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Curriculum Pre-Escolar de Ingles MINED
Curriculum Pre-Escolar de Ingles MINED
Preschool
Octubre 2013
Crditos
Vicepresidente de la Repblica
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 tienen los primeros aos
de 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, el
cual 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 dificultades que acompaan
los cambios impulsados por la mundializacin, las nuevas tecnologas y los fenmenos
vinculados.
Este currculo busca lograr un desarrollo integral pertinente, profundo y continuo,
reconociendo que el entorno de la nia y el nio debe construirse de manera que el
mundo cognitivo est en contacto con el mundo afectivo 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 partir del desarrollo del Plan Social Educativo Vamos a la Escuela 20092014, el cual plantea la necesidad impostergable de dar una respuesta integral y un
nuevo significado al tema del desarrollo de la primera infancia en El Salvador. Este es
parte fundamental del nuevo proyecto educativo global, la Escuela Inclusiva de Tiempo
Pleno, que junto a otros programas transformarn al sistema educativo 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.
index
EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL . . . 9
General Introduction to the Curriculum . . . . . . . . . . . . . . . . . . . . . 11
General Guidelines for Preschool Education . . . . . . . . . . . . . . . . . 13
a.
b.
c.
d.
e.
13
13
14
14
16
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
21
22
24
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
37
38
42
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
55
55
56
60
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Recent studies indicate that the best time for a child to learn a foreign language is in
the first three or four years of life1. Children at this age actually have a strong potential
to acquire almost an infinite number of new information, including foreign language.
Children who learn a foreign language at a very early age, have a more active brain
sphere and later have fewer difficulties 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. Particularly in the first three to
four years of life, the foundations for thinking, language, vision, attitudes, aptitudes,
and other characteristics 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 a
foreign language is as easy as learning the first.
Through play and exploration, 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 stimulation and play combined with language learning. Small children
can learn by listening, seeing, imitating, and practicing, when they are introduced to
rhymes, songs, games, and counting in a foreign language. In this way, learning is
easier if it is done through active and fun methodologies, using all of the senses.
These are all important reasons for exposing children to early foreign language learning
with an appropriate methodology for their age.
This curriculum suggests topics and activities for four, five, and six year-olds in
preschool that can be integrated with the Salvadoran curriculum taught in the Spanish
language.
1 Martinez Mendoza, Franklin. Primera infancia, bilingismo y educacin infantil. Editorial Trillas, Madrid,
2010.
11
English Curriculum
Curricular Adaptations
Curricular adaptations and the use of inclusive strategies are a
response to diversity among learners. These strategies involve
adjustments or modifications made in the curriculum in order to meet
the individual learning characteristics. In this case, the adaptations
are aimed at:
Provide boys and girls with constant feedback about the visual
and auditory materials used.
Use childrens basic needs from her/his daily routines to
contextualize the English language.
Support boys and girls in remembering significant experiences
and motivate children to express them in English as much as they
are able to do so.
English Curriculum
English Curriculum
c. Methodological Guidelines
3. Discover, feel, learn and have fun (at school or community circle).
What to evaluate?
14
Through continuous
observations.
observation
and
timely
recording
of
15
English Curriculum
e. Sequence of Objectives
English Curriculum
Preschool 4
Teachers and families will support
children to be able to:
Preschool 5
Teachers and families will support
children to be able to:
Preschool 6
Teachers and families will support
children to be able to:
16
17
English Curriculum
Preschool 6
Preschool 5
Preschool 4
Education and
development curriculum
Preschool 4
1. Introduction
This preschool curriculum for four-year olds introduces and describes
a set of fundamental guidelines that guarantee the right to high-quality
education that will enable children to achieve bio-psychomotor,
cognitive, social-affective, and emotional development through their
everyday activities in the classroom. Family and community support
is also necessary to achieve these goals.
2. Objectives
Teachers and families will support children to be able to:
21
Identify the parts of the body and their particular movements and
expressions through the development of the gross and fine motor
skills in physical and playful activities.
Make boys and girls aware of their own body in space, in time and
in its relation 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 coordination through
motor activities.
Respond to a variety of musical rhythms through body
movement.
I
Preschool Inicial
4
Preschool 4
Building identity
3. Contents
22
23
Preschool 4
Preschool 4
Learning about national emblems that identify us: the flag, the
national anthem and the seal.
24
Construction of numbers:
4. Achievement Indicators
movements
with
purpose
of
the
Uses body movements of up-down, front-back, inside-out, nearfar, above- beneath, on, between and beside.
25
Identifies the different areas of the school, its functions and use
with respect.
Preschool 4
Preschool 4
Some different globalized methodological proposals for learning and development situations are included
in this section; they are distributed in four cross-cutting, integrating 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 identifying symbol.
Personal and social development
Expression, communication and representation
Relationship with the environment
Taking into account the developmental characteristics of boys and girls, and the objectives, contents and
achievement indicators suggested in this curriculum for this age, the following are proposals for learning
and development situations, distributed in four integrating themes.
26
Integrating theme
Resources
Puppet, newsprint, cardboard, kraft
paper, crayons, markers, pencils,
pictures with a drawing of a human
body, thumb tacks, song.
27
Space
It can be done inside or outside the
classroom.
Time
20 minutes per day, three times a
week.
Preschool 4
A surprise
Preschool 4
Contents
Achievement Indicators
Draws up to five human body parts including: head, trunk, arms and legs.
Follows the rhythm of music: fast-slow.
28
Integrating theme
29
Preschool 4
Contents
Preschool 4
Achievement Indicators
Draws up to to five human body parts including: head, trunk, arms and legs.
Uses gestures and movements with the purpose of communication.
Follows the rhythm of music: fast-slow.
30
Integrating theme:
Resources
The resources to be used can be
classified according to the stations
visited.
Storybooks for the library, paper,
and crayons.
Balls and games for the playground.
Space
The whole school.
31
Time
It can be done with an average of
20 minutes per day, three times
a week, or according to the class
schedule.
Preschool 4
Fantastic Tour
Achievement Indicators
Contents
Showing of affection and trust to relatives, classmates, teachers and other adults.
Hygienic practices like handwashing, cleanliness in personal care.
Practicing values in games and activities of daily living such as: love, peace, solidarity, collaboration, and respect for individual
differences.
Exercising spatial orientation games with body movements: up-down, front-back, inside-out, near-far, above- beneath, on, between,
beside.
Preschool 4
Exploring the school and its areas and functions: playground, classroom, principals office, etc.
32
Integrating theme
-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 shouting is better
(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).
33
Preschool 4
Were explorers
Contents
Preschool 4
Achievement Indicators
34
Education and
development curriculum
Preschool 5
1. Introduction
The early childhood education curriculum for five year olds provides
essential guidelines that guarantee the right to a high quality
education, that enable children to achieve maximum bio psychomotor,
cognitive, social and emotional development through their everyday
activities 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 education
in accordance with their maturity level, growth and development
which enable them to discover the wonderful world of reading and
writing, numerical construction, environmental exploration and
experimentation, and their personal, social, and ecological history.
Learning should be a joyful experience that helps boys and girls
to discover their potential through contact with everyday life and
should also contribute to their equitable and integral development.
Therefore, strategies aimed at promoting education in which childrens
rights, gender equity, diverse needs, inclusiveness and peace culture
should be taken into account by the educational community upon
organizing activities.
37
Preschool 5
2. Objectives
3. Contents
Personal social development
Preschool 5
Building identity
Building autonomy
38
Playing with words that include vowels (a, e, i, o, u,) and some
consonants like m, p, t, s.
39
Preschool 5
d. We express and communicate with the musical Exploring the animal world
language
Learning about the basic characteristics of domestic and wild
Preschool 5
40
Recognizing and naming the parts of school and taking care of its
resources.
41
Preschool 5
4. Achievement Indicators
Preschool 5
Expresses appreciation
spontaneously.
by
saying
please
and
thanks
42
Orders a set of objects that vary in size from the smallest to the
biggest, the first and the last.
Understands the relationship with objects: up-down, front-back,
inside-out, over, under and near-far, when listening to instructions
in English.
Identifies right and left when listening to instructions given in the
target language.
Imitates geometric patterns of two colors when instructions are
given in English.
Identifies and counts up to number ten.
Participates orally in songs, stories, poems and legends using the
foreign language.
Knows and recognizes different places around the community.
Participates with enthusiasm and creativity in games, recreation,
sports and others, at school and at home.
43
Preschool 5
Each area of experience and development has been assigned an identifying symbol.
Integrating theme
Preschool 5
Achievement indicators
Contents
Identifying 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 tiptoe.
Performing fine motor movements of their face, eyes, cheeks, nose, and tongue. Performing fine movements with their hands as
well.
Progressive development of habits and attitudes for welfare and personal safety: Practicing hygienic habits: bathing daily,
changing clothes, tooth brushing and hand washing, especially before eating and after using the bathroom, using the toilet,
combing, and blowing their nose.
Preschool 5
Expressing thoughts, feelings and emotions about objects, people, animals, drawings, events and experiences.
Experiencing eye-hand skills and proficient graphic-stroke motor skills, linearity control, orientation and space organization.
Representing experiences through art techniques: drawing, painting, and modeling.
Discovering the external and internal parts of the body and its functions.
Discovering their senses, organs and functions, hygiene and care.
Identifying the stages of human life.
46
Integrating theme
Once upon a time Lili, the Bee, and her beautiful hive
Preschool 5
Contents
Achievement Indicators
Identifies the right and the left when listening to instructions given in the target language.
Participates orally in songs, stories, poems and legends using the foreign language.
Identifies and counts up to number ten.
Preschool 5
48
Integrating theme
Preschool 5
Achievement indicators
Contents
Progressive development of feeding skills: use of spoon, fork, napkin; eating without help; hygienic habits like washing their
hands.
Preschool 5
Interpreting words, phrases in situations of reality of children: Using 4 or 5 words from their interest.
Recognizing primary and secondary colors.
Reproducing and interpreting songs and musical games individually and collectively.
Enjoying the musical language as a tool of communication with others and creative expression.
Discovering inanimate elements of nature such as water, earth, fire, and air.
Learning about the importance of water, its properties and its physical states.
Applying basic quantifiers in games and daily activities.
Grouping and classifying objects by their physical properties: color, shape and size.
Experiencing with numbers: grouping, sorting, counting from 1 to 10.
50
Integrating theme
51
Preschool 5
Contents
Achievement Indicators
Creates role plays with own initiative using as much English as possible.
Uses the right or left hand of body as indicated.
Preschool 5
52
Education and
development curriculum
Preschool 6
1. Introduction
2. Objectives
Therefore, learning should be a joyful experience that helps boys and girls
discover their potential through contact with every day life and should
also contribute to their equitable and integral development. Strategies
aimed at promoting education in which childrens rights, gender equity,
diverse learning, inclusiveness and peace culture should be taken into
account by the educational community upon organizing activities.
55
and
identity
Preschool 6
Express opinions, feelings and emotions about facts and events of the
socio-cultural aspects and the Salvadoran identity, through different
forms of language, taking into account respect for diversity.
Compare, order, count and arrange serially by size, color, and shape,
objects in meaningful experiences which develop thought and logicalmathematical expressions.
Practicing signs and safety rules for streets, sidewalks and traffic
lights through simple vocabulary.
3. Contents
Building identity
Preschool 6
Building autonomy
Performing fine motor skills with their face, eyes, cheeks, nose, and
tongue. Performing gross movements with their hands as well.
56
57
Preschool 6
Preschool 6
Identifying external and internal parts of the body and its functions.
language
58
Identifying the family, the relationships among its members and their
roles.
expressions
Recognizing and naming the units in the school, their functions, and
the location.
59
Preschool 6
4. Achievement Indicators
Preschool 6
60
and
establishes
relationships
and
61
62
Integrating theme
63
Preschool 6
Contens
Identifying the body anatomy (schema)
of boys and girls.
Performing fine motor skills with their
face, eyes, cheeks, nose, and tongue.
Performing gross movements with
their hands as well.
Identifying themselves and family
members by their full name and the
place where they live.
Preschool 6
Achievement Indicators
Participates in a group performance.
Plays with girls or boys.
Integrates into groups and acts cooperatively with solidarity, tolerance and respect.
Practices basic courtesy rules, order, respect and appreciation for others at home, at school and in the community.
64
Integrating theme
Preschool 6
Contens
Achievement Indicators
Integrates with the groups and acts cooperatively with solidarity, tolerance and respect.
Preschool 6
66
Integrating theme
their right foot, and their left hand, their right hand,
to make a forward step and one backward and turn
around, as the song mentions it. Then, when the
teacher considers that boys and girls are ready, invite
them to listen and dance the song, The Hokey Pokey.
The song should be repeated several times, creating
a climate of joy, movement and constant observation
of their movements.
At the end of the dancing activity, children should
be invited to breathe and relax, after all this active
movement. Then, the teacher should invite boys and
girls to sit in a circle, to talk about what they felt,
what they liked, and to ask questions about the song.
Allow them to express spontaneously; mention some
of previous key words for example: the Hokey Pokey,
music, dance, left, right, in, out among others. The
teacher can also write sentences in flashcards like
these:
COME ON, BOYS LETS DANCE.
COME ON, GIRLS LETS DANCE
The teacher should keep on talking about the phrases
which the song identifies: left, right, forward, back.
Then, ask boys and girls to identify their left and right
hands, and feet and then start to sing and dance the
song again with the children.
67
Preschool 6
Achievement indicators
Enjoying and appreciating body
movement and displacement in
space by playing left hand-right hand
games.
Preschool 6
Achievement Indicators
Identifies the right and the left in another person.
Recognizes gender in others.
Participates in group performance.
Initiates his participation in group activities.
Practices basic courtesy rules, order, respect and appreciation for others in the family, at school and in the community.
Participates with enthusiasm and creativity in playful, recreational, and sporting activities at school and at home.
68
Integrating theme:
69
Preschool 6
Achievement Indicators
Contents
Participating actively in conflict resolution and decision making at home, at school and in the community.
Exploring media and technological resources such as audiovisual programs and educational games in the foreign language.
Representing and interpreting experiences, needs, emotions, fantasies and objects through visual techniques such as stamping with fingers
and objects, drawing, painting, modeling, twisting, folding, making collages, murals, simple constructions, sculptures , stained glasses, and
mobiles .
Exploring the Universe, learning and practicing vocabulary in English related to the Solar System, specifically the planets names.
Calculating time in games and daily activities.
Comparing properties in objects or collections: large, medium, small, more, less than or equal to, long, short more, less than or equal to,
light-heavy, more, less, than or equal to, narrow, width, more, less than or equal to, etc.
Preschool 6
70
Bibliography
Bibliography
Douglas Brown, H. (2007). Principles of Language Learning and Teaching, 5th ed.
White Plains, N.Y.: Pearson Longman.
Genesee, F. Bilingual Acquisition.
http://www.earlychildhoodnews.com/earlychildhood/article_view.
aspx?ArticleID=38
Martnez Mendoza, F. (2010). Primera infancia, bilingismo y educacin infantil.
Madrid: Editorial Trillas.
The Hokey Pokey. Listen to this song.
http://www.kidsongs.com/lyrics/the-hokey-pokey.html
http://www.scoutsongs.com/lyrics/hokeypokey.html
Studies in second language acquisition. Cambridge University.
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2
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