relaonships between the
environment and its conservaon.
Preschool 5
Teachers and families will support
children to be able to:
Experiment with their bodies, sensory
and movement possibilies in
dierent mes and spaces.
Express their own feelings, needs
and emoons, and respect those of
others.
Express opinions, feelings and
emoons about facts and events of
nature, and the socio-cultural and
Salvadoran identy.
Explore the environment and natural
phenomena through observaon,
discovery and experimentaon.
Develop literacy skills expressing
thoughts, emoons and feelings
though play.
Pronounce correctly words in English
modeled by the teacher.
Discover characteriscs and
relaonships between objects and
situaons in the context of meaningful
experiences that contribute to the
development of logical thinking and
mathemacal expression.
Preschool 6
Teachers and families will support
children to be able to:
Experience body precision and
coordinaon in physical, arsc and
playful acvies.
Develop visual-motor and eye-hand
coordinaon in expression acvies.
Demonstrate healthy self-esteem,
autonomy and identy development
in individual and collecve acvies.
Demonstrate responsible, creave
and condent autonomy in dierent
school situaons.
Demonstrate awareness of gender
equity and respect for diversity
in their relaonship with boys,
girls and adults through atudes
of cooperaon, tolerance and
acceptance.
Pr acce habits related to healthy
eang, personal hygiene, order, rest,and recreaon.
Express opinions, feelings and
emoon about facts and events of
the socio-cultural aspect and the
Salvadoran identy, through dierent
forms of language, taking into
account respect for diversity.
e. Sequence of Objecves
English
C
urriculum
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Preschool 4
Listen to and say numbers in
meaningful contexts.
Relate quanes of concrete objects
and acons to numbers.Develop hand-eye coordinaon in the
accomplishment of daily acvies.
Perform daily life acvies
independently and self-condently.
Express feelings, needs, and emoons
and respect those of others.
Pracce habits related with healthy
eang, hygiene, order, rest, recreaon
and health.
Interact with peers, praccing social
harmony norms.
Pracce trac rules and road safety
through play acvies.
Preschool 5
Pracce trac rules and road safety
through play acvies.
Recognize vowel and consonant
sounds in the foreign language.Learn to work neatly tracing and
wring leers correctly in the foreign
language.
Recognize basic colors and shapes in
the foreign language.
Trace and write numbers from 1 to 10
in the foreign language.
Preschool 6
Establish cause and eect
relaonships in natural phenomena
through experimenng.
Interact with the social and culturalenvironment, praccing values and
social harmony norms.
Develop competencies for
interpreng images, codes, and
symbols through dierent language
forms.
Determine qualies, variaons and
relaonships between objects and
sets.
Compare, order, count and arrange
serially by size, color, and shape,
objects in meaningful experiences
which develop thought and logical-
mathemacal expressions.
Pracce trac rules and road safety
through play acvies.
English
Curriculum
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Educaon anddevelopment curriculum
Preschool 4
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InicialI
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EDUCATION AND DEVELOPMENT CURRICULUMPRESCHOOL 4
1. Introducon
This preschool curriculum for four-year olds introduces and describes
a set of fundamental guidelines that guarantee the right to high-quality
educaon that will enable children to achieve bio-psychomotor,
cognive, social-aecve, and emoonal development through their
everyday acvies in the classroom. Family and community support
is also necessary to achieve these goals.
Thus, teachers and families awareness about child growth
and development will provide the rst tools to be able to selectappropriate teaching material and to interact with children in ways
that will enhance their learning through playing. Strategies aimed
at promong educaon in which childrens rights, gender equity,
diverse learning, inclusiveness and peace culture should be taken into
account by the educaonal community upon organizing acvies.
Other aspects that these guidelines emphasize are organizaon of
space, appropriate use of resources, relevant curricular adaptaons
and situaons through an integrated approach using all childrens
experiences, so that the process is unied and allows for innovave
acons. Workshops, corners, fun projects, open classrooms, among
others are some of the acvies that should be planned through
integrated exercises. However, these guidelines are exible enough
for educators to modify them according to the needs that dierent
environments demand.
The program is designed for areas of experience and development:
Personal and social development
Expression, communicaon and representaon
Relaonship with the environment
2. ObjecvesTeachers and families will support children to be able to:
Idenfy the parts of the body and their parcular movements and
expressions through the development of the gross and ne motor
skills in physical and playful acvies.
Make boys and girls aware of their own body in space, in me and
in its relaon with the environment.
Use their senses of sight, hearing, touch, smell and taste to explore
their environment, using vocabulary related with the senses.
Experience body awareness, strength and coordinaon through
motor acvies.
Respond to a variety of musical rhythms through body
movement.
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Explore nature by observing, discovering and experimenng
elements, such as plants, seasons, the weather, the moon, the
sun, stars and animals and to be able to establish relaonships
between the environment and its conservaon.
Listen to and say numbers in meaningful contexts.
Relate quanes of concrete objects and acons to numbers.
Develop hand-eye coordinaon in the accomplishment of daily
acvies.
Perform daily life acvies independently and self-condently.
Express feelings, needs, and emoons and respect those of
others.
Pracce habits related with healthy eang, hygiene, order, rest,
recreaon and health.
Interact with peers, praccing social harmony norms.
Pracce trac rules and road safety through play acvies.
3. Contents
Personal social development
a. The body and its movement
Discovering our body
Recognion of the parts of the body, real and in drawings.
Playing with the body in moon
Experimenng with movement of the body in space: up-down,
in-out.
Coordinaon, balance, and body control with games and
movements, such as walking, running, jumping.
Body care and personal safety
Progressive development of habits and atudes toward personal
safety:
Pracce of security drills in handling objects and toys; pracce
earthquake, ood and re drills.
Hygienic pracces like handwashing, cleanliness in personal care.
b. Building identy and personal autonomy
Building identy
Sharing personal and family history: birthdays, family members,
favorite food, pets and toys.
Idencaon of the family, its members and some of the roles.
Idenfy his or her full name.
Expressing feelings and emoons
Expression of feelings, moods and emoons, like love, being
happy or sad.
Idencaon, expression and regulaon of emoons, feelings
and moods.
c. Social relaonships and valuesShowing of aecon and trust to relaves, classmates, teachers
and other adults.
Praccing values in games and acvies of daily living such as:
love, peace, solidarity, collaboraon, and respect for individual
dierences.
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Expression, communicaon and
representaon
a. Expression and communicaon
Listening and speakingUnderstanding and listening to stories, tales and narraons to
increase vocabulary.
Praccing intonaon, gestures and facial expressions during
speech.
Pronouncing words with appropriate suprasegmental features.
Expanding the vocabulary by idenfying and using new words and
songs.
Interpreng image sequences using a logical and chronological
order.
Approach the world of reading and wring as media
Pronouncing new words in games, by idenfying images and
sounds.
Enjoying books, stories, poems in English.
Enjoyment of the rhythm, rhyme and beauty that words occur in
simple poems.
b. Express and communicate with body language
Idencaon of dierent parts of the body through playful games
and songs.
Experimenng with gestures, movements and sounds as personal
resources to express their own feelings and emoons with
communicave intenon.
Exercising spaal orientaon games with body movements:
up-down, front-back, inside-out, near-far, above-beneath , on,
between, beside.
c. Express and communicate with art
Exploring the characteriscs of objects from sensory smuli:shapes, sizes and colors.
Conducng games through gross and ne motor in shapes like
circles, squares, and triangles.
Experimenng with primary and secondary colors: red, yellow
and blue as primary colors and green, black and white.
Exploraon and representaon of experiences, needs, emoons,
and objects through: stamping with ngers and objects, drawing,
painng, modeling, collage, murals.
d. Express and communicate with the musical
language
Imitaon and reproducon of sounds, rhythms and simple
melodies associated with animals and emoons.
Pronouncing with appropriate intonaon in the performance
of simple songs, individually or collecvely on his or her own
iniave, following the rhythm with percussion instruments,
dance or movement.
Intonaon and interpretaon of simple songs in rhythm withpercussion instruments.
e. Express and communicate with visual language and
technology
Enjoying and learning with media and technology: audiovisual
programs and games that promote development in the English
language during class.
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Relaonship with the environment
a. Interacng with the natural world
Discovering the human body
Idenfying external parts of the body.
Movements of the body in his/her surroundings.
Exploring the animal world
Exploring the animal world: Learning about the characteriscs of
pets, wild and sea animals.
Becoming aware of the most representave animals in their
environment using stories.
Exploring the world of plants
Discovering plants: parts, kinds, shapes, size and color such as
trees, owers and fruits.
Exploring the inanimate world
Experimenng changes in the weather: cloudy, rainy, sunny day.
Exploring the universe:
Learning about the sun, the moon and the stars.
Exploring the planet Earth, ulity heat and sunlight to everydaylife.
Temporary locaon: Day - night.
Understanding natural phenomena:
Becoming aware of the weather and the seasons: summer,
winter.
Exploring the environment and natural phenomena through
observaon, exploraon and experimentaon.
b. Interacng with the social world
Living together as a family
Idenfying family members by their names and types of
relaonship.
Idenfying the parts of the house: bedroom, living room, kitchen,
and bathroom.
Exploring the school
Exploring the school and its areas and funcons: playground,
classroom, principals oce, etc.
Recognizing and respecng school sta: teacher, principal, and
administrave sta, classmates, etc.
Being part of a community
Asking about the community: community helpers, recreaonal
spaces, types of housing, vehicle, etc.
Recognizing transportaon signs and trac signals.
Foods: Fruits and vegetables.
Knowing our country
Learning about naonal emblems that idenfy us: the ag, the
naonal anthem and the seal.
c. Exploring the world of logical math relaonships andexpressions
Exploring the world of objects and collecons
Recognizing and experimenng with primary and secondary
colors.
Recognizing the circle, triangle and square.
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Exploring the world of numerical expressions
Introducing the concept of quanty. Quanfying expressions.
Basic quaners: same/dierent.
Construcon of numbers:
The concept of numbers: 1 to 5 and their graphical
representaon.
Counng numbers from 1 to 5.
4. Achievement Indicators
Says his/her full name.
Points to ve body parts.
Understands that he/she is dierent from others.
Idenes himself/herself as a boy or girl.
Cuts and pastes simple gures.
Walks straight ahead keeping the balance.
Runs around obstacles in one direcon.
Idenes family members and their roles.
Tells stories about family acvies.
Expresses aecon and trust to classmates and school
personnel.
Pracces values in games and acvies.
Washes hands and pracces personal hygiene.
Copies accurately simple shapes like circles, triangles and
squares.
Draws up to ve human body parts including: head, trunk, arms
and legs.
Idenes, counts and understands numbers up to ve.
Classies geometric shapes by size and primary colors: circle,
triangle, square, big, lile, red, blue and yellow.
Uses gestures and movements with the purpose of
communicaon.
Makes up a story in a logical sequence.
Pracces equee: apologizes on own iniave, asks for
permission, greets, thanks, and uses the word please.
Expresses emoons, feelings and moods.
Imitates animals and elements of nature.
Uses body movements of up-down, front-back, inside-out, near-
far, above- beneath, on, between and beside.
Follows the rhythm of music: fast-slow.
Says the day of the week in their acvies.
Recognizes day and night.
Idenes and perform acons like jump, run, and walk.
Idenes some animals in their environment.
Recognizes the Naonal Tree, Naonal Flower and Naonal Coatof Arms.
Idenes the sun, moon and stars.
Knows posions, like up/down, in/out.
Classies geometric gures by characteriscs, shape, size and/or color.
Interacts with other children and signicant adults.
Idenes the dierent areas of the school, its funcons and use
with respect.
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INTEGRATED METHODOLOGICAL SUGGESTIONSLEARNING AND DEVELOPMENT SITUATIONS
Some dierent globalized methodological proposals for learning and development situaons are included
in this secon; they are distributed in four cross-cung, integrang topics. This sequence may be carried
out with the curriculum for four years; however, this is not the only sequence that can be suggested.
Each teacher adapts the curriculum to the context, the needs and interests of children; teachers can
create other sequences and modify or recreate the strategies and resources proposed.
Each area of experience and development has been assigned an idenfying symbol.
Personal and social development
Expression, communicaon and representaon
Relaonship with the environment
Taking into account the developmental characteriscs of boys and girls, and the objecves, contents and
achievement indicators suggested in this curriculum for this age, the following are proposals for learning
and development situaons, distributed in four integrang themes.
Who I am, I am like this, I am...
Once upon a me
Discover, feel, learn and have fun.
Traveling around the world.
Integrang theme
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There are many acvies in which the teacher canwork the body schema, but a puppet is suggested
here to represent the human body. (This could be
made of cardboard, foam board, or other material).
Each part of the puppets body should move, and
children should have the freedom to play with the
main body parts (head, trunk, arms, legs), and
then the teacher could invite students to move the
puppets body parts freely.
The teacher can introduce a conversaon to the
children and tell them that they have a special
visit from Bob, the puppet dancer. Bobs visit
to school is to tell them that he has a body so
perfect that he can move as he wants. And that
he will be with them at school all week.
During this week, Bob can play with children,
inving them to discover their moving body
parts: head, trunk, arms, legs and exploring
each part together.
Bob or teacher could teach them a song likeHead, shoulders, knees and toes, knees and
toes, knees and feet, head, shoulders, knees
and feet and hands that move well, yes, yes.
The puppet or the teacher can do it by moving
each part of the body as it is menoned in the
song. Aer the song, children could be invited
to look for objects in the classroom that indicate
some aributes of color, shape, size, etc., aer
that they will give the object to the teacher orput them in a special place. Then the teacher
can invite them to reect: through a queson
like what did you move? What part of the
body was used to take the object? How did
you know which was that part? Etc.
Teachers can invite children to form groups and
give them the next project (paper or cardboard).
Children in the group have to agree and decide
which member of the group they will draw with
all parts of the body that they already know.Then they will divide responsibilies for drawing
with crayon, they outline the human gure of
the child lying on the oor and the body parts
in full detail on the drawing. When they nish,
the teacher may put the newsprint on the wall
with the human gures drawn to observe and
talk about the dierent characteriscs which
are reected in each gure. Also they may see
and appreciate the dierences in the bodies of
boys and girls.By the end of the week, Bob could invite children
to make their own puppet; the teacher could
provide a picture of a person (divided into parts)
so that they can color. When nished, they could
take it home so with the help of their families
they can build their own puppet by joining the
pieces with materials that allow mobility (yarn,
paper fasteners, etc.).
A surprise
Specic objecves: Teachers and
families will support children to be
able to:
Recognize and say the names of
body parts.
Experiment with his or her body and
its ability for sensory movement.
Resources
Puppet, newsprint, cardboard, kra
paper, crayons, markers, pencils,
pictures with a drawing of a human
body, thumb tacks, song.
Space
It can be done inside or outside the
classroom.
Time
20 minutes per day, three mes a
week.
Integrang theme
Who I am, I am like this, I am...
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Achievement Indicators
Points to ve body parts.
Understands that he/she is dierent from others.
Draws up to ve human body parts including: head, trunk, arms and legs. Follows the rhythm of music: fast-slow.
Idenes and performs acons like jump, run, and walk.
Contents
Recognion of the parts of the body,
real and in drawings.
Idencaon of dierent parts of the body through playful games and songs.
Movements of the body in his/her
surroundings.
Integrang theme
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Integrang theme
The idea for this topic is based on meaningfulexperiences for children. The teacher may sit in a
circle, either in the classroom or elsewhere in an
appropriate place for this acvity. Teachers can start
a conversaon by asking what a family is. Where do
families live? , Whom do you live with? , Are all the
families the same? How do you feel in your family?
Teachers should include generang and dialogue
quesons. Aer this brainstorming of ideas, inquire
about what they would like to invesgate or do in
relaon to the family. Depending on the objecvesthat are to be met and the interest of the teacher,
the project There was a Special Family will be
organized.
Preparaon: Children and teacher together plan
the structure, acvies and all the other elements
of the project, then the acvies will be prepared
with the required resources. Remember to keep it
simple and adequate for the childrens ages.
For example, make dierent kinds of puzzles incardboard or paperboard with dierent shapes (a
circle, square and or triangular form), each with a
picture of the dierent types of families, then color
them, paint them or decorate them with creavity.
Then, carefully cut between 12 and 20 pieces and,
when nished, store them in a bag or box.
Also, teachers can make compilaons of shortstories, poems, songs and pictures about family,
and home before the end of the day.
I have a family: The family can provide a family
photograph or the teacher may propose to the
children to make a drawing of their family in
rectangular paper the size of a photo, then they can
glue it in a frame for a mural. This can be decorated
creavely applying dierent techniques and using
ne motor skills, with red, yellow, and blue nger
paint. In this way, they get to know the dierent
families that make up the group class. Besides, boys
and girls can idenfy who has the tallest member
and the smallest, the oldest and the youngest,
etc. It should be emphasized that everyone is just
as important as the others, although they have
dierent physical characteriscs.
Guess what a family is:What if we play a guessing
game? The teacher can ask the queson and tell
children to sit in a circle and listen carefully. It issuggested to read stories of each dierent family
and their members. The teacher can movate
them to tell, how many members there are in their
families, etc.
Once upon a me there was a special family
Once upon a time
Specic objecves:Teachers and
families will support children to be
able to:
Idenfy and say the names of family
members and other relaves.
Interact with the social and cultural
values and norms.
Enjoy arts and cultural experiences
through verbal languages.
Appreciate the beauty reected in
their creaons.
Resources
Materials or recycled paper.Paper, crayons, paint, use primary
colors, glue, scissors, etc.
Modeling clay, play dough.
Recorder and music. Poems.
Space
Classroom, mulpurpose room.
Time
The project could last a month.
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Families are dierent: Children can start singing
songs about the family (which relate to various
types of family). It is also suggested to invite the boys
and girls to put together puzzles or other materials
relang to this topic which were elaborated at the
beginning of the project. Again, boys and girls should
be able to idenfy the similaries and dierencesbetween families. This project can make children
idenfy the geometric shape of each puzzle. It is
also suggested the teachers generate dialogues
about the importance of loving and valuing their
own family, at the same me that they value and
have respect for others even if they are dierent.
Expressing with love: A poem can be a way to
movate the issue collecvely for the family ,
for example : close, ... is my house ... waing ...someone is with my food ... , nice and warm is my
family at home . Then ask who is waing with
your meal? The father, mother, brother or sister...?
Be aware of stereotypes and gender roles. A song
concerning family greatly smulates children.
Creave hands: Through a cra represenng
the curriculum contents related to the family, for
example, teachers and children can make a house
with paper using a triangular shaped paper (roof),
and a square paper (walls). Invite boys and girls todecorate using ne motor skills such as stamping,
tearing paper, rolling, etc. Or teachers may propose
to draw small red lines for the roof and large blue
lines for walls and then paste small circles for the
faces of the family members with whom they live.
There once was a special family: The exhibion
of the work done will be shared with families in
an open house. Subsequently, it is proposed to
connue with songs for the inial presentaon
and end with the delivery of cra material that the
teacher thinks are appropriate. This is a fantasc
opportunity to observe and demonstrate aecon
and trust with family, peers and teachers.
Contents
Sharing personal and family history:
birthdays, family members, favorite
foods, pets and toys.
Idencaon of the family, its
members and some of the roles.
Enjoyment of the rhythm, rhyme
and beauty that words occur in
simple poems.
Exploraon and representaon
of experiences, needs, emoons,
and objects through: stamping
with ngers and objects, drawing,
painng, modeling, collage, murals.
Intonaon and interpretaon
of simple songs in rhythm with
percussion instruments.
Recognizing and experimenng with
primary and secondary colors.
Counng numbers from 1 to 5.
Achievement Indicators
Idenes family members and their roles.Tells stories about family acvies.
Draws up to to ve human body parts including: head, trunk, arms and legs.
Uses gestures and movements with the purpose of communicaon.
Follows the rhythm of music: fast-slow.
Idenes, counts and understands to number ve.
Classies geometric gures by characteriscs, shape, size and/or color.
Integrang theme:
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Fantasc Tour
The teacher invites and encourages children to
take a great ride that will take them through theschool. While doing this trip, they will be doing
stops (principals oce, the courtyard, cafeteria,
recreaon areas or other places according to each
school) and while making the trip, in every staon
they can pracce greeng the people they meet.
Children can sing the good morning songs, facial
expressions to greet, depending on each staon.
Bathroom Staon: Boys and girls should talk
about how they look, and acvies that mustbe done in this place, such as to wash hands
thoroughly with soap. The teacher may take the
opportunity to talk about how important it is to
pracce hygienic habits to prevent diseases. This
experience should also lead teachers to make
children aware about the importance of water
and the preservaon of natural resources. Of
course proper use of the bathroom should be
reinforced.
Library Staon: Teachers should invite boys andgirls to observe and describe the place, talk about
what they see and their impressions. Observe
their reacon accordingly and guide the proper
handling of books. Then, boys and girls should be
introduced to the person in charge of the library
(if this resource is available). Teachers can allow
some free me (as appropriate), so children may
check out books.
Play Area Staon: Children should be invited to
explore freely without guidance, observe them
and then invite them to discuss quesons such
as how they felt playing. What happened? Then
encourage them to express what happened while
playing.
Kitchen Staon: Teachers are encouraged tostart a conversaon about what they like to eat,
what they cook at home, who cooks at home,
what measures must be taken in the kitchen to
avoid accidents. Children may be invited to sing
the song The cup .
Courtyard Staon: Dierent games can be played
there, for example, it may happen that someone
says running! And all run, other says jump!
It is suggested to connue this fantasc ride to otherstaons, that they may have, such as the infant
room, music room, computer center, art room,
among others.
Integrang theme:
Discover, feel, learn and have fun
Specic objecves: Teachers and
families will support children to beable to:
Interact with the social and cultural
environment, respecng and
building standards of courtesy and
social interacon while playing in
everyday life.
Experience habits related to hygiene
and order with the support and
responsibility of the family and
community.
Resources
The resources to be used can be
classied according to the staons
visited.
Storybooks for the library, paper,
and crayons.
Balls and games for the playground.
Space
The whole school.
Time
It can be done with an average of
20 minutes per day, three mesa week, or according to the class
schedule.
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Contents
Showing of aecon and trust to relaves, classmates, teachers and other adults.
Hygienic pracces like handwashing, cleanliness in personal care.
Praccing values in games and acvies of daily living such as: love, peace, solidarity, collaboraon, and respect for individual
dierences.
Exercising spaal orientaon games with body movements: up-down, front-back, inside-out, near-far, above- beneath, on, between,
beside.
Exploring the school and its areas and funcons: playground, classroom, principals oce, etc.
Achievement Indicators
Expresses aecon and trust to
classmates and school personnel.
Pracces values in games and
acvies.
Washes hands and pracces personalhygiene.
Uses body movements of up-down,
front-back, inside-out, near-far, above-
beneath, on, between and beside.
Idenes the dierent areas of the
school, its funcons and use with
respect.
Integrang theme
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Integrang theme
Traveling around the world
Were explorers
Taking advantage of spaces other than the
classroom, like the pao, hallways or the courtyard,
teachers can do the games suggested below.
Boys and girls can gather in a circle outside the
classroom, they will be movated to play the role of
explorers that need to go to discover new things.
The story: Tell a story that talks about a fantasc
and a magical forest, for example: The forest is
called Morning sun because when the sun
shines every living thing around sings withjoy, like the plants and animals that live there.
When the moon rises, and the night falls, it is
at this me that all forest dwellers gather to
eat together and relax to start again the next
day. Among the suggested quesons to ask are:
what do they do during the morning?, in the
aernoon? at night? Then start to sing Sun lile
sun... or some other song that has relevance to
the day and night.
Get Moving!: While on the tour, childrenare told that in situaons like in the forest
somemes they move with very strong steps
and these movements are called earthquakes.
Children should play with their body movement
like earthquakes and also how to act in case of
a real one happens. Teachers need to be very
cauous and prevent as much as possible that
children get harmed. Songs or simple rhythms
should be used to make this situaon a fun
experience, for example:
-1... 2... 3.... (Clap) When you feel the earth move
(make the move with the body) Hands body and
walk slowly.
-1 ... 2 ... 3 ... (Clap) When you feel the earth move
(make the move with the body) No shoung is beer
(makes sound of silence) and it is a snail.
-1 ... 2 ... 3 ...(Clap) While saying when you feel the
earth move (make the move with the body) then look
up, look down, to one side to the other, and seek for
help. (Do all the movements).
Making gestures: Teachers should ask what kind
of emoons they feel when the earth moves and
exemplied by gestures: fear, sadness, crying,
anger and worry, among others, but also remind
them that there will always be people who
will help us when this happens. Helping gives
emoons and moods such as joy, condence,
and peace (make all the gestures). Later in the
class the teacher may represent faces withmoods on the board or newsprint sheets, with
the colors that suggest those emoons.
The magnifying glass: Upon connuing with the
tour, teachers should take the magnifying glass
to observe the plants and animals that live in the
forest. You can use ashcards of animals during
the tour. Children are asked to mimic the body
of the animals they have seen. For example
Specic objecves:Teachers and
families will support children to beable to:
Idenfy and express feelings, needs
and emoons.
Explore the environment and natural
phenomena through observaon,
exploraon and experimentaon.
Resources
Paper.
Magnifying glass.
Space
The school.
Time
It can be done with an average of
20 minutes per day, three mes
a week, or according to the class
schedule.
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Contents
Praccing values in games and
acvies of daily living such
as: love, peace, solidarity,
collaboraon, and respect for
individual dierences.
Idencaon, expression and
regulaon of emoons, feelings
and moods.
Imitaon and reproducon of
sounds, rhythms and simple
melodies associated with animals
and emoons.
Exploring the animal world:
Learning about the characteriscsof pets, wild and sea animals.
Discovering plants, parts, kinds,
shapes, size and color such as
trees, owers and fruits.
Learning about the sun, the moon
and the stars.
Exploring the planet Earth, ulity
heat and sunlight in everyday life.
Temporary locaon: day - night.
bueries, chickens, worms, cows, rabbits,
frogs, sh, ants, bees, among others. The class
can walk with varied rhythms to imitate animals;
for example, long, slow steps like cows, or fast
as rabbits, birds or sh, or crawling like snakes,
etc. Similarly, boys and girls are invited to talk
about the animals in the community and pets in
their homes if they have any. They should talk
about how these animals are, how and where
they live, what they eat, their life cycle, their
usefulness, etc.
Aer the tour, they can prepare a skit for families
of what was being found in exploring the fantascwoods.
Achievement Indicators
Walks straight ahead, keeping the balance.
Runs around obstacles in one direcon.
Expresses emoons, feelings and moods.
Idenes, counts and understands up to ve.
Imitates animals and elements of nature.
Follows the rhythm of music: fast-slow.
Recognizes day and night.
Idenes the sun, moon and stars.
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Educaon anddevelopment curriculum
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EDUCATION AND DEVELOPMENT CURRICULUMPRESCHOOL 5
1. Introducon
The early childhood educaon curriculum for ve year olds providesessenal guidelines that guarantee the right to a high quality
educaon, that enable children to achieve maximum bio psychomotor,
cognive, social and emoonal development through their everyday
acvies in the classroom. Family and community support is also
necessary to achieve these goals.
Thus, boys and girls at this age should have the right to educaon
in accordance with their maturity level, growth and development
which enable them to discover the wonderful world of reading and
wring, numerical construcon, environmental exploraon andexperimentaon, and their personal, social, and ecological history.
Learning should be a joyful experience that helps boys and girls
to discover their potenal through contact with everyday life and
should also contribute to their equitable and integral development.
Therefore, strategies aimed at promong educaon in which childrens
rights, gender equity, diverse needs, inclusiveness and peace culture
should be taken into account by the educaonal community upon
organizing acvies.
As with four-year olds, this curriculum oers these guidelines which
emphasize organizaon of spaces, appropriate use of resources,
relevant curricular adaptaons and situaons through an integrated
approach that takes into account all childrens experiences, so that
the process is unied and allows for innovave acons. Workshops,
learning corners, fun projects, open classrooms, among others are
some of the acvies that should be planned through integrang
exercises. However, these guidelines are exible enough for educators
to modify them according to the needs that dierent contexts
demand.
The program is designed for areas of experience and development:
Personal and social development
Expression, communicaon and representaon
Relaonship with the environment
2. Objecves
Teachers and families will support children to be able to:Experiment with their bodies, sensory and movement possibilies
in dierent mes and spaces.
Express their own feelings, needs and emoons, and respect
those of others.
Express opinions, feelings and emoons about facts and events of
nature, and the socio-cultural and Salvadoran identy.
Explore the environment and natural phenomena through
observaon, discovery and experimentaon.
Develop literacy skills expressing thoughts, emoons and feelings
through play.
Pronounce correctly words in English modeled by the teacher.
Discover characteriscs and relaonships between objects and
situaons in the context of meaningful experiences that contribute
to the development of logical thinking and mathemacal
expression.
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Pracce trac rules and road safety through play acvies.
Recognize vowel and consonant sounds in the foreign language.
Learn to work neatly tracing and wring leers correctly in the
foreign language.
Recognize basic colors and shapes in the foreign language.
Trace and write numbers from 1 to 10 in the foreign language.
3. Contents
Personal social development
a. The body and its movement
Discovering our bodyIdenfying the body parts of girls and boys through simple
vocabulary.
Perceiving qualies and characteriscs of the bodys systems and
organs through their senses.
Playing with the body in moon
Understanding and following through movement and balance
posions: up-down, front-back, inside-out, throwing, catching,
le-right.
Performing ne motor movements of their face, eyes, cheeks,
nose, and tongue. Performing ne movements with their hands
as well.
Idenfying, expressing, and regulang emoons, feelings and
moods.
Enjoying body movements, with speed and balance, to walk, jump,
run, crawl, swing, turn up, turn down, back and walk on ptoe.
Body care and personal safety
Progressive development of habits and atudes for welfare and
personal safety.
Praccing hygienic habits: bathing daily, changing clothes, tooth
brushing and hand washing, especially before eang and aer
using the bathroom, using the toilet, combing, and blowing theirnose.
Praccing safety measures in the kitchen, bathroom, pao, etc..,
in case of earthquakes, oods and re drills through simple
commands in the foreign language.
Progressive development of feeding skills: use of spoon, fork,
napkin; eang without help; hygienic habits like washing their
hands.
Praccing signs and safety rules for streets, sidewalks and trac
lights, through simple vocabulary.
b. Building identy and personal autonomy
Building identy
Idenfying the family, its members and some of their roles.
Sharing personal and family history.
Building autonomy
Progressive development of habits and skills for autonomy
and personal care. Use of vocabulary related to silverware,geng dressed and placing objects and materials orderly in the
classroom.
Expressing feelings and emoons
Idenfying and expressing emoons, feelings and moods such as
friendship, love, and trust.
Idenfying, expressing and regulang emoons, feelings and
moods.
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c. Social relaonships and values
Praccing social manners and values such as: love, peace,
cooperaon, responsibility, respect, courtesy, honesty, order,
respect for diversity, etc.
Internalizing rights and dues that children have as cizens to
enjoy the services provided by the places and instuons of thecommunity.
Expression, communicaon and
representaon
a. We express and we communicate
Listening and speaking
Listening, understanding and expressing stories, rhymes, and
songs using appropriate vocabulary in the target language.
Praccing intonaon, gestures and facial expressions with songs
using the target language.
Increasing the vocabulary according to the needs.
Wrien or graphic comprehension and expression
Interpreng and producing messages in pictures, images and
convenonal signs through vocabulary in the foreign language.
Creang oral sentences or phrases in the foreign language from
gures, pictures and simple stories, or graphical representaon
on drawings.
Approach the world of reading and wring
Interpreng words, phrases in situaons of reality of children:
Using 4 or 5 words from their interest.
Playing with words that include vowels (a, e, i, o, u,) and some
consonants like m, p, t, s.
Recognizing meaning of generated words and phrases.
Pronouncing and idenfying images, sounds and spelling through
games.
Having fun with childrens literature
Creang personal stories orally and listening to each others
stories aenvely.
b. Express and communicate with body language
Exercising and enjoying movements with the dierent parts of the
body as when they open and close, relax, move and stop, when
they go up-down, front-back, inside-out, near-far, under, over,
between and le-right.
Exercising ne motor skills, using forms of circles, squares,
triangles, and rectangles.
Expressing thoughts, feelings and emoons about objects,people, animals, drawings, events and experiences.
Experiencing eye-hand skills and procient graphic-stroke motor
skills, linearity control, orientaon and space organizaon.
Idenfying and expressing emoons, feelings and moods such
as friendship, love and trust.
Using gestures and movements with a communicave
intenon.
c. we express and communicate with artProducing orally characteriscs of objects such as shapes, sizes,
textures, colors, odors, etc.
Exercising ne motor and listening comprehension skills by
drawing shapes like circles, squares, triangles and rectangles.
Represenng experiences through art techniques: drawing,
painng, and modeling.
Recognizing primary and secondary colors.
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d. We express and communicate with the musicallanguage
Discriminang and reproducing orally onomatopoeic sounds of
social and natural environment, such as machines, animals and
people.
Reproducing and interpreng songs and musical games individuallyand collecvely.
Playing sounds, rhythms and melodies following musical beats
along with body movement.
Enjoying the musical language as a tool of communicaon with
others and creave expression.
Imitang and reproducing sounds, rhythms and simple melodies
associang with: body movements with dierent rhythms.
e. Express and communicate with visual language andtechnology
Exploring media and technological resources as elements of
expression in the foreign language.
Playing and enjoying media and technology through programs
and educaonal audiovisual games in the foreign language.
Relaonship with the environment
a. Interacng with the natural world
Discovering the human body
Discovering external and internal parts of the body and its
funcons.
Discovering their senses, organs and funcons, hygiene and care.
Idenfying the stages of human life.
Exploring the animal world
Learning about the basic characteriscs of domesc and wild
animals in the foreign language.
Invesgang and learning vocabulary about the life cycle of
animals, specically when they are born, grow, reproduce and
die.Exploring some animals from Salvadoran wildlife.
Exploring the world of plants
Discovering vocabulary related to the dierent kinds of plants,
shape, size, color and usefulness.
Experiencing the life cycle of plants, as they sprout, grow,
reproduce and die, learning the basic vocabulary in the foreign
language.
Expressing orally, feelings related to contact with nature.
Exploring the inanimate world
Discovering inanimate elements of nature such as earth, water,
re and air.
Learning about the importance of water, its properes and its
physical states.
Exploring the universe, learning and praccing vocabulary related
to the Solar System.
Praccing orally basic vocabulary related to the planet earth.
Producing vocabulary related to the understanding of natural
phenomena through observaon, taking note of changes in the
weather, such as cloudy, rainy and sunny days; and becoming
aware of the two seasons in El Salvador.
Expressing orally feelings related to contact with nature.
Parcipang in drills at school in case of emergencies.
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b. Interacng with the social world
Living together as a family
Idenfying the family, its members, and some of their roles.
Recognizing and naming household units and its objects.
Learning about the school
Recognizing and naming the parts of school and taking care of its
resources.
Recognizing the vocabulary related with the funcons of the sta
at school.
Being part of a community
Praccing vocabulary in English related to types of housing and
community instuons.
Producing orally the names of professions and occupaons in the
community.
Becoming aware of transportaon and trac signals.
Idenfying dierent places in their community and the roles of its
members.
Exploring the surroundings near childrens reality through various
acvies.
Learning about our country
Idenfying our naonal symbols: ower, tree, bird, ag, NaonalAnthem and Naonal Coat of Arms.
c. Exploring the world of logical math relaons andexpressions
Exploring the world of objects through play acvies
Expressing in English basic properes and relaonships of
objects.
Grouping and classifying objects by their physical properes:
color, shape, size.
Building relaonships: high/low, long/short, big/medium/small,
more/less, fast/slow, full/empty.
Expressing comparisons between objects of one or two properes
orally.
Expressing in English spaal locaons, such as front/back, top/
boom, right/le, up/down.
Expressing temporal relaons in English.
Introducing esmaon and me measurement such as present-
past-future me, night-day, tomorrow. Days of the week, months
of the year and seasons.
Introducing and producing orally me in English.
Introducing and producing orally, in English, plane and solid
geometric shapes in everyday objects such as circle, triangle,square, rectangle and geometrical bodies such as the sphere and
cube.
Exploring the world of numerical expressions through play
acvies
Introducing the concept of quanty in English through basic
quaners: same and dierent.
Applying basic quaners in games and daily acvies.
Idenfying, counng and understanding up to 10.
Wring number associaons with graphical representaons.
Experiencing with numbers: grouping, sorng, counng from 1 to
10.
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4. Achievement Indicators
Recognizes himself/herself as a boy or girl, as well as his/her
physical features.
Uses the right or le hand of body as indicated.
Develops graphics with direconality and communicave
intenon.
Creates role plays with own iniave using as much English as
possible.
Interacts spontaneously in English with other children.
Expresses appreciaon by saying please and thanks
spontaneously.
Increases vocabulary on the subject and uses it properly.
Draws proporonal human gures with head, trunk, hands and
legs.
Idenes and names in English geometrical gures such as the
rectangle, square and diamond.
Sings childrens songs in English.
Understands and follows more than two commands at a me.
Asks and answers basic quesons in English.
Uses colors somemes without relang them to reality.
Uses oral language to express and communicate their ideas,
concerns and feelings.
Parcipates in cultural acvies with art, music and play with
creavity.
Orders a set of objects that vary in size from the smallest to the
biggest, the rst and the last.
Understands the relaonship with objects: up-down, front-back,
inside-out, over, under and near-far, when listening to instrucons
in English.
Idenes right and le when listening to instrucons given in the
target language.
Imitates geometric paerns of two colors when instrucons are
given in English.
Idenes and counts up to number ten.
Parcipates orally in songs, stories, poems and legends using the
foreign language.
Knows and recognizes dierent places around the community.
Parcipates with enthusiasm and creavity in games, recreaon,sports and others, at school and at home.
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INTEGRATED METHODOLOGICAL SUGGESTIONSLEARNING AND DEVELOPMENT SITUATIONS
Some dierent globalized methodological proposals for learning and development situaons are
included in this secon; they are distributed in four cross-cung, integrang topics. This sequence
may be carried out with the curriculum for four years; however, this is not the only sequence that can
be suggested. Each teacher adapts the curriculum to the context, the needs and interests of children;
teachers can create other sequences and modify or recreate the strategies and resources proposed.
Each area of experience and development has been assigned an idenfying symbol.
Personal and social development
Expression, communicaon and representaon
Relaonship with the environment
Taking into account the developmental characteriscs of boys and girls, and the objecves, contents
and achievement indicators suggested in this curriculum for this age, the following are proposals for
learning and development situaons, distributed in four integrang themes.
Who I am, I am like this, I am...
Once upon a me
Discover, feel, learn and have fun.
Traveling around the world.
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Integrang theme
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On sunny days, outside the classroom (in theplayground or pao), the teacher can invite boys
and girls to idenfy their shadows. Children are
invited to have fun with their body movements
controlling speed balance to walk, jump, crawl,
swing, turn up, turn down, run, walk on ptoe,
etc.
It is suggested to introduce the topic by talking
about the dierent parts of the body and the
dierences between boys and girls, using
ashcards or illustraons in cardboard. This is agood opportunity to movate and talk about the
dierent features between boys and girls, without
discriminang.
Then the teacher can ask children to go in front
of a mirror to see themselves in it, and at the
same me, emphasize that we see with our eyes.
Children should be encouraged to watch their
image carefully and to make facial movements with
their eyes, cheeks, nose, and tongue. In addion,
they should make ne and gross movements withtheir hands. If there is no mirror available in the
classroom, children could also watch their own
picture, which teachers may have asked to bring to
class in advance, and make a brief descripon of
their own body.
Then teachers can start by asking some quesons:
How do you see yourself? Do you feel okay? Do like
to see yourself in the mirror? Tell us about some
parts of your body. Are you a boy or girl? What
part of your body do you like? What part of your
body you dislike?, among others. And from these
quesons, teachers should connue talking about
the characteriscs, dierences and similaries
between the body of a girl and that of a boy.
Aerwards, the teacher can invite them to make
pairs, so they can draw their bodies on cardboard,
making only the silhouee of her/his body as a
shadow. Once the silhouees are done, children
are invited to mold with clay straight lines on the
parts that they like about their body, and brokenlines on the least favorite parts. Then, me should
be allowed for children to express their reasons for
the straight lines in dierent parts of the body, and
how we have to take care of our body.
This acvity is a good opportunity to talk about
the idea of I know how to take care of my own
body referring to our bodies, and sharing that
we all have a body that we have to take care and
love. Teachers should encourage children to talk
about proper care of the body and senses: cleaning,bathing daily, changing clothes, hand washing, teeth
brushing, sleeping, eang nutrious food, playing,
among others. Children may be asked to mimic some
of these acvies in front of a mirror, for example,
washing hands, brushing teeth, drying with a towel
or dressing in front of a mirror, and others.
It is suggested to encourage the children to share
hugs. Teachers should also take the opportunity to
talk about dues and rights of all the children.
Having fun with my body!
Specifc objectves: Teachers and
families will support children to be
able to:
Experiment with parts of their
body and senses, possibilies of
movement and expression, through
the coordinaon of gross and
ne motor skills in physical and
recreaonal acvies.
Locate their body in space, in
me and in relaonships with the
environment.
Interact with dierent children
in games involving the bodymovement.
Resources
Mirror, body, pictures, colors,
crayons, charts, and clay.
Space
the classroom and pao
Time suggested
2 to 3 days, or as long as the
teacher may consider adequate.
Who I am, I am like this, I am...
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Achievement indicators
Recognizes himself/herself as a boy
or girl, as well as his/her physical
features.
Interacts spontaneously in English
with other children.
Draws proporonal human gure
with head, trunk, arms and legs.
Uses oral language to express and
communicate ideas, concerns and
feelings.
Parcipates with enthusiasm and
creavity in games, recreaon,
sports and others, at school and at
home.
Contents
Idenfying the body parts of boys and girls through simple vocabulary.
Enjoying body movements, with speed and balance, to walk, jump, run, crawl, swing, turn up, turn down, back and walk on ptoe.
Performing ne motor movements of their face, eyes, cheeks, nose, and tongue. Performing ne movements with their hands as
well.
Progressive development of habits and atudes for welfare and personal safety: Praccing hygienic habits: bathing daily,
changing clothes, tooth brushing and hand washing, especially before eang and aer using the bathroom, using the toilet,
combing, and blowing their nose.
Expressing thoughts, feelings and emoons about objects, people, animals, drawings, events and experiences.
Experiencing eye-hand skills and procient graphic-stroke motor skills, linearity control, orientaon and space organizaon.
Represenng experiences through art techniques: drawing, painng, and modeling.
Discovering the external and internal parts of the body and its funcons.
Discovering their senses, organs and funcons, hygiene and care.
Idenfying the stages of human life.
Integrang theme
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This theme can be developed in the classroom,
organizing children in groups of ve. In the center
of the classroom, the teacher can have boxes
containing ash cards, books with pictures of
families, puppets, or images that correspond to
families, such as father, mother, brothers, sisters,
grandparents, etc.
Then the teacher encourages children to explore
the materials in the boxes, asking quesons like
these: What do you see in the picture? Who are
they? What are their names? Where do theylive? All boys and girls should be encouraged to
parcipate.
Once children have explored and expressed in
English the words learned in the English class the
teacher presents in a small puppet theater The
story of Lili, the bee, her family and a beauful
hive.The narraon begins as follows. . . Lili, the
bee, was a very happy girl; her mom Abi, her dad
Abejo, and many brothers and sisters. They also
had a grandmother, called Abita who liked to
make candy and liked to go to the market. Gr