Methodology

ROMAT&T RomaTeachi ngandTrai ni ng

MODELFOR THE ORGANI SATI ON OFTHE PRESCHOOLCENTERS

Thi spr oj ecti scof undedbyt heEur opeanCommi ssi on.

Thi spubl i cat i onr ef l ect st hevi ewsoft heaut horonl yand t heCommi ssi oncannotbehel dr esponsi bl ef oranyuseof t hei nf ormat i oncont ai nedt her ei n.

MODEL FOR THE ORGANISATION OF THE PRESCHOOL CENTERS

This project is co-funded by the European Commission. This publication reflects the views of the author only and the Commission cannot be held responsible for any use of the information contained therein.

1

Table of Contents Introduction .................................................................................. 3 Chapter 1: The Methodology Model a Theoretical Approach .......... 6 1.1 Facts about European Roma Communities & Education ................ 7 1.2 ROMA T & T – Recognizing & Tackling the Problem ....................... 8 Chapter 2: General Organisation of the pre-school centersProcedures and Infrastructures................................................... 10 2.1 Getting Started .......................................................................10 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5

Childrens’ Enrollment ...............................................................11 Meeting with Parents ...............................................................11 Schedule of Operation .............................................................16 Selection of the Location ..........................................................17 Equipment and Material ...........................................................18

2.2 The teacher and the intercultural intermediator...........................19 2.2.1 Qualifications of the teacher and the intercultural intermediator ....19 2.2.2 The role of the teacher and the intercultural intermediator ...........24 Chapter 3: Pedagogical Methodology and Curriculum .................. 28 3.1 One School for All....................................................................29 3.1.1. Main Characteristics of the Methodology....................................29 3.1.2 Interthematic Approach ...........................................................30 3.1.3 Playing Freely .........................................................................31 3.1.4 Evaluation ..............................................................................32 3.2 Motivation ..............................................................................36 3.3 Problems that could be encountered ..........................................38 3.4 Learning Objectives and Learning Outcomes ...............................44 3.5 Pre-School Syllabus .................................................................47 3.5.1 First Part: Pedagogic Framework & Pre-School Syllabus Principles .47 3.5.1.1 Comparison with mainstream pre-schools ................................47 3.5.1.2 Methodologies to be adopted for the promotion of the students’ Personal & Social Development .........................................................49 3.5.1.3 Main Parameters for the Transfer of Knowledge........................50 3.5.1.4 Classroom Corners ...............................................................51 3.5.2 Second Part: Teaching Areas ....................................................53 3.5.2.1 Subject Maters/Topics ...........................................................53 3.5.2.2 Examples for Learning Activities .............................................54 2

3.5.2.3 Daily Tasks: Rules & Routines ................................................57 3.5.3 Ideas and suggestions for the activities in each topic ...................58 3.5.3.1 My Name .............................................................................58 3.5.3.2 That’s Me ............................................................................68 3.5.3.3 Personal Hygiene and Health .................................................74 3.5.3.4 My Family ............................................................................93 3.5.3.5 Foods..................................................................................98 3.5.3.6 My School.......................................................................... 114 3.5.3.7 My Neighborhood .............................................................. 125 3.5.3.8 Our World ......................................................................... 129 3.5.3.9 Environment ...................................................................... 138 3.5.3.10 Transportation.................................................................. 150 Conclusions ............................................................................... 170 Annexes- Documents and Forms: ............................................. 171 Annex I- Declaration of Consent ................................................... 172 Annex II- Timetable .................................................................... 173 Annex III- Cooperation with the family .......................................... 174 Annex IV- Evaluation of activities.................................................. 175 Annex V- Intellectual Skills .......................................................... 176 Annex VI- Psychokinetics ............................................................. 178 Annex VII- Oral Speech ............................................................... 180 Annex VIII- Emotional Organisation .............................................. 181 References and Bibliography ..................................................... 182

3

Introduction The Roma population in Europe is a social group with unique culture/traditions, diversified needs and requirements. Most Roma come

from

difficult

and

impoverished

social

and

economic

backgrounds with intense parent illiteracy-particularly among the Roma mothers, social isolation and significantly high school dropout rates combined with low school enrolment rates.

According to the Council of Europe 50% of the Roma children around Europe do not complete their primary education (“Towards quality education for Roma children: transition from early childhood

to

primary

education”,

DGIV/EDU/ROM(2007)5).

In

addition, “as for all children of any ethnic origin, Roma have considerably better chances of succeeding at school if they receive pre-school education (nursery school or kindergarten). This is particularly important for Roma children, who often have problems in

adapting

to

school

and

do

not

speak

the

majority

language. Failure to speak the majority language is frequently identified as one of the prime factors in failure at school for Roma; the learning of that language should therefore start at pre-school level

and

continue

at

primary

school”

(http://www.coe.int/t/dg4/education/roma/preschool_en.asp).

Moreover, Roma parents may often lack information and parenting skills to support their children’s language and social development educationally

wise

(http://www.ecdgroup.com/pdfs/Preventing-

Social-Exclusion.pdf). Thus the children are brought up in a social environment characterized by a horizontal way of learning without the rigid school rules. The oral basis of their mother tongue language along with the absence of books makes the school a very different and strange environment for the Roma children (Charoula 4

Stathopoulou, “Roma students at school�, 2005). The school environment is very different from the environment they have been used to live in and as they cannot easily integrate, they abandon the school at an early age.

Educational research has shown that one of the main reasons for the low educational performance of the Roma children is the absence of pre-school education. The fact that the Roma children (and their parents) are not prepared to deal with the school environment makes them think of school as something hostile and oppressive and therefore they drop-out very easily.

This project deals with a particular group of children, Roma children of pre-school age or older that have never been enrolled to school.

The project’s main objective is to increase the participation and attainment levels of the Roma students in school by preparing the pre-school age Roma children to better deal and cope with the school environment, so that in that in the long run to give them incentives to stay in school, to further their education thus providing them with better employment opportunities in their adult life.

The present model for the organization of the pre-school centers aims to provide to the organizers of pre-school center a model upon which they could build the pre-school centers in an effective way that could facilitate the education of the Roma children.

This model will be elaborated, reviewed and further analysed on the basis of the results of the piloting activities of the project.

5

CHAPTER 1

The Methodology Model a Theoretical Approach

6

1.1 Facts about European Roma Communities & Education Roma communities throughout Europe experience many difficulties in several social fields that include: poverty and employment, housing and health, ethnic discrimination and negative cultural stereotypes, leading to social exclusion and poor education. It is therefore

obvious

that

education

and

training

within

Roma

communities in Europe is hindered by all the above-mentioned and in general is not always a given.

As already stated in the ROMA T & T project proposal (p. 22) and in the ECDGROUP report mentioned earlier, pre-school is often not available for the Roma children. While it is generally accepted that pre-school education is essential for the preparation of the children for school, (especially for the Roma children where the school environment is very different from the family environment that the children have been used to), access to it is often very difficult.

According to the report “This lack of access has been identified by the Roma NGOs as a major contributory factor in the educational failure of Roma”. But even in the cases where pre-school education exists, “frequently, formal kindergartens and preschools do not offer appropriate programmes for children from excluded background [...] Young children coming cold, hungry and in ill-health to class will be unable to participate as they ought”.

7

1.2 ROMA T & T – Recognizing & Tackling the Problem Having considered these issues and as stated in the project proposal, the project consortium will try to tackle this problem by creating and implementing a model for the organization of preschool centers especially designed for the preparation of the Roma children at pre-school age. In these centers, the children, under the guidance of two intercultural intermediators (one Roma and one non Roma) are going to participate in activities that will prepare them in order to participate more effectively in the school environment. The partnership has focused on these particular needs because it considers that the main source of the problems for Roma is the absence of proper education. Because of this absence, the Roma do not

have

the

adequate

skills

and

competencies

for

good

employment opportunities and therefore they continue to live in poverty perpetuating this vicious circle.

The first measure that has to be taken in order to improve the living status of Roma is to increase their participation rates in the European education system. It has also been decided to tackle this issue because, even if it is a recognized priority, very few things have been done so far for the pre-school education of Roma children.

The project also aims to contribute to the existence of qualified personnel that will be able to support effectively these pre-school centers. That’s why it is giving particular importance to the training of qualified personnel that will work as intercultural intermediators through face-to-face training as well as online training. The existence

of

both

a

Roma

and

a

non-Roma

intercultural 8

intermediators, together with the activities that will take into account their cultural background will provide the children with a sense of familiarity and security, leading to their gradual and smooth integration in the school environment.

The methodology model to be applied for the organization of innovative pre-school centers addressed to Roma children that have never been enrolled in school is divided in two parts: 1. General organization: Procedures & Infrastructures 2. Pedagogical Methodology & Curriculum In order to ensure the successful organization of these pre-school centers that will function as nursery schools for the Roma children of

pre-school

age,

it

is

necessary

to

involve

both

Roma

communities-who are in the position to know better than anyone else the situation faced by the Roma children and the problems they encounter

impelling

them

to

quit

school-

and

pedagogical

experts. The last are in the position to know better the pedagogical policies and curricula that need to be adopted, as well as the tools that need to be used in order to induce Roma children to attend and stay in school.

9

CHAPTER 2 General organization of the Pre-School Centers:

Procedures & Infrastructures

10

2.1 Getting Started 2.1.1 Children’s Enrollment It was agreed by the project’s consortium that one pre-school center would be organized in each partner country: Greece, Spain, Hungary and Italy. Each center will host a minimum of 20 Roma pre-schoolers. Therefore, a total of 80 Roma children along with their parents will participate in the piloting and benefit from the project.

Even if the focus of the model is on the Roma children, the involvement of non Roma children is very important whenever it is possible because familiarization with the school and integration comes also as a result of familiarization and interaction with their non Roma classmates.

The age of the children that will attend will be the normal age in which children follow pre-school education (4-5 years old) but they can participate also children that have passed the legal age and have not enrolled to the school (6-7 years old).

2.1.2 Meetings with the Parents In order to ensure the Roma children enrolment and their continuous and daily attendance, as well as the general smooth running and sustainability of the pre-school centers, the parents must get involved.

Meetings

between

children’s

families,

the

teachers,

the

intermediators and representatives from the partnership (preferably

11

of Roma origin) must be contacted prior to the beginning of “classes” as well as during the piloting.

Conduct Meetings before

the

beginning of the

centers Conduct meetings in which a content expert or educator suggests parents and attendees can actively participate.

Some topics to be discussed by the intermediator during the meetings with the parents before the beginning of the centers: → Inform about the importance of education → Encourage and motivate the families engagement in their children’s education → Provide them with useful information regarding registration to kindergarten and primary school → Increase the integration of parents into the school and in the process of education of their children.

Note: The intermediator should pay attention and be open to the parents’ suggestions and possible complains.

What kind of information should be given?  The major information about functioning of the society of their country regarding children and their basic human rights (as a right to go to school, to have medical cures and to be equal citizens of this state).  Information

about

various

activities

of

the

district,

municipality, region that promote social inclusion of minorities 12

or vulnerable groups, with special attention to children of these groups.  Orientation information for approaching social services, funds for particularly poor, persons with different needs.

How the parents should be approached? What are the specificities that have to be taken into account when approaching the Roma parents?

When approaching Roma parents firstly we have to take into consideration their eventual mistrust and prejudice. In fact, many Roma population, think that Gagé persons are considering them of the “lower level”, judging their way of living primitive or just different that does not fit well into the modern society. We have to make great attention into approaching Roma parents as, especially at the beginning, their interest is a key to the successful implementation

of

the

project.

Teacher

and

intercultural

intermediator should visit them at home, explaining main features of the project and emphasizing the importance and advantages for the whole family.

It’s important to listen to their particular and singular stories in mode to try to approach every single family in a personalized way, as every family has different story and often different needs.

What kind of arguments would be stronger for Roma parents?

Arguments linked to the basic needs as providing of the house, the food, money for everyday living, job for jobless persons, sanitary services for sick and persons with different needs. Our approach

13

should be general, trying to obtain the trust of the family and acting as a bridge between Roma families and society.

Conduct meetings after the start of the pre-school centres Regular meetings should be conducted after the start of the preschool centers in order to involve the parents in the process and inform them about the activities that are being conducted.

Meetings should be made on the monthly basis, informing parents about progresses of the children (in the first meeting should be explained objectives, aims of the project, from which point we depart and to which point we tend to arrive). The objectives shouldn’t be very high, expectations should be moderate as the important thing is making children feel good in the group of peers.

How will parents be motivated to participate in these meetings?

Although it is probable that many parents will not find important these meetings, it is important to motivate them introducing in every meeting, apart the activities of the children, a special theme to be treated and related to everyday life of the families, like: social services,

initiatives

of

the

district/municipality

for

vulnerable

groups, possibility to obtain some kind of help or assistance that these groups often need.

The meetings should be semi-formal and have an informative character. The Roma parents must be convinced of the benefits they and their children will gain by participating in the pre-school

14

centers, as initially they may appear reluctant and negative to this opportunity offered to them.

In is important to answer to all their questions regarding the project and in general regarding all bureaucratic procedures that usually discourage them from enrolling their kids to school. It is also necessary to gain their trust, since they might be reluctant or refuse to entrust their children to the teacher, who is considered a stranger to them. This is why it is necessary for the intercultural intemediator to be Roma - “one of them”.

Other Activities Other activities that can be introduced in order to boost the involvement of the Roma parents are the following:  Volunteers’ home visits to the children that take part of the group. The aim of the home visits is encouraging and strengthening of the parents in active offer of the support for the education of their children. Volunteers in these visits discuss with the parents about the problems in the education of their children, work on the increasing of the motivation for education of the children and advice parents in which way to resolve problems that they face in this field.  Visits to the elementary school in which the children are going to

be

enrolled

in

the

future.

In

these

visits

teachers/intercultural intermediators/parents/children talk to the teachers and professional services about the problems that children users of the project face, as well as about possible solutions for these problems.

15

2.1.3 Schedule of operation The pre-school centers set-up within the framework of the ROMA T & T project will operate from October 2012 – March 2013 for a minimum of 4 days a week, four hours per day. Lunch or a nutritious snack will be served to the students on a daily basis in for health reasons, but also in order to motivate the children to come to class. The exact hours of operation will depend on the space that will be selected as well as the availability of the children.

The hours during which the children will attend the pre-school centres will increase throughout the period of implementation. At the beginning, they are going to be less hours and the hours will increase with the time.

TIMETABLE TO BE FOLLOWED TIME

ACTIVITIES

………

Arrival of children at the pre-school

………

Discussion - Daily Planning of Activities

………

Development of interdisciplinary (inter-thematic) Activities

………

Lunch or Snack- Break

………

Development of interdisciplinary (inter-thematic) Activities

………

Discussion, Evaluation of Daily Activities, Planning of Activities for the next day, Preparation for the end of the school day

………

End of school day

16

2.1.4 Selection of the Location The spaces where these pre-school centers are going to be established have to comply to a specific number of criteria. These criteria are the following: Selection criteria •

The pre-school centers should:

•

Be

established

in

areas

near

the

Roma

communities/settlements to ensure that the children and their families have easy access to them.

•

Be

pleasant and adequate

for

hosting young children:

spacious, airy, bright, clean, and colorful and of course with heating/cooling systems.

•

Provide to the children easy access to the toilets.

•

Preferably have an outdoors play ground.

•

Be equipped with the necessary furniture, equipment and appliances, such us: small working and dining tables, chairs, audiovisual aids, blackboard or white board, etc.

•

Resemble

as

much

nursery/kindergarten

as

class.

possible This

will

to

a

reinforce

typical the

sustainability of the pre-school centers, as it will strengthen the motivation of the children and their parents to further their education and enroll in school even after the end of the project.

17

2.1.5 Equipment & Material Basic suggestions:  Audiovisual equipment (CD player, TV or video projector, VCR, computer & printer, computer programs adapted for learning the alphabet and basic mathematical skills, CD’s with children songs, etc)  A rudimentary pharmacy box  Children books that will aid in the learning process  Notebooks, pencils, erasers, etc  Crayons, markers, watercolors, scissors, glues, cartons and paperboards, clay and dough and in general materials required for arts and crafts  Infant stimulation toys (puzzles, board games, memory cards, etc)  Classic children’s toys (dolls, strollers, cars, etc)

18

2.2 The teacher and the intercultural intermediator 2.2.1 Qualifications of the teacher and the intercultural intermediator A main characteristic of the project model is that envisages that two figures should be at the same time inside the classroom: the teacher and the intercultural intermediator. The teacher is non Roma while the intercultural intermediator is a Roma.

The Roma intercultural intermediators are persons who give good example and communicate the importance of formation to the extent that makes the Roma aware of the opportunities and abilities. So that they can achieve the learning goals, develop skills and challenge themselves or the most demanding professions.

The intercultural intermediator will play an extremely important role in the organizational and training process in the pre-school centers.

He/she will not only help the teacher in class, but will also be the link between the family and the pre-school center. In some countries, the intermediator will play an active role in overcoming the language barrier, as a large number of Roma mainly speak Romani and scarcely speak their country’s majority language. The Roma intermediator is usually the person that the Roma families trust.

19

Necessary Qualifications for both ďƒ˜ Knowing the environment where the children live and Roma culture.

Ideally, the teacher and the intercultural intermediator should already have been worked with Roma population, preferably making orientation activities in the territory with them, accompanying them to the social and healthcare services, as well as experience with minors of Roma origin in school integration.

Necessary Qualifications for Teacher ďƒ˜ Knowledge of early childhood education. Ideally, the teacher should have a degree in nursery education, but not necessary.

Anyway both teacher and intercultural intermediator should have great

experience

in

the

work

with

children,

sensibility

and

knowledge of the children needs and habits, have big resistance to stress, and be in the grade to manage the group of 20 children of different age without problems. ďƒ˜ Computer skills for preschool education The teacher and the intercultural intermediator should both have good computer skills related to use of IT in the teaching process, in order to provide these services to children in the pre-school center.

We can use the early learning programs in everyday activities that are interesting for children and ease the teaching process for teacher.

20

Necessary Qualifications for the Intercultural Intermediator In order to do a good job, Roma school mediators should:  be familiar with the local community in general and the Roma community in particular;  be familiar with the entire school environment (both the local school and its teachers and the education system as a whole, including the regulations and the facilities available for disadvantaged children, particularly Roma);  be familiar with local authorities, the social welfare system, protection of children’s rights and so on.

In addition, mediators should have a good understanding of Roma culture in general, the history and different aspects of Roma cultural identity, the current position of Roma at national and European level and the various forms of discrimination to which Roma are often subjected.

Mediators

should

also

demonstrate

good

mediation

and

communication skills. If they are genuinely to bridge two cultures, they must possess intercultural communication skills as well as general communication skills (active listening, open mind, etc.) and an ability to communicate with children.

They must therefore:  speak both the language used in the education system and the language of the Roma community (if applicable) well;  understand the “cultural codes” of both the majority culture and the Roma culture, that is, know how to behave in both environments and being able to see the meaning attributed to specific behaviours in both cultures, as well as the reasons behind them.

21

In addition to specific personal qualities and a genuine interest in this kind of work, acquisition of the above skills necessitates a learning process that can take various forms (initial training, training courses, seminars, field training – under the supervision of an experienced mediator, for example – and so on).  Knowing the Romani language It is necessary that intercultural intermediator knows Romani language and at least another one from the countries from which many Roma families’ origin (example of Italy: many Roma families that are not stable in Italy – like sinti population – arrived from the countries of the Ex Yugoslavia and from Romania) The idea of using people from Roma communities to give Roma children easier access to schools, and improve their chances of succeeding when they get there, accords with the more general principle of encouraging members of those communities to play a direct part in finding and implementing solutions to their problems.

In addition, another responsibility of the intermediator will be the collection from the Roma families of the information required for the children’s enrollment. For example, the intercultural intermediator will complete and collect: the students’ registration forms, the forms containing information relating to heath issues (allergies, vaccines, etc) and the family situation (ANNEX III), etc.

22

Important & useful tips: -In order to ensure the enrolment and the attendance of the children to the pre-school center, meetings with the parents are strongly suggested. In this way they will be informed about the benefits of sending their children to school. It’s is very important to build with them a relationship based on trust.

-The intercultural intermediator must be Roma, in order to be accepted by the Roma parents. This will facilitate the learning process and the general smooth running or the pre-school centers.

23

2.2.2

The

role

of

the

teacher

and

the

intercultural intermediator Both the teacher and the intercultural intermediator should focus on objectives such as: • ensuring of future school attendance; • preventing and tackling the problem of school drop-outs; • encouraging future academic success through programs like early reading; • favoring positive relations between Roma and non-Roma children.

However, their roles are distinct. Their responsibilities are listed below: Teacher

Intermediator

Organises the games and the Assists activities of the children Makes

conversation

with

the

teacher

in

the

organisation of activities the Translates

children

things

children/teacher understand

from

that

maybe

do

not

Romani

to

national language Monitors the development of the Explains to teacher issues related skills of the children

with Roma culture that have to be taken into consideration in specific topics

Encourages class participation

Acts as an intermediator between teachers and parents – visiting families at home, explaining step by step all phases of the project.

Welcomes Roma children to the kindergarten and helps them integrate, particularly at the beginning Fosters a kindergarten climate 24

conducive to intercultural communication between Roma and non-Roma based on mutual understanding and recognition.

For the purpose of achieving these objectives, the duties of the intercultural intermediator will include: •

visiting families, particularly those living in underprivileged neighbourhoods, with a view to ascertaining the social environment, parental attitudes and children’s state

of

health; •

arranging meetings and working with parents to involve them more fully in the education process;

•

informing the community of measures connected with the education of Roma children and making Roma families aware of the need for pre-school and school education;

•

promoting tolerance, helping to overcome prejudice and encouraging contact between Roma and non-Roma parents and children;

•

offering special activities for Roma mothers;

•

helping to arrange meetings between teachers and Roma parents;

•

working with Roma and non-Roma NGOs;

•

providing

mediation

communities,

and

for

conflicts

publicizing

the

between

and

availability

of

within such

mediation; •

encouraging

parents

to

participate

in

their

children’s

education and in kindergarten activities; •

informing the teacher of specific issues that may have arisen within the community, and alerting the authorities;

•

supporting children at school;

25

•

Recording data about the Roma children in the kindergarten and within the community. This activity should be done very carefully, avoiding the problems that might arise from the fact that some children prefer not to be identified as Roma. If a positive and secure environment is gradually created in the kindergarten and if being a Roma is not associated with negative

stereotypes,

they

might

feel

comfortable

to

acknowledge their affiliation to Roma community. •

Organise group and individual discussions with parents, teachers, other members of the community and so on, in order to obtain form them information about the way they perceive the situation of Roma children in kindergarten, the main challenges and needs.

•

When speaking with Roma children it is important to give them the confidence that we are supportive and that they can share with you their even thoughts that they would not mention to teachers, colleagues or parents, but avoid creating or accentuating negative attitudes towards teachers and non-Roma colleagues.

26

27

CHAPTER 3

Pedagogical Methodology & Curriculum

28

3.1 One School for all The development and implementation of the methodology is based on the motto:

“ONE SCHOOL FOR ALL� using different learning paths

The project model does not believe in special schools or segregated schools. It facilitates the inclusion of all the students regardless of their background in the mainstream school.

However, it recognizes that, because of different starting points that come as a result of diverse cultural and socio-economic background, different approaches may apply in order this integration in the mainstream school to be possible.

3.1.1

MAIN

CHARACTERISTICS

OF

THE

METHODOLOGY Within the interdisciplinary (inter-thematic) syllabus for PreSchool: i.

The teaching methods and activities must be such, so that to allow the children to develop their personality, to socialize and become aware of the human made and natural environment.

ii.

The Communication-interaction and presentation of data by different means (crafts, drama, drawing, tables & diagrams) and Technology (tape recorder, camera, computer, etc) will assist the learning process in an interactive and multi-sensory way. Language has by definition an interdisciplinary (inter-

29

thematic) characteristic, since oral communication, reading and writing are associated with all issues approached. iii.

The pedagogical syllabus will emphasize on the process without neglecting the importance of the knowledge acquired and produced by the processes.

iv.

The activities proposed are indicative, since many will result from

current/everyday

events

and

from

the

children's

interests.

3.1.2 INTER-THEMATIC APPROACH Fundamental Concepts-Work Plans

The lessons/sessions will be organized around several "themes" of interest and must be "pedagogically appropriate" for children. The activities to be developed must be collective and must favor interaction, communication, and the use of technology as well as the written and oral speech. i.

Fundamental concepts to work with and make the children comprehend: Interaction (cooperation, dependence, energy ...)

Dimension (space, time ...)

Communication (code, information ...)

Change (evolution...)

Similarity-Difference (equality - inequality ‌) Culture (tradition‌) System (classify‌)

ii.

The work plans should be "research" subjects chosen by children and the goals can be individual or collective. activities

to

be

developed

in

class

should

The

stimulate:

participation, initiative, cooperation, creativity and dialogue.

Emphasis will be given in working in small groups.

30

3.1.3 PLAYING FREELY Playing is a very important and popular learning method among pre-school age children and a very helpful teaching aid. The teacher will incorporate “playing” and games as a teaching method to familiarize and make more appealing to the Roma children the school environment and the learning processes.

How? •

either, individually in the classroom corners and open spaces. This will allow the children to grow, to discover, to use creative materials and media, to experiment, to communicate, collaborate and socialize

•

or in a group via organized sessions with the participation of the entire class which usually are included in the daily program. During such activities, the children can play a team game, sing and listen to a story or a statement from a group of children. The discussions of different topics, work planning, data processing and presentations, will be more successful if done in small groups in different "corners" of the class (for types of corners see next pages).

31

3.1.4 EVALUATION Evaluation Characteristics Evaluation is a key step in the teaching processes. The main purpose of the evaluation is to get feedback in order to improve teaching.

Evaluation will be ongoing, integrated in the daily process and based on an overall assessment of the program. The evaluation shall take into account the individual characteristics of each child (the differences in the way of learning and the pace of learning, the perceptions, the desires, the skills, the opportunities for learning they have within the family and the social environment, their special features, etc).

The teacher will systematically monitor the child throughout the 5 months of the piloting. Initially the teacher will keep records of: the level of knowledge, the skills, the experiences and interests of the child (initial or diagnostic assessment) and will accordingly try to “adjust� the learning processes.

Following the teacher will monitor the progress of each child in reference to the perceptions, attitudes, values and skills acquired at school. The aim is to obtain the necessary information for designing the appropriate interventions.

Finally, the overall objectives of the program will be assessed.

Essentially, the results of the learning process will compared with the development and socialization of each child (individually and group wise).

32

Evaluation Techniques The evaluation techniques should be appropriate for the age, the learning needs and the experiences of children.

The teacher will: •

observe and record information that is important and related to the development, learning and socialization of the children.

•

assist all children and accept and make “use” of the differences between each child, not only to evaluate what can each child do individually, but also what can it do in cooperation with other children and with the teacher’s support.

Traditional evaluation techniques are not adopted in Pre-school.

Alternative methods must be applied: a. The course and results of work plans b. The group's evaluation by children-collectively c. The work folder/portfolio of each child.

The work folder/portfolio of each child is a record of the child's learning progress. It includes material that reveals the child’s interests, thoughts, what it has learned, etc.

The portfolio should contain work samples that are original works of children (e.g. drawings, paintings, crafts, writing samples, etc).

It should also contain photographs of the child's participation in activities, tape recordings of the children's narrations, class videos etc.

The material should be organized chronologically and by category and compared to the recent work of children with their previous ones. It is strongly recommended not to include pre-planned evaluation worksheets.

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Evaluation Folder The

results

of

the

evaluation

(recordings,

occasional

notes/comments of the teacher) together with the portfolio make up for the child’s evaluation folder.

The folder should be accessible to the parents and the teacher should regularly inform the parents about the overall progress of their child.

Significant decisions and conclusions regarding the level and progress of children should be also based on other information sources, such as parents, other teachers and specialists.

PORTOFOLIO Tips The content of the portfolio can include:  Samples of original crafts produced by the children.  The pre-school teacher’s notes/records obtained through systematic observation.  Drawings, paintings, constructions/crafts that make sense and that reflect the evolutionary and learning process of the child.  Samples from: the implementation of projects or group work.  Sound-video recordings and photos of the children's participation in different activities.  Material of self-evaluation or evaluation by others. performed in class with the cooperation of the teacher.  Information material for the parents.

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TEACHERS REPORTING Useful Evaluation & Feedback Tool

→ Lesson Plans → Daily or Weekly Diaries → Pedagogical Reports → Videos

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3.2 Motivation The principles of the methodology described above, are very important to increase the motivation and the participation of the Roma

children

to

keep

coming

in

the

pre-school

center.

Absenteeism is one of the major problems that is related with the education of the Roma children and the increase of the motivation of the children to keep coming in the pre-school centers is very important. Ways to keep the motivation of the children to come to the pre-school centers include the following: 1. Provision of Food The programme will provide food to the children coming to the preschool centers (breakfast or lunch depending on the time of the day) as a mean to motivate children to come.

2. The Game The game has a great importance in the lives of Roma children, not only in their psychomotor development, but also for its creativity, its cognitive aspect, in its emotional development, the management rules, etc‌ Children learn through play. Based on the importance of meaningful learning, we can understand the great importance of play for development and achieving them.

Through the game, the Roma children can develop various aspects in

children,

such

as

socialization,

learning,

new

children

have

knowledge,

maturity, among others.

3. Computers Harness

the

natural

interest

that

with

new

technology, using computers to computer software tailored to the needs of children, to strengthen their knowledge of language and math through entertaining and enjoyable activities.

36

There are special interactive informatics technology that can be very interesting for children, and can help to keep very strong their motivation and wish to come every day to the school. It is well known that children are attracted to IT games and we can use some specially designed games in our everyday activities.

4. Encouraging sense of belonging Roma children, as every other children easily get the sense of belonging to one group that they see on everyday basis, especially if they immediately feel relaxed and accepted as they are, with all individual characteristics. If we make an effort to fully recognize and listen to the children’s needs and expectations, soon we’ll have one homogeneous group of children that can’t wait the next day to meet again. The kindergarten shouldn’t be seen as an obligation or something out of the interest of the child. The most important issue, after keeping high interest of the parents, is to involve children emotionally. These two factors will guarantee the success of the piloting and future better integration of the Roma population in the educational system.

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3.3 Problems that could be encountered It is important to know that, just as in any place where are gathered a lot of people, problems may be encountered. Below, you can find a table with a list of the problems and possible solutions that could be applied.

Problem

Solution

Children do not Activation of volunteer associations and all show up in persons involved in the project in order to help parents and children understand the nobile aim classes of the project and all the benefits for them.

Children are not willing to participate in class activities

Kindergartners are full of energy and it is often hard to hold children’s attention on anything for longer than a few minutes. Circle time is an easy way to keep the kids under control as well as create an engaging and fun environment for stimulation activities.

Many kindergarten teachers begin the school day with story time.

Although there are no specific teaching techniques to make Roma children feel that they belong in a kindergarten’s group, there are ways for you to make them feel welcome in your classroom: -

Learn their names

Take the time to learn how to pronounce names correctly. Ask them to say their name. Listen carefully and repeat it until you know it.

-

Offer one-on-one assistance when possible

Some children may not answer voluntarily in class or ask for your help even if they need it.

38

He/she may smile and nod, but this does not necessarily mean that they understand.

-

Assign a peer partner

Identify a classmate who really wants to help the shy child as a peer. It will be even more helpful if the peer partner knows the Romani language.

-

Post a visual daily schedule

Even if Roma children do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day.

By writing down times and having pictures next to words like snack, wash hands, reading, and games at park, child can have a general sense of the upcoming day.

Use the intercultural intermediator Intercultural intermediators can be very helpful in smoothing out misunderstandings that arise due to communication problems and cultural differences. If an intercultural intermediator is not available, try to find an adult - perhaps another parent who is familiar with the school or "knows the system" – who is willing to serve this purpose.

-

Invite their culture into the classroom

Encourage Roma child to share their language and culture with you and your class. Show-andtell is a good opportunity for child to bring in something representative of his culture, if he wishes. He could also tell a popular story or folktale using words, pictures, gestures, and movements.

-

Use materials related to Roma culture

39

Children respond when they see books, topics, characters, and images that are familiar.

-

Label classroom objects in both languages

Labeling classroom objects will allow Roma children to better understand their immediate surroundings. These labels will also assist teachers when explaining or giving directions.

Start with everyday items, such as "door/," "book," and "chair."

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

There is a quarrel A few tips: between the 1. Stay impartial and resist the urge to children choose sides. Chances are, you haven't observed a sibling fight from the beginning so you may be missing the big picture.

2. If the fight between siblings is verbal, try to work as a mediator instead of a judge.

Ask the kids to be quiet and offer each one an opportunity to communicate the issue to the other. Encourage the children to come to a mutual solution that they both agree with. Offer suggestions and guide the conversation to help the siblings resolve the issue. Praise the children for resolving the issue on their own.

3. If the fight is physical, immediately separate the children and send both to a time out. Since you may not have seen the entire altercation, it is not fair to just discipline one child. When you discipline both, you are sending a no tolerance message for physical violence.

How to Handle Rules Classroom A preschool child must understand the Discipline difference between home and school. They must learn the difference between walking feet versus 40

running feet, inside voice versus outside voice and soft hands versus hard hands. If at any point during the day the child is seen not adhering to the classroom rules, the teacher must approach the student to correct his behavior.

Bad behavior should not be overlooked because they are "too little" to understand.

Stoplight Provide each child with a stoplight pattern (green, yellow, red). Place the stoplight on a bulletin board accessible to all children. Every morning, all children start with a green light. If the child's behavior turns inappropriate, approach the child and quietly discuss with him what color of light she thinks she deserves, according to the inappropriate behavior. Allow her to change her own light from green to red or yellow. By allowing children to make changes on their own they have more of an understanding that what they did was inappropriate.

Happy/Sad Faces Provide each child with a circle. One side should be green and with a happy face, the other should be red with a sad face. This method works similarly to that of the stoplight.

Whenever a child engages in inappropriate behavior, allow him to change his happy/green face to sad/red face on his own.

How to Manage Take a moment to find out why the child is Crying in the crying, without making it a spectacle for the other students. Go to a secluded area of the Classroom room or step outside in the hallway and gently question the child.

Give reassurance to the child in relation to whatever is bothering her. Sometimes, having someone to talk to, listen and understand is enough.

Contact the child's parent or guardian as soon 41

as possible to discuss the issue. She may be able to give you some insight into why the child is crying. If you find out that crying is a chronic problem, you can troubleshoot the issue with the parent and devise a plan of action, if needed.

Speak with the students in the classroom, in age appropriate terms, about their classmate. If the child has experienced a traumatic event, such as the death of a family member, he may have periodic crying spells. Suggest that the students offer a tissue or a kind word if they witness their classmate crying.

Give the student ways to express his sadness such as allowing him to draw a picture or writing a letter. This can help him to deal with his grief more productively.

How to Discipline Difficult Children in the Preschool Classroom

1.Redirect behavior. If a child is acting out in class, find a way to correct his behavior in a subtle way without distracting the rest of the class. For example, if he’s throwing crayons on the floor, approach his desk, remove the crayons and explain that coloring time is over because he is not using the materials appropriately. Then assign him a new task, such as reading, puzzle time or math.

2. Be firm, yet calm when you speak to the child. Make sure your conversation is private.

Chastising her in front of the class may escalate the situation. Remove her from the class activity; explain to the child what classroom rule was broken and why it was inappropriate behavior. Give the child an opportunity to explain her behavior. There are many reasons as to why children act out.

3.Apply consequences. If the behavior was a single incident, then a firm verbal warning reiterating the classroom policies and importance of following rules should be your first step. Establish consequences depending on 42

the severity of the offense. Some examples include taking the toy away from the child or withholding privileges such as recess or play time. Excluding the child from a fun activity that the rest of the class is participating in may capture the child's attention, as he’ll notice how much fun the “well-behaved� children are experiencing.

4. Avoid a power struggle or argument. You are the teacher and establishing your boundaries and rules are important if you want to be successful.

5. Remain firm. Do not bargain. Many difficult children will try to negotiate and plea their way out of a punishment. Consistency is the most important part of a discipline policy. It helps establish a solid foundation for rules and guiding principles.

6. Be impartial. If you apply the rules to one child, make sure you enforce those rules when dealing with other children. Try not to be biased when it comes down to classroom policies.

7. Involve the parent. Speak to the parents regarding any outbursts, violence or disrespectful behavior. Maintaining an open line of communication with the parents about the rules and discipline policy is important. Working in conjunction with the parent can help curb difficult behavior.

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3.4

Learning

Objectives

and

Learning Outcomes The main aim of the pre-school centers, as stated above, will be the development of skills that will facilitate the insertion of the Roma children to the primary education.

Therefore, through the activities and the curriculum described in the next section, the pre-school centers will have the following goals: Main

Learning Specific Learning Objectives

Objectives How to behave at Be courteous at all times. school

Work quietly to avoid disturbing others.

Listen while someone else speaks.

Be friends of our colleagues.

Be honest and sincere.

Respect our teachers and other adults.

Be prepared every day to our classes.

Cooperate with others.

Standards or rules Talk without shouting they must obey

Please ask for things and thank Request permission to talk Share classroom materials Collect and organize work materials

To learn why it is Identify benefits from the process of going to good

to

go

to the school

school

Recognize some things that they like about the school

To have concrete Gradually

discover

their

body,

forming

a

benefits from the positive self-image, acquiring habits related to pre-school centers

basic health and welfare and learn to respect differences.

44

Acquire social relationships with their peer group in an increasingly wide area, gradually learning to express their interests or views.

Meet some cultural events in the environment, developing attitudes of respect, interest and participation to them.

To learn to work in Learning to work together and to interacting teams

with peers and teachers Developing group activities and games in class

Develop language skills Develop

oral

communication skills Develop

early

reading and early math skills After the completion of the activities of the pre-school centers, the Roma children should be able for the following:  To develop a positive sense of self, know and respect of his body. They are able to express their feelings, gradually achieve autonomy, and also learn to value and use their new skills and knowledge that their environment provides.  To be able to assume different roles in their play and other activities, learning to work collaboratively with other Roma and non Roma children and resolving conflicts through respectful dialogue.  To develop their communication skills and learn to express themselves with confidence and accuracy, while also learning to listen.  To achieve mastery of oral language to be able to start the process of reading and writing successfully.

45

 To achieve socialization with all kinds of people like or unlike him, and that in this activity, learn attitudes of respect and tolerance.  To contribute to build mathematical notions from situations demanding the use of their knowledge, it may find the relationship between objects, spaces, times and to compare and classify.  To contribute to the resolution of problems related to game situations that require reflection and strategy solutions by ourselves and others.  To arise their interest in natural phenomena that give you useful knowledge to be able to question and comment on various issues in their daily lives.  To achieve, understand, accept and appropriate the values and principles of community life, so you can always assume attitudes of respect, responsibility, fairness and tolerance towards all his teammates and the people you will meet throughout your life.

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3.5 PRE-SCHOOL SYLLABUS The Pre-School Syllabus to be adopted consists of two parts: → 1st

PART:

pedagogic

framework

&

pre-school

syllabus

principles → 2nd PART: teaching areas

3.5.1: 1st PART: Pedagogic

Framework

&

Pre-School

Syllabus

Principles 3.5.1.1 Comparison with mainstream pre-schools What will be adopted and not changed compared to mainstream pre-schools:  The emphasis on the inter-thematic approach of knowledge  The experiential learning and the organization of experiences that make sense to the children of this particular age  The development of the subject-matters (topics) and the work plans  The recognition of playing as one of

the most important

training frameworks  The emphasis on co-operational learning  The integration of ICTs  The use of formative evaluation for the organization of learning and teaching, as well as the follow-up of children’s progress But, what should be changed compared to what is applied to mainstream pre-schools?

The changes must be effected within: → The philosophy → The content

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→ The use of the methodology by the teachers (see section B & D)

Changes affecting the “philosophy”:  The social aspect of knowledge  The role of multicultural experiences brought in class by the students and their parents  The core of the training process to be shifted from the child, which will discover the knowledge on its own, to the classroom community and acquisition of knowledge  Promotion of dialogue between the teacher, the child and its classmates as one of the most important teaching strategies  The teacher and the child should think together  The supportive as well as leading role of the teacher must be emphasized  The teacher will play a more active role

Changes in content include:  Promotion of the development of “basic skills”  Adaptation of the differentiated didactics principles  Presentation of the “Personal & Social Development” as a separate “unity”  Emphasis on the two-way communication between school & family and on the involvement of parents in their children’s learning  The joining (conjunction) of the learning areas become more clear

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3.5.1.2 Methodologies to be adopted for the promotion of the students’ Personal & Social Development

Content

Learning goals

Acknowledge their personal characteristics, views, choices Identity

Develop a social identity

Ideas/suggestions for activities Methodological approaches Goal achieved when children‌

Teacher helps goal achievement when‌..

-Draw, describe themselves -Observe & comment on themselves (physical characteristics, gender) -Present themselves to the group (interests, skills, preferences etc)

-Gives the opportunity to each and every one child to speak about itself and encourage its classmates to ask questions -Gives incentives (books, pictures) so that to get familiarized with their body and its growth and distinguish gender differences -Encourage the children to chose the activities and the material they use -Encourage the children to express their opinion -Asks from each child to say what it likes do and suggests it to the rest of the class

-Exchange information/experiences regarding their family and their country of origin -Display their art/crafts to the public

Asks each child about its: family, roots, country of origin, habits and activities

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3.5.1.3 Main Parameters for the Transfer of Knowledge The organization and transfer of knowledge and the teaching methods to be applied must be based on the following five parameters: 1. Playing-Games (spontaneous/free and more structured) 2. Routines (daily repetitive actions/tasks) 3. Dialogue- description of situations from everyday life, etc to initiate conversation in class 4. Investigations (work plans, small surveys, problems to solve) 5. Organized teaching activities based

on the

pedagogical

curriculum.

The curriculum and the educational process to be followed should serve as a counterweight to the shortcomings and difficulties these children face in reference to the environment they are raised in. The application of this educational methodology will enrich their general knowledge and will improve their skills and qualifications.

This will bust their confidence as they will feel equal to other students Roma or non-Roma that have already attended schooling, thus

increasing

their

chance

to

continue

and

further

their

education.

The teacher will cover all learning areas referred to in contemporary curriculums followed by pre-schools in all four partners’ countries. These include: language, mathematics, natural science, arts, environmental education, sustainable development, personal and social development, physical education, and ICTs (information and communication technologies).

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3.5.1.4 Classroom Corners The classroom must be divided in “corners”. This will enhance the learning process and facilitate the playing activities as a pedagogical training tool.

Useful Tip for Planning/Organizing the “Corners:: In reference to the overall organization layout of the classroom in corners and the selection of the appropriate position for each corner, the teacher must consider the following: The “noisy” corners shouldn’t be near the “quiet” ones.

E.g.: the Shopping Centre corner shouldn't be near the Library corner.

Some ideas for basic equipment that can be used in the classroom corners include:

CORNER

EQUIPMENT

CONVERSATION

Posters, reference tables, chairs for all the children

LIBRARY

Bookshelves, books, plastic box with magazines, newspapers, leaflets etc., tables and chairs

ART

Shelves, tables and chairs, watercolors, markers, crayons, papers, clay, dough, scissors, boxes, painters’ photos, materials from nature (pebbles, seeds, etc), beads, threads, toothpicks, plastic aprons, etc.

MATHEMATICS

Table & chairs for 4-5 children, boxes & shelves for classification, pedagogical material, toys (dominos, puzzles, memory games, etc), toys made by the teacher and the children, etc

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DOLLHOUSE

Cupboards & closets, electric stove, dolls, small table & chairs, mirror, small sofa, printed material (magazines, newspapers, cooking recipes‌), etc

SHOPPING CENTRE

Shelves, cash register, mirrors, empty boxes, empty packages of different products, coins, etc

MUSIC

Musical instruments, small tape recorders, photos of musical instruments and famous musicians, etc

NEW TECHNOLOGIES

Computer, scanner, printer, TV set, video or DVD player, camera, video camera, etc

OBSERVE & DISCOVER

Flashlights, magnifying glasses, headphones, magnets, different containers, etc

INVENTIONS

Pictures from technological inventions (e.g. machines), trash/scrap material, boxes in different shapes, scissors, glue, etc

INFIRMARY (may be divided in a waiting room & a doctor's office/examination room )

Examination room: desk, a chair, a bed or bench, telephone, a white blouse or robe, physician's tools, markers, white papers, stamp, patient charts.

Waiting room: small chairs and a small table, health magazines and related posters.

THEATRE-DRAMA

Photos & pictures of people with various facial expressions, clothes or anything that can be used for disguises, puppets-marionettes, large mirror, panels for theatrical scenery, etc

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3.5.2: 2nd PART: Teaching Areas 3.5.2.1 Subject Maters/Topics The kindergarten teacher should cover in class the below mentioned subject maters/topics, for the whole five month duration of the pilot pre-school centers to be organized within the framework of Roma Training & Teaching.

The curriculum will include ten topics, thus the teacher should cover two subject maters/topics per month. While teaching the following subjects, the teacher in cooperation with the intercultural intermediator must try to cover all the necessary aspects of the students development, including mental development, aesthetic, social-sentimental, psychokinetic and skills.

TOPICS 1. My Name 2. That's Me 3. Personal Hygiene & Health 4. My Family 5. Foods 6. My School 7. My Neighbourhood 8. My World 9. Environment 10. Transportation

The teacher along with the intermediator must apply and adopt all pedagogically correct means of education (conversation, reading, playing, writing, drawing, crafting, dramatization, use of audio-visual equipment and computers, etc), in order to reach the desirable learning goals. The teacher, in cooperation with the intermediator, must stimulate the Roma children’s interest in reference to the school environment and the general acquisition of knowledge and skills. The ultimate goal should be to create such an atmosphere in class so that to increase the Roma students desire to 53

come back to school day after day, thus diminishing the possibility of dropping-out of school.

3.5.2.2 Examples for Learning Activities 1) Development of Language Learning Skills

Give an ending or suggest the course of a story narrated by the teacher

Encourage the description by asking: “How did you start?” “What did you do in the beginning?” “What did you do after?”

Organize lists with items they will need for example for sun protection during an excursion or during summer vacation (pin up in class as a reminder)

Having been familiarized with the creation of a handwritten newspaper, they may create a digital one (with the help of the teacher)

Use of Games

Use games that combine the rhymes, the gestures, in which Roma children have to respond or continue a sentence, they are very good at promoting communication.

Interactive

Use Drawings Photos

Songs

and

View and comment with Roma children drawings and photos of everyday objects, so it does expand their vocabulary. In addition to the drawing, we can also show real objects so that the association between the word and the object is more powerful. You can also use photos of family for children to identify them.

Roma Children are attracted to listen to songs that have a well-marked rhythm, taking advantage of this interest, it is easier to begin to say the final syllable of a word, to make gestures that correspond to repeat and complete parts of the song.

54

Computer Activities

Children are attracted to new technologies, which can be utilized to interact with programs that promote learning.

2) Development of Oral Communication Skills

Promotion of conversation between the teachers and the children

The Roma child will develop its vocabulary, enriched with new and varied words taken from their teacher, correct gradually their phonetic and will learn to put the sentences in accordance with proper syntax, realizing the different tours and various possible meanings of these are derived within the general framework of language.

By getting in touch with the outside world

By getting in touch with the outside world, not only communicate with their peers, but learn to express their own ideas, thoughts and feelings. Learn to express themselves on the basis of external stimuli.

3) Early Reading Skills

Promote and bring preschoolers to writing and reading

Read aloud. Reading children's books is an excellent choice to promote reading and begin to become familiar with letters of the alphabet.

Read and rhymes

using

Rhymes help make children aware about the different sounds of words and language. Children love the rhymes and fun because they want to guess how the rhyme goes.

Use games that make use of the images of the letters of the alphabet

These games which encourage the child to form known words like "mama" "dada", name, etc‌ Write a household word on paper and spell out loud for him to listen and become familiar with it. Songs to teach the alphabet. Cut out letters from magazines and paste them with your help on a paper form words and saying them

sing

55

aloud.

4) Early Math Skills

Encourage an approach to numbers and mathematical concepts

Count items out loud and encourage the child to also do

Encourage to sort objects by shape to bring it closer to the geometric figures and data analysis

For example, the circular together, the rectangular second, and it incorporates the idea of geometric shapes

Introduce the mathematical concept of size

Reach for objects of similar size and different order and ask that given the size of them from smallest to largest. This will go against each other and incorporate the concept sought

Use images to numbers

Use images to numbers to encourage the child to repeat aloud each one of them, using numbers related songs and playing software to learn the values of each of the numbers.

It’s important to “listen” to the children’s expectations and hopes and change project’s details according to children’s preferences, for example: children prefer reading books than drawing or sport activities rather than passive participation as listening of the music or stories.

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3.5.2.3 Daily Tasks: Rules & Routines As the Roma children that will attend the pre-school centers have never or scarcely attended school, they might be intimidated and even “afraid� of the school environment. Moreover, they might be shy since many among them-if not the majority- might speak mainly Romani and not the majority language well enough.

In addition, adaptation to the reality of the class can be quite difficult for them as well. Their socio-economic background along with their mentality and their families’ habits plays a very important role. The children, as pupils, could be undisciplined, without knowing and following the rules.

Therefore, it is crucial that the teacher and the cultural mediator get acquainted with the children and to set some ground rules in class.

The rules for proper behavior and smooth class operation should be reminded to the children on a daily basis.

They should often be

reminded of the class rules even during the teaching process.

Moreover, the daily class the routines must include references and discussions relating to: the calendar, the days of the week, the months, the seasons, the time, the alphabet, the numbers etc.

Preferably, all the above mentioned routines relating to the necessary knowledge required for comprehending notions such as time, seasons and the environment the children grow up in, should take place at the beginning of the school day.

The teacher along with the intermediator could use: books, pictures, drawings, songs and music, discussions and games as educational tools to achieve the desired results.

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3.5.3 Ideas and suggestions for the activities in each topic.

In the following pages, we suggest various activities that could be implemented in the framework of the 10 topics mentioned above, Of course the teacher and the intercultural intermediator do not have to implement all these activities, however they are presented in a practical way in order to constitute a pool from which the teacher could select the activities he/she is going to organize and adapt them depending on the children, on the available time, on the available material, on the country specificities etc.

3.5.3.1. My Name 1. Module Purpose & Aims Objective: Individual Aims concerning the cognitive content and the learning procedure: Children are encouraged to: A. LANGUAGE  Improve and enrich their oral speech.  Say their name and understand its significance for their personal existence and life  Identify and afterward write their name and later their surname  Realize that all people have a name  Identify their classmates’ names  Say their parents’ and brothers/sisters’ names 58

 Realize gradually that to the phonemes of the speaking language correspond letters and that their name consists of letters  Get acquainted with the listening to songs and fairy tales  Narrate stories and fairy tales  Identify and compare different forms of written speech in names in various languages  Form their name  Copy their name and that of their closest persons. Β. MATHS  To write names  To comprehend quantitative concepts such as more-less  To comprehend spatial and temporal relations  To list syllables and letters of names, to sort and assign names according to the number of letters  To cope with and to resolve problems so that to distribute roles.  To raise concerns, arguments and find solutions C. ENVIRONMENT I. Human (made) environment and interaction a. The child in nursery and their contact with others  To realize their identity and the importance of their name  To realize their uniqueness by identifying their similarities and differences with the others and to respect them.  To create feelings of love and friendship  To develop cooperation skills  To understand the value of team work  To cooperate and create together b. The child in the broad human (made) environment 59

 To know the human (made) environment (family, friends, classmates)  To know the name of their closest persons (father, mother, brothers/sisters, grandparents, relatives)  To

find similarities and differences in their

classmates

references D. CHILD AND CREATIVITY – EXPRESSION Art  To experiment with various materials and colors  To deal with and cut materials and to collage  To express themselves with art creations The theatre – Dramatics

 To express themselves with improvisation  To use various materials optimizing them in the game “frozen images”  To dramatize the song-fairy tale “KATERINA WHO HAD FORGOTTEN HER NAME” (See Appendix) Sports

 to utilize the name in health education and sports (in module Our body) Music

 To get acquainted with rhythm and speech through selected songs, to enjoy songs artistically, to express music SONG (See Appendix) E. CHILD AND COMPUTING  To perform simple computer operations  To find on the keyboard the letters of their name  To take advantage of internet and word processor  Use of projector for the children and other faces’ photo display

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 Where possible, make use of internet connection, for finding photos

and

information

from

digital

encyclopedias

and

information diffusion.  Scanner, printer.  Word processor (Word) και presentation programme (Power Point).  Use of Projector.

2.1 General description of the Module 1st Sub-module: We know each other – We tell our name

DESCRIPTION Aim: Aim of the sub-module is the awareness of identity. It’s aimed to encourage children to speak in front of others, to introduce themselves, mentioning what they like or dislike.

1st Activity: After the spontaneous activities at Activity Corners (see relevant description about Corners)

the teacher invites the

children to make a circle having created a suitable atmosphere with pleasant music background. She tells them her name (e.g. my name is Maria) and lets them know about what is going to follow during the activity. She stands in the middle holding a skein of yarn or a ball which she throws successively to every child and encourages them to say their name. She gives a cardboard tag on which is written their name. The activity is linked with the reference table on which are written the childrens’ names and there is a photo of them. This activity can be carried out several times in different versions during the first week (in a low voice, loudly, angrily, happily, etc). Thus the child becomes aware of variations, feelings and sound.

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2nd Activity: Following she says: My name is Maria and I like listening to music. She encourages children to repeat their name and what they like. While in the same time she keeps notes of the children references.

Following she forms pairs with the children in the circle, prompting them to ask one another what game they like. The children report each one for their mate, assisted by the teacher in case of difficulty in expressing themselves (e.g. the child says : Maria likes to play hide and seek).

The teacher composes a text with the children’s opinions and repeats them in class. Following while she makes the most of them in order to enrich the children’s presentation table (e.g. next to the photo can place the favorite game or a photo of the child’s favorite activity). The above activities reinforce the children’s acquaintance and relations among them, while arouses the interest about what likes them and what likes the others. Through dialogue they understand that every person has different preferences and interests and is unique.

Suitable educational material that can be used from the beginning, is the book ‘It’s me and I like!’ by Parr, Todd (2011) – Revised by Susan Harper, Translated by Ariadne Moshona, Athens, Metaixmio Publications.

Very later this material with the children’s’ interests and preferences can be grouped and bar graphs to be created.

3rd

Activity

(Non

compulsory):

Where

there

is

available

infrastructure, the teacher takes a photo of every child, makes a computer folder with their photos and then displays each photo saying the child’s name and displaying on the screen the name in 62

small or capital letters. She makes a board in class with all the pupils, writing next to each photo the child’s name.

4th Activity: Follows a game with cards from which every child will identify and choose their name. Then they will discuss if there are other children with the same name. Also, an audio game is played by saying the teacher: the child with the name e.g. Helen to show us her card.

5th Activity: The teacher reads children the book by Pavlina Pampoudis

“One

name

one

story”,

illustrated

by

Stathis

Stavropoulos, Pataki Publications. E.g. Nick and Nicky. Through this listening children notice that for one name there is a version for boys and girls. E.g. Nick-Nicky and other variations of the same name (one story for Nick, Nicky, Nickolas and Nicole). Already from the first verse passes the value of friendship, too.

Once upon a time There were two Nicks Two fine kids Who were the dearest best friends This activity introduces the listening of literary books with rhythm, musicality,

appropriately

selected

for

the

children’s

level

of

development. Children have fun and notice that there are fitting pictures to what they hear. It’s very important to incorporate targeted reading activities from the beginning in order to create capable readers later.

Activities (alternative): The teacher prints the photos – if there is the corresponding material-technical infrastructure - and asks from the children to match names with photos. Following this activity, she gives hand-written cards with their name, in order children to 63

distinguish the writing in hand and that of printed cards. If children are mature she initiates them in simple literacy skills such as that words (their names) consist of syllables and letters or she does that later. She also encourages them to detect acoustically names that start with the same letter (Aris – Anne).

6th Activity (it can be carried out later): They play a game during which the teacher throws the ball to the children who sit in a circle, she tells them to say again their name and she repeats it, tapping the number of syllables on the tambourine. Children realize that not all names have the same number of syllables and count the more-less tappings (syllables).

Children make remarks about the size depending on the number of letters in their name.

They form initially groups. Every child chooses their name card and following chooses letters from a basket in order to try and form their name on their own.

Children realize that some names have less letters than others.

Alternatively children can cut the letters of their name, to count them and following to stick them in order to form their name. As time passes the reference card isn’t needed because they can form their name on their own without seeing it, while in the future they will be able to write it on their own.

These activities help children make comparisons, looking also at the reference table of the classroom about who of them has a name with less and who with more letters. Also, how many children in class have a name with the same number of letters (Helen, Lorin).

This

type

phonological

of

activities

awareness

contribute which

is

to a

the

strengthening

required

skill

for

of

their

development as readers.

64

2nd Sub-module: Long names – Short names.

Description Aim: Aim of the sub-module is to realize the child that names depending on the number of letters of which they are consisted, are different. Also, to practice active listening and to know the main characters of a short story. Participation and listening helps children realize the sound, rhythm and volume.

Activity: The teacher tells a story with the children’s names prompting them to imitate the rhythm and the volume of the names they hear, repeating what they hear from the teacher who says a short story. E.g. Maria goes for a walk in the forest. She meets her friend Anne and her brother John (softly). All together shout their friends Ann, Nick, Irene (loudly). In the improvised story, the teacher uses apart from the usual names Nick, George or Mary, names of the class children.

As consolidated activity the teacher gives a work sheet with the children’s names mentioned in the story she narrated and asks from them to put a card with every child’s name (see appendix), while the teacher repeats the names that children gave to the group showing the work sheet.

Art: Drawing sheets are given to the children to draw themselves and stick colorful small papers with their name that the teacher has given them. The teacher asks from every child to say something about what they have drawn, keeping notes. In the end the group creates something (putting e.g. all children in a train or a house) Activity: The children listen to the song CATHERINE WHO HAD FORGOTTEN HER NAME (see appendix), which has a rhyme, 65

musicality and is pleasant. Following, they discuss about the child’s name and what she had forgotten. The teacher has prepared the letters with the corresponding colors according to the verse of the poem and they make the name like Catherine.

They all say with tempo My name, my own name, The most beautiful in the world!

I found, found my name, I’m so glad!

Following, they sing listening to music.

Alternative activity: Children decide who of them lost their name and help them find it and make it again with colorful letters that the teacher gives them. One after the other many children can participate.

3rd Sub-module: Names in my family.

Aim: In this module it’s understood by the children that every person has a name and a surname and that they belong to a family with history.

Activity: The teacher shows her identity card to the children. She tells them that her name is written on it and that all people have their own identity card. They discuss about the children’s knowledge and experience on that concerning their parents name or other persons. An important contribution to this discussion could be on the intermediary and the questionnaire side that was completed at the beginning in co-operation with parents (Annex Identity Card and Questionnaire). This activity will be explained more in the module Our body where information such as height, weight, sex etc.

The teacher asks the children their parents’ name. In case they don’t know it she helps them using the questionnaire which they completed with parents at the beginning, while some other day she 66

asks them to say their brothers/sisters’ names (the teacher helps them in case they don’t remember them). Every child starts bit-bybit in class with the teacher’s help to make their genealogical tree.

First puts the parents’ names, another time their brothers’/sisters’ names and following the grandparents’ names. Every child stick the name cards to their genealogical tree (Appendix The Tree) and when the procedure is completed they make the forest of the class on a board and stick all children’s genealogical trees.

Materials: cardboard, glue, scissors, colored pencils, the children books “One name one story” written by Pavlina Pampoud i– Patakis Publications, «It’s me and I like» by Parr, Todd- Metaixmio Publications,

Ivan

the

Terrible

and other

crazy tales-songs–

Catherine who forgot her name- by Pavlina Pampoudis, a computer, a printer, CDs Evaluation At the end of every module the teacher evaluates if the targets were achieved as they had been defined with the portfolio method (see relevant reference). She encourages children to express their impressions, feelings, to say what new they learnt and to express their experience of working together. Through comprehensive discussion she asks from the children to evaluate themselves and the others, to talk about the positives and the point they found difficult during the subject process (see Portfolio).

67

3.5.3.2. That’s Me The child expresses, feels and plays through his/her body, it is therefore essential that from an early age he/she learns and becomes familiar with its component parts, and thus able to develop a rapport with the world around.

The child makes any activity a game and this in turn is vital in its development as it certainly is the best foundation for a healthy adulthood, successful and fulfilling life. Thus making the game a teaching method is a tool that searches the child is able to develop a more precise understanding of the parts of your body, especially if we talk about games that participation in collective or individual achieve greater notion about it, considering that at this stage of childhood the child begins to be more interested in the world around him.

MATERIALS TO USE:  Sheets: with vowels and consonants:  Coloring Sheets:  Use the Game PIPO my first steps to introduce children to the human body.  Use the DVD My Body from Hoobs "The adventure of learning", with which to expand their knowledge of the human body.  Material for conducting Crafts (folios, colors, and colored paper, glue).  Projector to display DVDs and computers for applications and Game Pipo.

68

LEARNING AREAS

OBJECTIVES

COMPONENTS

• Foster children in the

• The child to achieve identify body parts • Know and care for your own body, practicing minimum actions that allow to preserve the health and physical integrity in daily life situations.

PERSONAL LEARNING AND

• Express, recognize and regulate, different emotions and feelings

TEACHING STRATEGIES

Identity and Gender

Care and Personal Safety

SOCIAL

Expression of Feelings and Emotions

knowledge of her body and that of their peers through the use of pictures, songs, drawings, stories and games where they can appreciate the similarities and differences.

EXPECTED LEARNING • Recognized as a child identifying aspects of their anatomy.

• Say and write your name.

• In posters write the names of each child to see it, and if recognizes your name.

• Practice standards and respect habits of feeding, hygiene, rest and grooming.

• Encourage the children, at different times of the working day to practice healthy habits.

• Express feelings and emotions freely.

• Motivate children through various games, activities and songs to express their feelings and emotions towards their peers and teachers.

EVALUATION INDICATORS • Recognize the parts of your body.

• Recognizes his name • Write your name.

• Practice personal hygiene.

• Demonstrate emotion when performing different activities

• Motivate children through songs, poems, games and handcrafts.

69

LEARNING AREAS

OBJECTIVES • Understand, communicate, express experiences, ideas, feelings, sensations, emotions and desires through oral language.

• Recognize the use of reading and writing as a communication tool.

COMMUNICATIO N AND REPRESENTATIO N

• Express and create freely based on different experiences that stimulate the imagination.

• Become aware of your body, and use it as a form of expression and communication.

COMPONENT S

Oral Language

TEACHING STRATEGIES • Foment through different games, songs and stories using the standards of good talker, good listener and the courtesies with peers and teachers.

Language (reading and writing)

• Foment to freely express their ideas, experiences, and feelings through games and songs.

Artistic Expression

• Facilitate the recognition of their name, placing the model in the different activities and motivate them to copy.

Body Language Musical Expression

• Foment to the recognition, discrimination and writing of vowels and consonants through different activities.

• Provide different types of materials to express themselves creatively through drawing, painting and

EXPECTED LEARNING • Use the language as a means to establish relationships with others.

• Master the use of voice, considering the distance that separates it from the listener.

EVALUATION INDICATORS • Is friendly with their peers.

• Greet upon arrival.

• Practice standards talker and listener.

• Wait turn.

• Express your feelings freely.

• orally express facts, ideas and feelings through descriptions, narratives, dialogues, and group discussions.

• Express and share ideas.

• Recognize their name.

• Perform activities using different plastic materials.

• express themselves creatively through visual graphic activities: drawing, painting, modeling, other.

• Recognises vowels and consonants • Write their name without a model

• Recite poems.

• Make gestures and movements in singing or reciting.

• Use gestures to represent bodily

70

modeling.

moods.

• Encourage the use of their body through gestures, singing or reciting.

71

LEARNING AREAS

OBJECTIVES

COMPONENTS

• Identify and

describe the attributes of geometric shapes, dimensions, threedimensional and twodimensional

RELATIONSHI P WITH THE ENVIRONMEN T

• Identify and describe numbers and quantities.

Mathematical processes (Space and geometric figures)

TEACHING STRATEGIES • Provide recognition of geometric figures, through drawings, prints and models to enable them to compare, recognize and discriminate.

• Guide them to make the human figure as a pattern using geometric shapes. (the head is a circle, a rectangle trunk etc.).

• Promote various activities plastic and graphic compositions, using geometric shapes and using different materials.

EXPECTED LEARNING • Describe the attributes, properties and use of geometric figures in the environment.

• Represent objects, people and places in different ways using the geometric shapes in designs and constructions.

EVALUATION INDICATORS • Recognize and discriminate geometric shapes, square, circle, triangle, etc..

• Points characteristics of each of the geometric figures: • Performs compositions using geometric figures.

• Recognizes number and quantities of 1 to 10.

• Promote efforts for recognition of amounts in body parts.

72

Possible Activities: • Talk about the body and its functioning to know their previous knowledge.

• Observation of images and films of the human body.

• Draw up posters with the names of different body parts.

• observe the partner's body, Are all equal? Seek similarities and similarities.

• We see in a mirror, we see the face parts, we can see what other parts in it, gestures and grimaces.

• How do we take care of our body: discuss daily bathing, brushing teeth, food.

• We play with different moods: how I feel when I'm sad, happy, angry. We identified in different images.

• Making puzzles of the human body.

• We have different body parts. Compare.

• describe the different characteristics of the body of peers: hair color, size, etc..

• Watching video on dental care.

• We played with different body parts, use songs • We played with hands, sing songs, imitate actions • Play with your legs, perform different movements with them • Play with your head, locate each of its parts • We use images with movement, we move according to what the picture says.

73

3.5.3.3. Personal Hygiene and Health Purpose: We pay special attention to education for a healthy lifestyle and making families more conscious. We do all this so that the next generation can follow this attitude and way of life. We make every effort to arrange programmes that can be realised with children and call families’ attention to the need for a healthy lifestyle.

Task: To make families aware of the importance of healthy food and body care including the cleaning of teeth and regular exercise. Making a healthy way of life and a healthy nutrition more popular is one of our key tasks.

We always realise the above purposes playfully, through playful development.

We aim to offer an opportunity for a mutual experience under a comprehensive programme covering the whole community and actively involving the parents, too.

Key Tasks of the Module - Community co-operation – strengthening joint activities and enhancing their experiential character; - Acceptance and tolerance are of high priority; - Consolidating the basic behavioural norms between parent and parent, parent and child, and parent and teacher; - Creating a relaxed atmosphere, making the participants, both children and adults, feel “it is good to be with you”;

74

- Giving ideas, advice and assistance for families to set the habits of a healthy lifestyle; - Making children aware of the importance of body care and getting them acquainted with their bodies; - Making children feel the necessity of everyday hygiene; - Introducing children to the right hygienic habits, the appropriate order and the technique of cleaning their teeth; -Demonstrating

what

opportunities

children

have

for

healthy

nutrition, giving ideas to influence their habits beneficially; -Practising health-protecting activities; -Teaching children to clean their teeth on their own and keep their teeth healthy; -Forming and consolidating teeth cleaning habits; -Teaching the importance of chewing; - Stimulating children to a healthy lifestyle with playful activities, and forming the parental attitudes by helping the children discover motion playfully- giving ideas to them - Developing eye, hand and foot co-ordination by the development of big motions - Making children fell the need for moving and exercises either with or without tools - Teaching children to be considerate and patient towards each other - Promoting the development of physical abilities through doing exercise, enhancing perseverance, the proper use of devices, tolerance towards small children - Improving memory, imagination, co-operation, spatial perception.

- Introducing, acquiring and forming healthy nutrition habits.

- Classifying different types of food according to their importance.

- Highlighting the importance of a conscious diet.

- Introducing and acquiring folk traditions and customs.

- Obtaining wide-range knowledge about food and recording practical experience.

75

Abilities and Competencies Targeted  Improving visual perception, attention, memory and thinking by recalling

observations,

experiments,

earlier

knowledge;

determining cause and effect relations.  Thinking operations by acquiring mathematical experience: improvement

of

comparison,

differentiation,

drawing

conclusions, making judgements, generalisation, concept of numbers, spatial and temporal relations.  Improving visual, tactile and auditive perception during the observations and experience acquisition.  Improving the awareness of tasks, rules and intent with the different activities.  Improving the ability for co-operation and group consciousness in the joint activities.  Enhancing social sensitivity by listening to each other’s opinion, paying attention to each other.  Forming an internal need and motivation stimulating on good solutions through positive confirmation and feedback.  Developing an environment-conscious approach, forming habits and improving the knowledge of habits.  Forming positive emotions towards the living world.  Expanding vocabulary and terminology during a large scale of activities.  Improving the ability to speak coherently and form sentences, recalling experiences and memories by discussing experience.  Improving the rhythm and stress sense, and focusing on clear articulation by practising nursery rhymes and poems.  Developing the sense of balance and spatial movements.  Developing fine-motor movements and movement coordination with a wide range of tools and techniques.  Improving large motor skills and spatial orientation.

76

 Developing social relations and co-operative ability.

The activities can be organised in the yard but also in groups Activities in Groups Dressing a dress-up doll Puzzle games (pictures of cleaning, body care agents and devices Health - sack” a game of senses

Activities in the yard Music-dance exercises Game of touching different parts of the body Asking riddles from the parents Furnishing a bathroom in the sand box Board game (sensitive game) A doll-bathing competition game A skilfulness competition game A journey in “Cleanliness Empire” (a train game with parents)

Key Task of the Programme  Making children aware of the importance of body care and getting them acquainted with their bodies;  Making children feel the necessity of everyday hygiene;  Introducing children to the right hygienic habits, the appropriate order and the technique of cleaning their teeth;  Community co-operation – strengthening joint activities and enhancing their experiential character;  Acceptance and tolerance are of high priority;  Consolidating the basic behavioural norms between parent and parent, parent and child, and parent and teacher;  Creating a relaxed atmosphere, making the participants, both children and adults, feel “it is good to be with you”;  Giving ideas, advice and assistance for families to set the habits of a healthy lifestyle;

77

Activities organised in the yard Activity

1.

2.

3.

4.

Skills to be developed Music and dance - verbal exercises with development, parents.

- spatial orientation, Warm-up exercises. - big motions, Warm-up exercise. - imitation, - development of body scheme - deepening how parents and children pay attention to each other “Settle, fluff…”

- development of A game of touching body scheme, parts of the body - speech and with butterflies and communication, feathers –together - paying attention with the parents, to each other, - deepening how parents and children pay attention to each other Furnishing a - creativity, bathroom in the - memory, sand box. The sand - knowledge of box shall be concepts, surrounded with a - concretisation, white material, and - aesthetic sense, the bathroom - making accessories and judgements, furniture shall be - productive placed there. imagination, - vocabulary expansion, - spatial perception, - summarising the information Riddles - verbal Children ask riddles development, from parents about - memory, hygienic products.

- expansion of vocabulary, - practising affirmative and question intonation and stress,

Tools needed - music CD, - CD player, - extension cord

- 2 colourful carton (32 butterflies) - 1 glue, - 32 feathers, - 1 thin felt fabric (4 colours)

- 2pvc pieces of 3 x 3m, - 1 child’s bathtub, - 2 shelves, - 1 washbasin, 1 showering set, - 2 towels, - 2 teeth-cleaning kits, - 2 combs, - 1 bathing robe,

---

78

- enhancing the emotional relationship between parent and child 5.

6.

7.

8.

Board game (sensitive game) Body care and hygienic products are placed in the colourful boxes drawn unto the pavement. Children should imitate the given activity.

- names of colours, - an eye for details, - linguistic expressiveness, - attention, - thinking, - sense of achievement, - obtaining experience, - perseverance , - fair-play Doll bathing - eye-hand cocompetition with ordination, parents. Mixed - speed, teams (parents and - attention, children) compete.

- practising the right order, - competitive spirit, - joint game experiences of parents and children A skillfulness - classification, competition - analysis, game - motion co2 teams compete ordination, (boys-girls).

- visual The children from differentiation, the youngest group - perception of (3-4 years old) sit forms, into 2 child’s - speed, bathtubs. They - discipline, have to choose the - an eye for details, body care and - competitive spirit, hygienic agents and - bearing of failures. tools from the products in the basket and put them into the bathtubs.

A journey into - concept of “Cleanliness numbers, counting, Empire…”

- aesthetic sense,

2 colourful cartons, (dice, disks) - colourful asphalt chalks, - hygienic products, bottles,

-

2 2 2 2 2 2 2

child’s bathtubs, towels, foam baths, dolls, baby’s clothes, bath sponges little buckets,

-

2 child’s bathtubs, 2 towels, 2 foam baths, 2 teeth-cleaning kits, 2 nail brushes, 2 combs, 2 hairdryers, 2 bath sponges, other devices, toys

- carton boxes, - 2 wall paints,(0.5 l (red, blue) 79

(a train game with music, together with the parents) The train is made of carton boxes. It consists of 5 carriages, and the parents are the drivers.

The children wait at 5 stations (Shampoo village, Comb village, etc.), with their tickets in their hands. The side of each carriage shows a dot and the picture of a cleaning article. (shampoo, comb, etc.) When the train arrives, the children get on the part of the their ticket shows.

- sense of community, - an eye for details, - summarising the information, - co-operation, - increasing the emotional ties between parents and children, - forming disciplined behaviour, - increasing selfdiscipline - thinking operations (analysis, synthesis, identification, concretisation) - practising their knowledge about traffic.

- 2 white technical cartons (tickets, place name boards) - 3 Styrofoam panels (place name boards) - 2 black photo cartons (caps) - 4 alcoholic felt-tip pens (red, blue, green, black), - 1 felt-tip pen (12 colours)

Getting acquainted with and identifying our body scheme, improvement of body scheme getting to games, motion know the experiences external world actively - game in front of the vitamin discussing mirror, exercise, the topic - preparing “our dress-up frisking body”, dolls from about, - naming paper, - motion parts of - dressing rule the body dolls, games, and - practising by senses how to get touching dressed, parts of naming the the

mathematics

visual musical education education

- formation of sets, classification, - parts of the body, comparing limbs, - measuring weight and height and then

- drawing children around, adding the missing parts of the body on the figure drawn, then dressing

- poems and riddles naming and showing parts of the body - folk dance steps, - folk song

linguistic education - poems and riddles naming and showing parts of the body (It’s my hand…)

- a tale about Makk Marci and Makk Marcsi

80

parts of the body, - Making Makk Marci and Makk Marcsi figures, perception games in the group room, confidence games, purpose expected result

body, - jogging, playing tag in the yard

selecting the tallest and shortest children

and games: colouring (White the lily, figure, Butterfly, - drawing butterfly, with foot, fly into mouth, my palm) - making prints (fingerpalm print), “This is me”… drawing Children get acquainted with the human body and parts of their body.

They can experience the functioning of the most important parts of the body playfully and directly. They enjoy doing exercise together.

Children can name the main parts of the body and learn how to look after and protect their health. They can get experiences and thus learn new things in a playful form.

Getting acquainted with our senses (dental and mouth hygiene)

games, experiences - shopping at the market, - preparing mixed salads, - chewing raw vegetables and fruit, - tasting with covered eyes, - a visit to the dentist’s,

motion

- vitamin exercise, - frisking about, competitio n game with fruit, - jogging…

getting to know the external world actively - the role of the mouth and teeth, hygienic products, the role of water in body care, - buying and tasting healthy food,

mathematics

visual education

- relation between part and whole, classification, - counting, - more, less - formation of sets - Which are the paired organs and parts of the body?

- Why is it bad to have only one of

- making vegetable and fruit prints, -preparing vegetable puppets, -preparing and painting fruits from salt-flour modelling paste, - “In the shop…” illustration

musical education

linguist ic educati on - A goat’s gone into vocabu the small lary garden, extensi - He’s on kicking his heels, practisi - My ng dog’s leg clear hurts, speakin - Lame g dog, kohlrabi, nursery - Peeprhymes peep about little fruit, mouse cleanin 81

- doctor’s game, - cooking, hosting guests, laying the table and celebrating a birthday in the doll’s kitchen

- making the paired a organs? vegetable or fruit salad, - the role and practising of cleaning teeth

of experiences

g teeth, - I was hungry and ate it up (with imitatio n), The three little chicken s, - Dot, dot and comma (nurser y rhyme)

Children should name the organs of senses and their functions. purpose Experiencing the tasting process, naming the various tastes. Acquiring the habits of appropriate dental and mouth care. How can children protect their healthy teeth? expected Children get acquainted with the vitamin sources. They acquire the results technique of proper teeth-cleaning, their attitude gets formed. Children learn the hygienic articles for mouth and dental care.

Body care and training in winter

games, experiences

motion

- doing exercise together, competition with the parents - walks and sports in winter, - games, other

- vitamin exercise, - frisking about, - motion exercises requiring eye-handleg coordination, games,

getting to know the external world actively - eyes as organs of senses, skin as a perceiving surface, - skin care in winter, - the lack of certain parts of the

mathematics

visual education

- naming the paired parts of the body, - perception mathematics, - relation between part and whole, - differences, identities

- drawing the missing parts of the body, preparing and colouring dress-up dolls

musical linguist education ic educati on - musical exercise, nurser - The y lamb is rhyme in, the s, wolf is poems out‌ (a game where the children 82

activities with eyes closed, - making dress-up dolls from paper, - dressing and bathing dolls, - games of perception by touching, - building from cubes, e.g.: obstacle track purpose expected results

- free game in the group, outdoors, with varied motiondeveloping tools, - feet exercise, talking about the importance of doing exercise?

body, - the role of water in the preservation of healthy skin, - skindiseases, - talking about the importance of doing exercise: who does what sports at home?

stand in decorating a circle) clothes with finger painting technique, - Drawing “This is how I do sports” with colour pencils, -preparing a tableau of the pictures collected

Feeling the impact of winter weather on our skin. The protective ability of our eyes against cold and windy weather. Experiencing protective mechanisms. Deepening the positive attitude to doing exercise. Several generations do exercise together, building relationships.

Making children aware of the important role our eyes play. Children learn how to protect their eyes. Teaching children how to protect themselves against cold weather. Development of spatial orientation, big motions, and eye and hand co-ordination.

Illness and health

(cleaning and care for nose and ears) games, experiences

motion

- getting to know the work performed by the doctor and the nurse, - making a health bag, -preparing food, drinks,

- vitamin exercise, - frisking about, - You’re a marionett e (motion game) - the doctor is examining

getting to know the external world actively - senses on our heads - the reasons for illnesses, -the consequences of improper body care - the role of healthy drinking water and

mathema visual tics education

musical education

linguistic education

- paired organs of senses, comparin g the children’s hair (length), - relation between part and

recognisi ng melodies, - They sewed the boots - Stork, stork - The mosquito has

practising proper breathing , - poems, nursery rhymes about the organs of senses, parts of

- drawing of body scheme (my best friend), -making a puzzle of the parts of the body, - making vegetable

83

herbal teas me: nutrition, the whole, prints jumped the body rich in -Playful role of over the and fruit - The vitamins breathing vegetables differenc children’s ditch, and exercises: and fruit, es and experienc - My dog gloves - The learning the (deep, -how to identities es with has an limeeffect of long protect our , painting aching blossom health? leg vitamins, breathing - wording and -The tea (fairy - practising through judgeme drawing: protection of tale) the the nose, nts (“I was - The technique of breathing our bodies, ill” doctor’s blowing our out, prevention of “The medical diseases nose, short doctor is bag, - putting on - sense breathing examinin seasonable - A tale games through g me”) clothes about the (smell and the rhino who find), mouth- how the was - fruit and breathing doctor cures afraid of out us vegetable vaccinati - listening to memory through on the the nose) game experiences - game with - The of being ill doctor tastes - Match the starts pairs work: (shoes, imitating motions gloves) - doctor’s game - playing Twenty Questions: I’ve thought of an illness We should make children aware of the role our senses play in the cognition purpose process and what would happen to us without them. Making the children feel the importance of hygiene. Recognition and wording of cause and effect relations. expecte Children obtain extensive experience involving their senses. They get d results acquainted with the vitamin sources required for the healthy functioning of their bodies. Improvement of sense of smell and hearing.

Global cleaning and care for our body

games, experiences

motion

getting to know the external world

mathematics

visual education

music al educa 84

linguisti c educatio

actively - shopping -Playing - our body, game pantomime- body (toiletries, mute game scheme, hygienic (E.g.: - hygiene, agents), taking a body care - doctor’s bath, and game, putting on a accessories, - bathing coat, - discussion and dressing playing about the up a doll, topicimportance related of hygiene, hairdresser’s movements) handgame, washing, - “watery” hair care month and nail - preparing care, a body care - bathing a bag, doll, - making a - getting coast: dressed: swimming, - what bathing clothes to put on in spring?

- the right order of getting dressed purpose expected results

tion - practising quantities and terms, - counting, - opposite pairs, - making judgements

- colouring Cleanliness White Goblin, lily - colouring of dressup dolls decorating clothes with finger painting,

n - Slide projectio n of “I’m skilful and clean” - “Come on, X.Y., I’ll bathe you” nursery rhyme

Emphasising the importance of hygiene, listing body care duties.

Supplementing any potential hygienic deficiencies.

Making the children aware of the importance of body care, and teaching them everything about the body scheme. Children will feel the need for everyday hygiene and acquire the proper technique of teeth-cleaning.

Dental Care

Getting to know the external world actively

Mathematical Music education and singing

Motion

Visual Poems and fairy education tales

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* Proper nutrition: differentiating between - teeth-friendly food - not teethfriendly food * An experiment with eggs and fizzy drinks

*Forming sets of toothfriendly and not toothfriendly food.

*Learning a new song about a teethfriendly *Selecting the delicacy: same.

A place at the *Odd one out market of game SĂĄly

* Learning the role of calcium.

Purpose: Task:

Getting to know the external world actively

*Playing candy tag: The children are the healthy teeth, and the candy wants to catch them.

Purpose: the teeth try to escape from the candy.

*Making a * Red apples are montage hanging on the with mixed tree technique: the topic is toothfriendly food.

Teaching the daily rhythm of nutrition, teaching the basics of health protection.

Managing and beneficially influence the children’s nutrition serving healthy development.

Mathematical Music and education singing

Motion

Visual Poems and education fairy tales

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*Clarifying the acquainted notion of more and less. with dental hygienic *Using the products right amount of toothpaste

* Getting

* Acquisition and practising of systematic methods of cleaning teeth.

Purpose: Task:

*Recognising noises: E.g.: the noise of a cleaning brush bristles, knocking a glass, etc.

*Imitating the cleaning of teeth with big motions *Looking for the dental care products made of Styrofoam and hidden in the yard

*Colouring colouring pages about various teethcleaning devices.

*Lip exercises, tongue exercises: Little Goblin Game *The toothbrush poem *Telling the tale Santa Clause has an aching tooth

Teaching children to care for their teeth on their own and protect their healthy dentition.

Providing the facilities for cleaning teeth together at kindergarten and encourage children to clean their teeth after meals.

Getting to know the external world actively

Mathematical Music Motion education and singing

* The

*Practising

* I am

biology of teeth: -milk-teeth -change of teeth permanent teeth

counting in front of the mirror. The children count their own teeth.

Making a difference between the terms up and down, left and

small

*Imitating the emerging and growing of teeth

Visual Poems and fairy education tales

*�My teeth�

*Performing the tale Silk The Tooth Fairy with flat puppets Making a *Learning the poem montage Mouse, mouse, little with mixed mouse technique.

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right

Purpose:

Acquiring the basis of health protection

Task:

Practising the activities of health protection

Getting to know the external world actively

Mathematical Music Motion Visual education and education singing

Poems and fairy tales

* Tooth

* Pictures of

diseases and the prevention of them * Dentist’s role play, presenting the dentist’s work s Purpose: Task:

* The healthy and ill role of teeth, making teeth in a difference singing. between them, sorting out and counting them.

*

*

*Slide projection of

Escape from the Toothkilling Goblin! playing a tag

Preparation of tools for the role play

the tale Tooth-killing Goblin by Hanna Künzel- Günter Schmitz

The children get acquainted with the dentist’s work and are not afraid of the dentist any more.

Clarifying the dentist’s role: he doesn’t do harm to the teeth but heals them.

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Getting to know the external world actively

Mathematical education

Music and singing

Motion

* A visit to

*Supplementing the drawing of dental care products.

Learning a group slogan about dental care.

*

the dentist’s surgery, undergoing a dentist’s examination.

* Supplementing the drawing of * Consolidating fruits and vegetables . the knowledge acquired so far.

Visual Poems and education fairy tales

*Making Competition a games in drawing the ”I’ve been gymnasium: to the -Rolling dentist” fruits on the benches, avoiding the target, running back -Throwing kohlrabi at a target.

*Presenting the tale Why to clean our teeth? * Presenting the tale Fáni and the Tooth Fair

Purpose:

Facilitating the early recognition of risks and diseases.

Task:

Developing a confidential doctor-patient relationship between the children and the dentist during the dentist’s examination that needs no treatment and causes no pain, and during teeth-cleaning.

Healthy nutrition

Activity

Mathematical aspects -Collecting The and drying mathematic of lemon balm, vegetables, mint, comparison of rosehip. size and quantity.

Preparation of herbal

Fairy tales and poems

Singing

Visual activity

Game Outdoor motion games.

-The carrot

-Alma,

Selecting pictures of

At the greengrocer’ 89

tea.

-Preparation of fruit and vegetable salad.

-Squeezing tasting of fruit, vegetable juices, and comparing their colour and taste.

-Discussion about proper nutrition, preparing a food pyramid.

-Fruit Day every Friday.

-Tasting honey as healthy sweets. The healing impact of honey.

-Sweetening tea with honey.

Consumption of oily seeds with honey.

Cleaning walnuts, hazelnuts and sunflowers.

-Making honey cake.

-Fruit Day every Friday.

-Shelling corn, then preparing

-Red apples...

-Carrot, radish…

-The greedy little hen

alma… fruit and -A place vegetables, at the tableau, market colouring of Sály.. of food -I’ve pyramid, eaten making a grapes.. montage.

-Green tomato…

-Jancsi and Juliska

Forming smaller and larger sets, counting.

-Csoóri S. Uncle Walnut Kernel.

-Milne: Winnie the Pooh.

s game.

What’s in the basket?

The bees onto the flowers.

-Honey, honey, honey.

-How great walnut is.

Making a bee from walnut shell.

Making honey cake.

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and consuming healthy food from maize.

-Comparing and tasting pickled cabbage and sweet cabbage as food having a high vitamin content, protecting our health with vitamins.

-Fruit Day every Friday.

-Preparation of herbal tea.

Row, column, serial numbers, eye counting.

-Getting acquainted with dairy products.

-The origin of milk.

-Preparing cheese, butter, cottagecheese.

-Fruit Day every Friday.

-The importance of chewing, protecting our teeth.

-Preparation of herbal tea.

-Measuring volumes and density, colours.

Repeating poems about fruits and vegetables.

-The garden of the hedgehog.

-The raven and the fox -The two little bear cubs and the fox.

The bear, the fox and a tub of butter.

-The cabbage is round -Maize -Once upon a time...

Preparing corn-cob and husk dolls.

Making a board game.

-I’ve Preparing a eaten montage cottagefrom the cheese… packaging -Mooof dairy cow, products. speckled -Planning moocheese cow labels.

Cabbage collecting competition.

“Healthy food” board game.

-Playing Twenty Questions.

Motion games.

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-Making bread from wholemeal flour, with seeds.

-Visiting a display bakery.

-The importance of water consumption .

-Fish is the healthiest type of meat, discussion, recalling experiences.

-Fruit Day every Friday.

-Preparation of herbal tea.

breadmaking nursery rhyme…

Measurements with scales, classification, counting.

-The buttery cake.

The three wishes

Below the bank..

Let’s make a cake..

I’m breaking , breaking …

Making a fish form from Plasticine Making bakery products from saltflour modelling paste

Fire – water aeroplane At the bakery game.

Fishing game.

Preparation and serving of healthy food -Preparation and tasting of vegetable and fruit salads.

-Preparation and tasting of fruit and fruit juice.

-slicing, spreading, decorating and serving bread made by us.

-Dairy products made by us.

-Row and relay competitions with the parents.

-Making a montage, preparing a large food pyramid.

-A competition for parents to collect recipes of healthy food.

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3.5.3.4. My Family EXPECTATIONS OF ACHIEVEMENTS:  Recognize roles and family relationships that exist within your household.  Recognize the different professions, related to the family and peer  Are initiated in the use of numbers  They start in the exploration and manipulation of various materials, tools and media.  Recognize and use the colors.  Are initiated in recognition of vowels and consonants: MATERIALS TO USE:  Sheets: with vowels and consonants:  Coloring Sheets:  Use the Game PIPO my first steps to introduce children to the alphabet, numbers and colors.  Use the DVD my family and my environment from Hoobs "The adventure of learning", with which to expand their knowledge of the family, their environment and the various professions to help them expand their vocabulary.  Using DVD Baby Einstein "Numbers", which means music and puppets, teach them early number concepts and quantity.  Use JClic activities on computer to expand knowledge of vowels, consonants, to introduce them to the training syllables and words.  Material for conducting Crafts (folios, colors, and colored paper, glue).  Projector to display DVDs and computers for applications and Game Pipo Jclic my first steps.

ICE BREAKING AND START 93

Depending on the topic, you can start a game or a song, play music, or video, all related with the topic.

HOW TO KEEP THE ATTENTION AND THE INTEREST OF THE CHILDREN Performing Activities, in which children must participate or observe, participate in rounds of questions, watch a video, play a game on the computer, make crafts…

Rewarding participation, behavior and work with incentives such as a sticker (smiley face, star, etc) or candy HOW TO TACKLE IF THEY DISTURB OR NOT FOLLOW THE LESSONS IN CLASS OR IF THEY ARE ABSENT. Remember, children learn when engaged in fun activities and appropriate. If they do not want to participate, perhaps it is because the activity is not interesting. It is the job of the teacher to make learning interesting, appropriate and fun.

When you want to change their activity, using a signal so they know it's time to change. Never shout.  Turn off and turn on the lights.  Put music.  Ring a bell.

Each student communicates something special will happen.

Invite students to imagine they are bees (or other insect or animal) ordering home.

HOW TO ATTRACT THEIR INTEREST THE GAME: Note that game is a major issue in relation to preschool education, and that through the game can develop various aspects in children, such as socialization, learning, new knowledge, maturity, among others.

The game has a great importance in the lives of Roma children, not only in their psychomotor development, but also for its creativity, its cognitive aspect, in its emotional development, the management rules, etc. Children learn through play, based on the importance of meaningful learning, we can understand the great importance of play for development and achieving them.

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COMPUTERS: Harness the natural interest that children have with new technology, using computers to computer software tailored to the needs of children, to strengthen their knowledge of language and math through entertaining and enjoyable activities.

The Software to use in Computers are Jclic activities and Pipo Games.

Jclic have activities to introduce children in reading and math.

Pipo Software, has activities to learn, colors, alphabet, numbers, using puzzles, memory games, etc.

GENERAL TEACHING SEQUENCE: - Ask the children to take a picture of him and members of his family or people living at home.

- Paste the picture in a sheet or draw the members of your family in case you have not taken one.

- Children present to their peers, to each of the family members saying the family bond that unites them, his name and occupation.

Also the group will be encouraged to make and carry out questions about the activities of their family members, likes, whom he identifies more. Etc. .

- Involving children asking questions that require them to observe the pictures carefully. For example where they took the picture?

What event took place when they took? Are you missing a family member? Who's in behind, in front, in the middle, even hand, etc.?

Who is older and because he considers it?, Etc. - The curiosity about objects, people and actions that perform each of the members in the photograph. How are they dressed, what color of clothes used, color of hair, skin, eyes, etc.

- Encourage the student to talk about family characteristics such as How many members are? How many men and women are there?

Who lives in your home? Who live far or near? Etc. - Child will be asked to make with your mom and / or dad a drawing showing where they are doing some of the daily activities.

- Tell children a story, highlighting the family characters that appear in the story, pointing out that there are generations in the story and

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relationships, which inculcates the values, scenarios where it grows, etc.

- Have a conversation about family leisure activities they have done over the weekend. Will compare these activities with those carried out during holiday periods and weekends in other seasons.

- They ask the children to make a new drawing which represents your family with its members, to contrast with the first time I perform with the help of their parents.

Conversation on the lessons learned from this teaching situation.

TIMING: We present a model for sessions that last no more than 2 hours a day, after that will have a break, considering that the areas of language and mathematics, must be worked daily, after the break to devote one hour to Jclic applications in computer alternating with Pipo my first steps games.

1ST SESSION Using a poster representing a family, discuss it verbally, then play the DVD my family and my environment from Hoobs encyclopedia, after the screening to involve children asking questions about the pictures and video. The curiosity will be sought on the objects, people and actions.

2ND SESSION Each child will bring home a picture of the people living in it and submit to his companions, saying their names. Associate letters to each of the relatives, for example M for Mommy, Daddy D, G for Grandpa, etc.. And such number to the number of uncles, aunts, brothers, sisters, cousins, etc.. Questions and answers.

After the break will strengthen the knowledge of alphabet letters and numbers with the Game PIPO my first steps.

SESSION 3 Drawing of the family at home doing some of the daily activities that every child will explain. It will be the first work done on each student, this work and will serve as a contrast to the embodiments late to check progress.

4TH SESSION Receive visits from family members. Previously we will have prepared remarks. The family will explain your relationship to the student, how has been and how is your family and talk about his profession. After the break will be play DVD The Hoobs Encyclopedia professions, after the screening will discuss the various professions.

Questions and answers.

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Prepare sheets with the professions associated with a letter of the alphabet, eg, Fireman F, M for medical, M to Mason, F for plumber, etc.

5TH SESSION Motivate the session with the Red Riding Hood tale. Highlight the family characters that appear in the story. Conversation on grandparents of students. What do they know of them, how many do you have? Posing as an activity for the grandparents house to tell students the story of the family.

SESSION 6 They talk about family leisure activities they have done over the weekend. Will compare these activities with those carried out during holiday periods and weekends in other seasons, explaining the differences between each of the seasons, Spring, Summer, Autumn and Winter.

To enter a conversation about the sisters and brothers we can use a story as "Tom Thumb," "Hansel and Gretel" or "The Three Little Pigs", associating numbers to the number of brothers and sisters you have.

7TH SESSION The Disney Story "Three gifts for three nephews" will serve to introduce the concepts of uncle, cousin and nephew. Taking advantage they already have enough information, they can draw a simple family tree.

8TH SESSION Making a new drawing on the family, The teacher will observe the new drawing detail and contrast with the one held in the third session, and will be asked to write the number of siblings, uncles, grandparents, etc. to verify the knowledge gained in number.

9TH SESSION Talk about what learned, this work on kinship, alphabet, numbers, occupations, colors, etc.

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3.5.3.5. Foods Why is it important the nutrition education in kindergarten?

Nutrition education is particularly important in kindergarten, when the child leaves the protected circle of the family with her eating habits and its peculiar emotional relationships and enter into the wider school environment in which experiments for the first time approach

to

food

without

parents

and

with

peers.

For this reason there is a need to create a safe environment at an emotional level, but at the same time stimulating one.

- It’s important that correct eating habits are set in early childhood, as a natural approach to food, through the successive periods of growth, creates the foundation for a healthy eating lifestyle.

- It’s right time to introduce new experiences to motivate new eating behaviors, but the child must be supported by the school and the family because the food is not just about physical growth but is invested

with

emotional

values,

is

closely

connected

the

psychological world of the child, his feelings, his way of relating with the environment, to communicate with others.

The role of the family Between four and six years the child must learn to accept some new elements that become part of his daily life. One such change is precisely the time of lunch at school rhythms and assumes a different modality to the family.

Family involvement is particularly important in the development of an educational nutrition, because:

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- Parents have the opportunity to meet with experts and teachers to enrich their knowledge, ask questions, share food and nutrition considerations and assumption of meals. This can improve the quality of the meal even at home.

- At about 4- 5 years, the child tends to identify with the adult and the parent in particular is the figurehead. At this stage of development children imitate adult behavior.

- The educational intervention in schools can be effective if it is not inconsistent with habits and ideas antithetical to what child learns at home.

Parent’s

acquirement

of

certain

nutrition

information

together with the child at school can help to achieve the objective more effectively. In this sense it is important that intercultural mediator act as a bridge between families and teachers for major

comprehension

population

and

their

of

the

eating

everyday

habits

dishes.

The

of

Roma

nutrition

education should embrace not only particular “western” or “Italian/Greek etc.” foods, but especially national or ethnic dishes that are most popular in various Roma communities.

ACTIVITIES We can divide the activities into few sections: The first section is dedicated to the child's body. The body is used to play alone and with others, to experiment, gain, represent.

The body transmits sensations, play and experience creating personal and social emotions.

The body is then "star" actor who draws strength from the food, but it is also the receptor of external impressions and feelings.

So, at first the path the child brings into play the body, use it, feel it, observe it, even in relation to others.

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The child is accompanied, even implicitly, to discover how good it feels to use your body and feel "good", as a starting point for more specific thematic power.

A second aspect concerns the care of your body and the environment - always clearly within the topic guide. The focus is thus on hand washing and teeth and the provision of a suitable environment to accommodate the children during the meal. It is to take into account the aspect "hygienic" paying attention to the light, the temperature of the premises, the amplitude of the same, and the most purely educational.

Lunch is a time of strong socialization and affection. The relationship between children and the adult assumes the role that powerful effect on the atmosphere that is created during the meal.

In the next phase we can go on with actual knowledge of food, always through a playful approach, involving the child in its various areas of interest. In particular, the section is devoted to detect with the senses, even personal exploration of different foods. Discover properties and aspects of food that could be normally find on your plate is enriching and challenging and makes the child feel more protagonist at the time of the meal. In addition to the specific content, we want to create an interest in child feeding, to encourage them to try new tastes. The teacher and intercultural intermediator will be in a position of listening and understanding the needs and taste of individual children.

After this direct approach to food, we can switch to a more cognitive stage, to analyze closely what we eat.

Mostly we eat differently at home and school, every family has different eating habits, children are inclined to classify, quantify, compare, recognize differences and similarities and to understand that eating behavior is a "choice".

Knowing the characteristics of a healthy diet through the game is important for building a positive and serene relationship with food.

Listening to stories, nursery rhymes and counting, the experience of handling and processing can satisfy interests and needs of the children. Everything will be stocked in the "memory" of the assets and will serve to remind the child experiences at school and shared with classmates and teachers, so as to strengthen positive attitudes 100

and appropriate behavior in their own health.

It’s clear that is necessary a positive family involvement in the project.

Examples of the activities in class 1. Proposal questions regarding the nutrition and meals: - Name or show a favorite food and say why.

- Describe what characteristics of food (e.g. colorful, crunchy, etc) make that food desirable to eat.

- Recall and describe, when prompted, mealtime and say what they remembered feeling.

- Explain that special foods are served on a special occasion, holiday or as part of a favorite food custom or name some special foods served on special days.

- Recognize or show that plants and trees have different parts that provide food.

- Recognize that different cultures may eat different foods.

- Demonstrate the ability and/or interest in feeding themselves and making healthy choices.

Ask children: - What happens if I do not eat?

- What happens if I eat too much?

- What happens if I do not drink?

Children should answer one by one, and the teacher should write it down on the wall panel.

This activity allows to work on emotions and the social norm that influence the behavior of children in relation to the style of nutrition that is established and reflects the family habits, tradition and culture of Roma population.

2. Promoting the acquisition of appropriate hygiene and behavior related to feeding time.

Analyse with children the environment in which we/they eat by speaking about: • Correct behavior at the table • Custom and proper use of soap in hand washing • Custom and proper use of the toothbrush 101

The space should not be structured as a table tank, but as a dining room, where sub-areas are defined that allow to feel "inside" at ease and which promotes a circular communication, a group, thus increasing the perception of belonging , because eating does not just mean having an isolated relationship with food, but being in relationship with people with whom we share a meal.

There will be a small group of children around a table, with the set of tables grouped to allow the maximum to develop the social aspect of mealtime. Among the topics that children spontaneously choose there are also talks about food, over eating, their home, which then could be linked to the emotions that the child has within him, and which helps to define the mealtime as powerful means for socialization.

Among the possible interventions to realize for improving the environment we can consider: - The decoration on billboards or posters by children; - The decoration of concrete columns by children; - Construction of wall panels with elaborate exhibition of children Children may be divided into groups, each of which could prepare an advertising slogan for various kinds of foods: carrots, eggplant, eggs, zucchini, ....

To develop the content "correct habits at the table", the teacher can plot the "rules" for eating healthy and properly, making sure that children gradually internalize them, when the opportunity arises.

Here the “alimentation pyramid� could be of the great importance and use.

3. Play to make the cooks!

Objective is to provide children with the skills to recognize the taste, aroma, texture, physical appearance and palatability of various foods.

- Children can be guided by the teacher and intercultural intermediator to use the kitchen tools; - Through a direct experiential approach, children, led by teacher, experiment and discover the various ways of use of the various foods consumed at home and at school; 102

- Let the children enjoy a raw and cooked food;- Make children touch and taste a food first cold and then hot. What is better? Make a list of home foods that can be eaten either hot and cold; - Invite the children to discuss with teacher and intercultural intermediator colors, shapes and sizes of food; - We can invite children to smell various dishes at home, then describe to teacher and classmates which smell they liked the most; - Propose to the children to taste foods of different consistency – for example crunchy, listening to and describing the noises while chewing.

It might help trying to find a comparison or similarity with some noise or sound already known (it looks like ....)

- "I like and do not like" set up along with a children's menu for lunch / dinner with foods they like, by inserting one or two foods less acceptable, deciding about it all together.

Strategies to improve the content "handling of food" (only in schools that have kitchen) "We cook at school and at home"- preparing the menu for the school and involving children in all stages of the preparation of food; - Prepare shopping list - Go together in the shop - Cut herbs using scissors or knives to round tip - Cutting soft cheeses - Knead or roll out dough for pizza or bread - Arrange the vegetables for crudités - Decorate the serving plates - Prepare and clean the table.

4. The color’s pyramid Encourage the child to get to know biological, affective and relational dimension of various foods.

Discuss: • Eating habits at home and at school – and the difference between 103

them; • The food pyramid - food groups that altogether make part of alimentation • The distribution of meals throughout the day (how many meals should be? How many of them children usually take?

- Strategies to improve the content "Eating habits at home and at school" The observation of the daily meals that are eaten at school (in our case only snacks) and at home. Children learn to reflect on their eating habits and learn healthy eating habits. Observe the attitude of children in front of the food when they have more choices: try to find out what attracts or repels them: this observation can be made by teachers at school and at home by parents.

In order to detect the social norm and eating habits can be simply used to fill a questionnaire, followed by a discussion with the children observing the results of questionnaires that can be represented with drawings or graphics on billboards.

- Realization of the food pyramid It can be made with various types of materials and may be flat or three dimensional depending on the space available in the school (paper, cans, boxes, images of newspaper, etc.

Menu in words and drawings Set up a billboard with a weekly menu and illustrate each entry with the drawings, so that the child can become familiar, seeing it drawn, with the food consumed at home.

- Strategies to improve the content distribution of meals during the day Using a circular sheet to build a clock on which we can paste drawings of children, showing which food they usually consume in the morning, midday and afternoon, evening and night.

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The duration of the various meals during the day can be marked by a border of different colors.

5. Eating it? objective is helping children to become aware of the importance of food for their growth.

Contents a) What is the food b) Food processing c) Lot of hungry, little hungry d) The food in the history of local culture (depending on place of origin of the Roma population) a) Strategies to improve the content "What is the food" Why do you eat?

Once collected the ideas of children, the teacher and intercultural intermediator guide them to a reflection on what are the main functions of food for the body.

Learning about the physical characteristics of their body, they should compare them with those of friends and measure them with simple games with which the child learns to see his body as a physical entity, that for growing healthy, having energy, working and playing everybody needs to eat.

The intercultural intermediator builds a meter on a board in which every centimeter is represented by a food. The children measure their height indicating spontaneously the food they reach and then compare their height with that of friends. This activity can be proposed at the beginning and end of the piloting in order to allow comparison between the two heights and highlight the growth of each child. b) Strategies to improve the content "The transformation of food" Foods may be subject to change depending on how it is used.

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From ..... to ........... food processing Learning process of food’s origin, how to manipulate and transform them.

Take, for example, a grain of corn for each child and try to make assumptions about what you can do with it: It can be used for the seedling grows, for the flour for bread or popcorn.

We eat the bread, what happens to the bread in our body? ....... helps us to grow. In this way you can work with other foods; - Building with foodstuffs: with the use of food or dishes create nice objects; - Build a carnival mask-shaped vegetable ......! c) Strategies to improve the content "A lot of hungry, little hungry."

This content is aimed at developing the child listening to his body in order to feel sense of hunger and satiety.

Awareness of the action allows us to put much attention to what we do. It means being fully present with our mind, instead of acting without realizing it. The teacher with questions may bring out this awareness in children. How do they feel when they are hungry, what happens to their body? (Eg, stomach hurts, I'm tired, I'm angry, my head is spinning, etc..), The same question can be addressed with respect to the sense of satiety.

This awareness develops in children an appreciation of those who are his real needs not to be confused with those induced. Paying attention to the messages of the body can be useful to identify certain emotional contexts. d) Strategies to improve the content "foods in the history of the local culture" The teacher and intercultural intermediator encourage the child to gather information on a variety of customs,in special terms relating to food. Great may be the intervention of one or more elderly relatives of the child to tell what they eat at different times and which one corresponded to particular family rituals. The story will serve as an outline to present theatrically what children have heard.

OTHER PRACTICAL ACTIVITIES: MAKE A RECEPIE COLORED BOOK – invite children to make his own recipe and make it all together in school.

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MAKE NUTRITION STORYBOOK – Invent the story about what happens when the vegetables get mad. Invite children to draw the vegetable and create a book together.

CREATE THE “SHORT COMMITMENT POETRY “THAT EVERY CHILD SHOULD SAY IN THE MORNING AFTER WAKING UP - Children can make a commitment to eat healthier and be healthier with kidfriendly healthy goals agreements. This goal contract is for children who would like to eat a healthy breakfast that includes at least three of the food groups.

IDENTIFY FOOD /NON FOODS – Draw on a paper 10 items and invite children to cross out the non-food items with crayon and at the end to color the pictures, or: Display props/pictures such as: - apple - bread - carrot- rice - meat- eggs - bannock - fish - berries Have children identify what they would do with each. Record children responses using a picture book. Display props/pictures such as: - coins - books - stones - shoes - marbles - flowers - crayons - toys Have children identify whether they can eat these. Record children responses using a picture bank.

NUTRITION IN ME/FOODS I’VE TASTED – make a drawing of the major food and invite children to make a cross beyond these that he/she already tasted.

“FIVE A DAY”

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Procedure 1. Invite children into the room by offering them a fruit or vegetable plush toy to hold during story time. Tell them that after the story is read that the fruits and vegetables will be “tired” and will need to go back in the basket for a nap.

2. Have children sit “criss-cross applesauce” (crossed legged) in a circle with the teacher.

3. Go around the circle and ask each child what fruit or vegetable he/she is holding.

4. The teacher says: “Today we are going to talk about eating five fruits and vegetables a day. Fruits and vegetables keep us healthy and give us energy. They help our eyes sparkle and our skin glow.”

5. The teacher says: “Give me five, give me five, give me five a day.”

6. The teacher “high fives” the children as she says this sentence.

Don’t forget to do this - the children love it.

7. The teacher starts reading a story of fruits and vegetables. When the teacher reaches a page that has some of the fruits or vegetables on it that the children are holding, point to one and say: “What is this called? Is anyone holding this?” Hold it up for everyone to see.

8. The teacher use colored copies of fruit and vegetable cartoons from the book to count with as story is read.

Exploring Activity The teacher asks the children, “How many fruits and vegetables do you need to eat a day to stay healthy?”

The teacher says, “That’s right–five a day.”

The teacher then says, “Give Me Five” to each child and “high fives” them.”

The teacher then pulls three felt vegetables out of her apron pocket and lets the children take turns placing them on the felt board.

The teacher says, “Let’s count to three.” The teacher points to each vegetable as they count.

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The teacher then pulls two felt fruits out of her apron pocket and lets the children take turns placing them on felt board.

The teacher says, “Let’s count to two.” The teacher points to each fruit as they count.

The teacher then says, “Let’s all count them together--1, 2, 3, 4, 5.

That makes five a day. You need five fruits and vegetables a day to stay healthy.”

The teacher then says: “Can you point to the purple grapes?”

“Can you point to the orange carrot?”

“Can you point to the red tomato?”

“Can you point to the green broccoli?”

“Can you point to the yellow and white banana?”

Bring 2 different fruits and 3 different vegetables for the children to taste. Be sure to give children a hand wipe before they eat. Have them count the fruits and vegetables on their plates. Ask them the colors of the fruits and vegetables.

THE SIX NUTRIENT GROUPS AND THEIR FUNCTIONS Name a variety of foods and, with assistance, describe them using senses (taste, touch, sight, smell, and sound) This might include using a variety of terms such as size, color, shape, texture, and flavor. Show ability to differentiate or sort between common edible and non-edible items (e.g., cheese and soap). Identify foods as being of plant or animal origin. Count the six different nutrient groups (Grains, proteins, dairy, fruits, vegetables, and fats/oils).

CHILDREN HELP PREPARE SOME HEALTHY SNACKS. (Parents may be asked to help too). Snacks may include: -cheese - dried fruits - cheese slices - apples - milk – carrots - muffins - fruit juice 109

- oatmeal/porridge - seeds/nuts - peanut butter - dried/smoked meat and fish - bannock - crackers - berries

FAMILIAR/UNFAMILIAR FOODS Prepare samples of a variety of familiar and unfamiliar foods. Have a food picture card for each item. Unfamiliar samples may include: - prunes -avocado - dried or smoked meat or fish - yogurt- lime - liver -cheese - kiwi Let children select and taste foods.

Have students sit in a circle. Conduct a chain drill where each student takes a turn saying the sentence pattern. Have them identify one food which they liked, and one which they didn't like.

Have each student say the sentences: I liked avocado. I didn't like cheese.

ANIMATION FOR CHILDREN: FOOD FRIENDS Hello children!

Do you remember us? I am the prince gnamgnam .... And me Prince burp. We'll tell you what happened the other day in our castles!

It was really a nice surprise for us!

While we were at the table, it happened quite a mess!

Foods were crazy and they started talking among them.....

PIZZA AND PASTA: Miss pizza: Hi dish cute and colorful. Hello, who are you?

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Spaghetti: I am miss spaghetti and all Italians are fond of me! And who are you?

Pizza: Miss Pizza! But, look, Italians are also very fond of me! I’m colored and everybody like me always with and without anchovies.

Spaghetti: good! Then we are the best of the table! When a forkful of spaghetti comes down, down into the stomach, the energy comes to the whole body. Children feel strong with us and can run and play a lot.

Pizza: in me there are CARBOHYDRATES serving just like you, to give you energy. When children eat me, they can go very strongly ... like a ferrari and never get tired.

Spaghetti: You know what? We are like the sun that warms and energizes. Cheer, cheer the CARBOHYDRATES.

Enter in chicken and cheese Lady thigh: Wait, wait, you're not only important. I'm here too, the lady thigh that like everyone, small or big, young and old, roasted or grilled.

Mr. cheese: and I, I'm very good, Mr. cheese all smear on the sandwich.

I PROTEINS for muscle and bone to grow. I derive from milk, from the cow. That’s why I’m so important!

Lady thigh: As for me, everybody wants me well cooked and a little crispy. I, like you, my dear Mr. cheese, I have PROTEINS, i.e. the bricks that build our body. And you, children, please, eat me because I will make you grow beautiful, strong and good as your mothers and your fathers.

Enter the oil and butter Oil: Come on, go little bit away! I have to introduce myself! I’m the oil, yellow, light and fragrant. Arrival from olives. And you ... who are you?

Butter: I'm soft, soft and are a bit relative of cheese! I’m butter!! I also derive from the milk of cows!

Oil: Hello my friend, beautiful butter, the two of us together are the FAT that warm like fire!

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Butter: oh yes, you know that heat in the human body! You and I are best friends, and eaten, in the right quantity, give warmth to the body and also help us to grow!

Enter carrot and orange Carrot: Space, space! Let us off! Without us, things do not go well. I miss carrot and I'm so happy: Hello Mrs. Orange!

Orange: Good morning miss carrot! You look good today ... your skin is smooth!

And carrot salad: Thank you! I contain, as my cousin salad, vitamin A, which keeps my skin and my eyes healthy. The body is with us always clean. How are you?

Miss Orange: great! I contain VITAMINS, indeed to be precise vitamin C and therefore I'm never ill. The children which eat me or drink me in a nice juice, do not get colds! Kids tell to your moms to give you the orange juice.

Salad: did you understand kids? If you make us your friends, your body will be stronger!

Enter peppers, artichoke and zucchini Wait, here we are as well. We too may be friends of children. We are MISTERS pepper and, artichoke and Young man zucchini ... also we have VITAMINS who look after children and we are fresh, fresh! Eat us, eat us in great abundance, and we will help you grow beautiful, beautiful, healthy, healthy.

Enter chips and pastries Chips: Yes, everyone is right!! Everybody also like me so much, in fact a lot of children. We are The famous Chips!! When we walk we sound like scrac, scrac, cric, crac .... And we are delighted young and old!

Pastries: eh I then, I know that everybody likes me ... especially with a cappuccino at the bar or in the bags of children .... The croissants are wonderful!! Maybe filled with cream!!

Come and orange carrots Carotene: alt. Alt! Red Light, indeed very red!

You dear chips and pastries, nobody can trust you! You are little bit naughty and can do harm to humans and especially children!

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Salad: With you bones, muscles, the brain does not grow!

Chips: you're right, from now on we'll be brave, brave in our bags!

We will tell the children and their mothers to eat us only occasionally, when there's a party! With us, the parties are better and so we have so much fun and the kids will look great.

Food: good, good, so we will come to parties. Cheers!

Entering the principles Well kids, you have seen what has happened to our tables in castles?

Loudmouths these foods!

It served as a lesson!

We understand what our castle needs to stay healthy.

And you understood what your body needs to grow healthy, strong, and beautiful?

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3.5.3.6. My School Introduction In the construction of children’s identity is included the sense of belonging to the family and to the school and a positive interaction with the natural and human environment.

The awareness of being "a citizen of the future", belonging to a community, constitutes a global process that must start from the kindergarten, first external educational agency, with which the child comes into contact.

The school, therefore, must give children the cultural tools for learning to be and to do, in respect and sharing of those values essential for the recruitment of responsible choices for themselves and for the territory, to improve the quality of life, as enshrined in the Constitution, the most important reference to be active citizens.

The topic "Me and my school" is an educational intervention aimed at incentives to entice preschoolers to go to obligatory school and following, to be at ease and feel school as their second home, where they are surrounded by people of confidence. It aims at enhancing children in need within the school curriculum, providing the tools necessary to take into account the timing and differences of each child.

Creating a space where they can retrieve potentials, interests and abilities is the tool to balance the school-children relationship, drawing on concepts from everyday relationships and an educational environment integrated with the teaching.

Motivation The project "Me and my school" was established for several reasons. The first reason is the realization by teachers that the children of today hardly wonder about the history of the country where they live, their family rarely reside there for generations, often the parents live a few years and in some cases have come from another town in Italy or another country in the world (especially the Roma population, which often moves).

The second reason concerns the need, in the educational community, to use the school as a place of research and knowledge of its territory for children and for citizens.

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Methodology The designed process will not be rigid. One of the aims is to learn to love the school through research, exploration, knowledge, and here it becomes necessary to avoid boredom and stimulate curiosity and interest by creating first a calm, joyful, solid that smacks of "family".

The children will get to know their school through the game, food, music, color, rhymes, poems and anything that can be associated with fun learning. The use of recreational activities is important with small children as well as from all that is near them, as they are in a stage of perceptual knowledge, for which they are able to grasp intuitively and concretely the reality that surrounds them.

Parents and other relatives will be involved who with their knowledge and experiences and will contribute to the project and exchange school / society, which is essential for the opening of school to the territory. Moreover, their active presence and emotionally engaged, is a great social value for children both in terms of tranquility and experience.

In particular: • Enhancement of the game as a means of socialization.

• Use body language to supplement verbal language.

Enhancement of positive feelings and actions.

• Exploration as a tool of discovery and knowledge.

Productions and events • Creation of books for the school library with texts invented and illustrated by children.

• Christmas Party.

Operating routes - Me and others at school (15 hours) - Tradition and folklore of the Roma population (20 hours) - We respect the school (15 hours)

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Educational Goals - Establish a good emotional relationship of the child's with the outside world.

- Relate one's identity with the environment.

- Mature a sense of belonging to their school.

Specific learning objectives: THE SELF AND THE OTHER - Discover a reality to which it is linked emotionally - Grant the characteristics of the culture of origin sharing them with the group - Respect and value the outside world - Respect and follow the school rules - Building a bond of trust with teachers and intercultural intermediators THE BODY AND MOVEMENT - Knowing how to move safely in space outside the school environment following commands and directions - Orientation according to the reference points provided LANGUAGE, CREATIVITY, EXPRESSION - Build paths of observation and realize, in a symbolic way, the knowledge gained - Read the graphic signs more easily recognizable - Expressing aspects of the environment in terms of graphicspainting and constructive - To promote and experiment with different techniques of expression and communication THE SPEECHES AND WORDS - Describe the knowledge gained from their own experience - Verbalize the information acquired THE KNOWLEDGE OF THE WORLD 116

- Discover space bigger and different from one's home ( the school environment) - Gain a deeper and more detailed knowledge of the elements of the environment - Promote a culture of peace and solidarity in school, family and territory.

- Promoting social skills.

- Internalize the values of his own culture.

Content • Welcome friends (reception).

• I know myself (identity).

• Me and the other (diversity).

• Me and the group (cooperation).

• I explore and get to know new friends in my school.

• I play and I get to know the computer.

ARTISTIC AND OTHER ACTIVITIES Artistic activities focusing on the "Me and my School" theme can go in many different directions, based on the age of students. Children who are pre-readers can draw, color or paint projects about their school.

My School poster The idea of creating a poster is to provide children with the opportunity to think about what they like about their school. This project can be done using any size of art paper, but using a large poster-size or bigger sheet is spectacular. To begin, have children measure off window pane-like lines running the length and width of their paper. The end result will look like a matrix. Let the children use their preferred art medium to draw or paint one thing they like about their school in each panel. They can label or write a caption for each panel when done. At the end fix it up in the central place of the school, on the wall, on the entrance etc.)

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Making a hand print rainbow is a fun project for all ages . It can be a special piece of art when completed. This project can be done as a group, or each child can create his own rainbow picture. If it is to be a group activity, cut a sheet of newsprint or art paper several feet long. Sketch out the vague arches of a rainbow the length of the paper. Have one pie tin for each color of the rainbow and pour a rainbow color into each pie tin. Have the children take turns painting their hands with the paint and pressing them down on the rainbow arch. When one color of the rainbow is done, proceed with the next color until all of the colors have been added. When the paint is dry, have the students write something about their school in each hand print.

My School Flag /or Symbol This is an art project that takes a little research on the basic components of a flag/symbol and how your school can be represented through these components. If your school already has a symbol, show this to the children and talk about what makes up the symbol. If your school does not have a school symbol, show the children some examples and talk about the elements. Once children understand the symbolism, set them to the task of designing a school flag/symbol that symbolizes the elements of their school they like best ( friendship, caring teachers, sunny place, laughing, dancing‌.)

Dramatic Play Center: "Time for School" - Let children have a turn at being teacher! I supply this center with a desk, small chalkboard, an apple (plastic), a pair of glasses, and lots of paper and crayons. Let children, one by one, express themselves creatively for about 5 minutes each.

Collect their best ideas and put them on the paper. Every child should invent one activity for the class and a rule to respect. At the end of the school year, put the speeches (role plays) into the children’s documentation that they’ll preserve at home.

"How Do We Get to School?"

"How Do We Get to School?" - On the first day of school, create a graph with your students about how they get to school: car, bike, walk, bus, etc. Then, place the chart where children can see it, and also a toy school bus, a shoe, a toy car, and a bike basket. Have children attack the label with name to each "transportation" mode.

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Presence /absence photo: Take a photo of each child the first day and attach it to a piece of white cardstock. Write their name somewhere on the card as well.

Have children decorate their card with crayons, markers, stickers, etc. When they are finished, attach it daily at the presence/absence panel.

"Fingerprint Exploring" On the clean table, place an ink pad and index cards with children's names written on them. Have them choose their name card and print their fingerprints on it. Allow children to use magnifying glasses to explore the unique features of their fingerprints and to compare their to other classmates. Make sure to talk about how everyone is unique - just like their fingerprint!

"Who's Missing?"

This is a fun game to help children get to know each other. When you are outside, gather children in a group. Have everyone close their eyes and pick one child to go hide. Have the rest of the children open their eyes and try to figure out who is hiding. Take turns until everyone has had a chance to be "missing!" One of the variants of this game could be: every day the teacher and intercultural intermediator ask children which their companion is missing from the school: it’s a great exercise for their memory and another mean of deeper socialization.

Tour the Classroom Take the children on a tour of the classroom. Walk to each area of the room and talk about what we can do here. Example: Here is the easel. We can paint and use what is in this tray. We wear a paint smock to stop the paint from getting on us. Or, this is the Block Center. Here we build with blocks, etc.

Encourage the children to name what they see in each area and make suggestions about what they can do with those materials. Ask children which part of the room they prefer and why: encourage children to express their wishes and imagination about what they would like to play.

Classroom Rules

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Make up a few classroom rules with the children. Choose only 3 so that they can remember them. Write it on the blackboard or onto the panel fixed up to the wall. Always state rules in the positive (what they can do rather than what they can't do). You can change rules every day, inventing new rules and adapting them to the school program.

Basic rules are: -

We use kind words. (No yelling) Our hands stay on our own body. (No hitting) Our feet walk inside and run outside.

Find the Item

Name an item in the classroom and have one child find it and bring it to circle. Let each child have a turn. This will help them to become familiar with what is in the classroom. Give clues as to where the item is for the child: Giovanni, would you please bring a paintbrush to circle? The paintbrushes are in the art corner. The art corner is over there.

- Why Do We Come To School?

Ask the children why they come to school. Write their answers down on a chart paper. Accept all answers. Discuss what they will do and learn at school.

- Name Tags We have paper shapes with each child's name printed on one. Take a picture of each child during their first day. Print out their pictures and then tape them to their name tags and laminate the tags. We use these for circle time all year.

- Name Game Help the children--and you and intercultural intermediator-remember the children's names by playing a name game at circle with a small ball. You start by holding the ball and saying "My name is Miss Luisa . I'm going to roll the ball to one of you. When you have the ball, tell your friends your name. Then roll it to another friend. The game should be repeated the whole first week of the school, or until all the names are well familiar to all.

- Connecting Kids Try playing music and having the children pair up with a partner.

You may need to pair them up. Have the children tell their partner their name or tell them their names if they are too shy. Give 120

directions about how to connect such as "Toe to toe" (they should make their feet touch). Elbow to elbow, etc. This game should last as long as all the children feels at ease with each other, and should be repeated on a daily basis. This is an excellent way to recreation and moving on the cold winter days when is impossible going out in the garden.

- Puppet Time Kids LOVE puppets, even your shy kids!

Bring a puppet in the center of a circle made by children sitting on the floor. Make puppet speak about himself. Perhaps your puppet can tell the children that he/she is nervous about school because he/she doesn't know anybody. Then have the puppet introduce itself to each child and ask each child their name.

Have puppet invite children to open about their hopes, fears, and wishes about the school experience. Make everything look like funny and inviting children to participate.

- Clean Up Time Put a bin or box and items from each area of the classroom (enough for each child to have one). Let the children know that we all clean up after ourselves but also help put everything away before we go home. Let's practice now! Alex, would you please put this block back in the block corner? Suzy, would you please put this book back in the library? This will help to introduce cleaning up to the children, their sense of responsibility for the space and their devotion to the space and people with whom they are spending time.

- Songs Songs are a great way to introduce the children. You can use all the children/school songs that are popular in your country.

Intercultural intermediator should explain children the meaning of these songs (if not clear enough to the Roma children). Every morning a variety of songs should be sang, in the mode that children after a while know all the words and sing it naturally.

Songs should have some link to the school or school’s program.

For example: A scuola devo andar

L'orologio stamattina 121

dice ai bimbi fate presto, che le otto sono già, tic tac tic tà A scuola devo andar!

Ho baciato la mammina non ho pianto stamattina e da quando vado a scuola fino a dieci so contar 1,2,3,4,5,6,7,8,9,10! tic tac tic tà A scuola devo andar.

My favorite activities at school The children will ask and answer questions about activities at school that they like.

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The teacher and intercultural intermediator should make a booklet for every child with name, age, members of child’s family, a clock that shows different moments of the day, activities.. .

Have a post-it labels on each picture, naming the activity (pictures of various school activities e.g. drawing, playing soccer, children reading...

Make a smiley face for each child and for yourself.

Prepare a question and answer card with the text "What do you like doing at school? I like ________________."

Revise the page in the booklet about what happens in the school day.

Show the children a clock. Move the hands on the clock to show each time and use the pictures to explain what happens at that time. The children can repeat the sentences after you e.g. "At 10.30 we have a snack."

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Use your smiley face to put beside your pictures on that page and explain which parts of the day you like e.g. "I like snack time."

Other activities: •Occasional and recurring activities.

• Activities aimed at achieving interpersonal skills: verbalizing with the concept of good reception (listening, speaking, reflecting, comparing, and remembering).

• Activities aimed at improving the enrichment of vocabulary and communication skills.

• Motor activity - individual, couples and small and large group, for example: - Readings of stories - Verbalization, by children, stories they listened - Dramatization - Free and guided conversations - Graphic/pictorial and plastic representations - Didactic going outs - Symbolic representation of the effected paths - Games of the rules, motoric and role games - Popular Movement Games - Culinary Experiences - Rhymes, nursery rhymes and songs - Logical-mathematical games - Experiences of folklore Materials Structured and unstructured materials, audio-visual aids Spaces Interior spaces and spaces outside of the school 123

Recipients All children of school Personnel involved Teachers, intercultural intermediators. Teacher will guide the activities while the , intercultural intermediators will serve as a bridge between families (children and parents) and teachers and educators. It’s very important that both are very committed to facilitating the entry of the child into the world of school because this represents the first approach to the world outside of the family circle.

The path to school integration aims to achieve the following objectives: - In the future - graduation of elementary school once enrolled by acquiring educational, operational and logic skills.

- Acquisition of a clear picture of the social and civil real life - Direction towards the development of identity and progressive maturation - Achievement of a cultural background - Developing appropriate social and relational skills Monitoring and evaluation Occasionally the teacher will observe the behaviors and levels of competence of children, adapting as the path suggested to their needs and their feedbacks. We will check the degree of personal satisfaction of children with the school, through interviews, and also their desire to continue to go to school.

Documentation - Children's Products - Photo documentation of the experience - Collection of individual texts - Books and articles made by children

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3.5.3.7. My Neighborhood

FUNDAMENTATION: With this topic, propose a sequence of activities that will facilitate the formation of attitudes, the use of procedures and content integration for recognition of the neighborhood. To do this, they will make plans, recognize public buildings and common spaces, from a walk in the area are discovered.

The knowledge of the environment and social space surrounding the children is very important in the process of assimilation of knowledge. The child is a social actor and must know your environment. Where lives, the organization and the environment that is the place to live in it and to learn to respect and care.

In the process of understanding your space, will necessary to access the mathematical concepts and procedures, such as numbers, quantities and geometric objects.

MATERIALS

 Sheets of paper with vowels, consonants, numbers, lines and strokes.  DVD and projector to display the DVD Hoobs my neighborhood and my surroundings.  Computers for Jclick program execution, for reading and writing and DVD Pipo my first steps in the recognition of geometric figures, numbers and colors.  Craft materials, crayons, paper, wood cube construction.  Camera to take photos of the ride and then project in class.  Baby Einstein DVD to learn ordered numbers, colors and words.

DURATION: Approximately 2 ½ weeks, using 2 hours each day to this, the rest use it to reinforce reading and math.

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OBJECTIVES  Identify the neighborhood and areas that comprise it.  They know the environment of the neighborhood in which they live.  They know the social, recreational, productive own community in the neighborhood and the city  Knowing the resources are there in the neighborhood and the city (transport, leisure, hospitals etc.).

CONTENT:

NATURE AND SOCIETY Identification of some features of our town. (Using maps to show an overview of the neighborhood and the city) Inquiry of the functions performed by some institutions and the work that people do in them (schools, hospitals, police, fire department, etc.)

MATH

* Numbering system: -

Using numerical writing, 1, 2, 3 etc.. * Number based on: Memorize quantities: use counting as a tool to solve different situations.

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Designating positions of objects. First, second ...

* Space -

Interpret messages reveal Object relations and people.

Interpret messages that inform displacement.

Interpret and produce drawings that represent places and paths.

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* Geometry Knowledge of geometric shapes, squares, circles, triangles, rectangles, etc..

LANGUAGE PRACTICE, LINKED TO TALK AND LISTEN:

- Describe people, places, objects, say opinion

LANGUAGE PRACTICE, LINKED WITH READING AND WRITING:

Listen to the teacher read: - Select materials that will help the child identify and relate vowels and consonants, providing the child tabs to practice writing, e.g. Hospital, Firefighter, where they will learn the H and F, this part will be reinforced with the Software Jclic.

PLASTIC: Lines - Lines by distance and direction: straight lines, vertical, diagonal, horizontal, curved lines, wavy.

* Technique: Drawings, paintings, collage, modeling, construction.

Game: Game centralized, we shop around the neighborhood (we went through the plaza, go to the kiosk, and count the streets etc.)

Activities:

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 Will tour around the school (if we obtain the consent of the Fathers), observing the construction, distribution houses, streets, shops, to be in the neighborhood.  We will take photos and then observe through the project in class and discuss.  Hear the neighborhood's history, observe its beginning and photos.  Information ask your parents or grandparents about what it was like when they were little neighborhood and will be discussed in class.  Observe if there are numbers or letters in the tour of the street from the school.  Written bring home address to recognize numbers and letters between the whole group.  Made a map of the street, representing the path they did and indicating direction.  Play with riddles from the characteristics of different businesses and institutions, entertainment venues, etc..  We draw what we liked the tour.  We will make a model of the neighborhood.  Draw up posters with the name of the street from the school and compare it with the direction of their homes.  Compare who lives closer and further away from the school.  Draw significant places of travel from home to school.  Will talk about what you do not like the course.  Propose ways to care for the neighborhood (making posters to indicate where to throw the garbage, how to recycle).  Will talk about how things would change the neighborhood, if you would put a park, kiosk, mall, etc.. And what is the importance of it.  Graphic expressions made with: 

Straight and curved strips.

 Paint different parts of a sheet paper with straight and curved lines.

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8. Our world General aim: to realize environment and be aware which unite them with the next responsible citizens awareness.

the world, starting with the closest of their uniqueness noticing the points other children in the world, to be the of the world and obtain universal

1. Purpose & aims of the module General Aim: Individual aims concerning the cognitive content (module) and the learning procedure : Children are encouraged : Α. CHILD AND LANGUAGE •

To improve and enrich their oral speech

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To express themselves orally and written

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To get acquainted with poetic language and understand important meanings and values for their life and other people’s life

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To recognize and compare different forms of written speech in various languages (good morning, school, country)

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To copy words that correspond to their interests

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To understand the importance of writing as a mean of communication

Β. MATHS •

To raise concerns, to argue and find solutions.

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To record movements and routes

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To cope with and resolve problems in order to distribute roles

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Human (made) environment and interaction • •

To be aware of every human being’s universality To be aware of their uniqueness by identifying their similarities and differences with the others and to respect them.

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To understand that all people on earth have common needs that connect them • To develop feelings of love and friendship •

To develop cooperation skills

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To understand the value of team work and joint discovery

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To know the human (made) environment.

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To get acquainted with basic research procedures collecting information about people’s life from different areas of the earth.

C. CHILD, EXPRESSION AND CREATION Art •

To express themselves with creations using different materials and colors.

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To cut materials and make synthetic assignments

Dramatics •

To express themselves improvising and miming

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To use different materials for role-playing games

Music •

To enjoy listening to music

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To express themselves through music

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Use of Information and Communication Technologies On this subject the teacher makes use of Information and Communication Technologies in order to seek information online concerning humanitarian organization such as UNICEF and general information about people and schools at different countries of the world. Particularly material will be used from the four partner countries (Greece, Spain, Italy, Hungary).

Internet connection will also be used, for the search of images and information from digital encyclopedias and information diffusion.

Scanner, printer.

Word processor (Word) and presentation programme (Power Point).

Use of projector (where possible) General Description of the Module 1st Sub-module: Description Aim: to understand children that the things that unite all people on earth are more that those which separate them.

Activity: Snapshots of everyday life at different schools on Earth.

The teacher brings the children printed material from the internet pages of UNICEF and ACTION AID and photos from selected books, magazines and other sources concerning the subject, which shows children from various areas of the world and children who attend schools at different countries. She talks with the children about the pictures and the children express their opinion and questionings.

Indicative conclusions from the discussion are the following : • • • • • • • • • • • • •

All All All All All All All All All All All All All

live on earth are born and grow up play eat drink water sleep have family have friends love are happy and get hurt have a right to health have a right to residence have a right to education 131

• •

All have a right to work All have a homeland

Aim: to get acquainted with the closest environment though music with a pleasant way and to understand that the poem which is used was written by the poet.

1st Activity: It’s kindergarten here. (See Kindergarten by Pavlina Pampoudis).

The teacher reads aloud the poem-song by Pavlina Pampoudis and then tells the children that they are going to hear the song from a CD. She reads the poem aloud for a second time and asks from the children to express their opinion with their own means of expression about the meaning of this poem. She uses the term poet for the person who writes poems and links it with painter and paintings.

She promises the children that she will contact the poet Pavlina Pampoudis in order to visit their school, to meet her and talk to them about her poems. Moreover, with this activity is emphasized the importance of school for the children education and that all children go or have to go to school.

Aim: Discover on map and find my country and other countries and the countries of the partner schools (Greece, Spain, Italy and Hungary) 2nd Activity: A reference table is created with the word “SCHOOL” Description: The teacher writes the word school on different languages giving priority to Greek, Spanish, Italian and Hungarian.

She creates a reference table with the children which contains the word “SCHOOL” in the desired languages and next to each of them sticks the corresponding flag of the country, writes its name, as well as photos of the partner schools. Following this activity, the teacher gives flags, cards with the school and country names to the children and play the matching game using the reference table.

Following the above location the teacher shows images or video from everyday life of other countries schools and mainly from schools of the four partner countries in the programme.

Following she asks from the children, with the help of the reference table, to find on a world map the countries she has chosen and to pin on every country the second card with the word “SCHOOL”, as well as the second matching flag that the teacher has printed.

Aim: To travel through music to places of Greece singing the song

by Pavlina Pampoudis, which uses a letter from the alphabet for every place (e.g. Heraklion for h).

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3rd a. Activity: listening to the song “With A and B” (See appendix), (a necessary condition is children to have a phonological awareness of all the letters). The children express their opinion about the song. The teacher has already put cards on the map of Greece with the cities’ names. Then the children show on the map the cities mentioned in the poem. They express opinions and questionings about how far or close is their own place from another places that the teacher mentions. The activity can be extended with a synthetic assignment so as to collect information or photos for every place.

3b.Alternative activity: This activity is carried out similarly using the song “the trip”, so as all children realize with a particular amusing way that in order to go from one place to the other you have to use means of transport.

Aim: to express themselves creatively, to cut materials and create a collage. Discovery of new forms of writing.

4th Activity: Team collage “schools of the world”.

Description: The children create a collage with photos from magazines which shows children who go to school in different countries. On that collage children can also write the name of the area they talk about, as well as the world “SCHOOL”, using the local language of the area. At the end the synthetic creation is hung on the wall of the classroom.

2nd Sub-module: My world and I In this sub-module she will move in the following general axes : • • • •

To realize children the common needs of all people on earth (what separates us are less than those that unite us) Coexistence through diversity (understanding and respect of diversity, friendship - mutual respect) To understand multiculturalism in modern society and the necessity of coexistence Enhancing cultural diversity (language-music-dance-food)

5th Activity: The teacher hangs a world map on a visible spot in class. Following they all sit forming a circle. The teacher holds a hat.

She introduces herself first and tells some information about her life (family – place of origin – friends etc.). Then she throws the hat randomly to a child. Every child has to tell some information about themselves, their family, their homeland, their friends etc. The teacher keeps notes from the children’s references and emerges

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their previous knowledge and experience about the world, while they talk about the above mentioned axes.

Aim: apart from being informed, to gather information, printed matter and posters about how children live all over the world.

6th Activity: The teacher collects material (books, magazines, music, CDs, small items, etc.). Then she creates a corner with the children where they place all this material concerning the partner countries.

If possible, they visit UNICEF kiosk in order to collect information and printed matter, while she explains them that UNICEF is a world organization which cares for the children of the world so as to live better.

Particularly important is the book of UNICEF “A life like mine” for the achievement of the aims of this module.

Aim: to realize children the universality of every human being 7th activity: with concentric circles The teacher carries out the activity described in the book “Interdisciplinary educational programmes” and presents on a paper of a meter many concentric circles. In the inner circle she draws herself. In the next circle she writes her place of origin. Then she writes the prefecture, the country, the continent, etc.

She distributes to all children the same diagram and every child makes their personal universal circle with her help.

Following, they notice and comment that on all diagrams, the last external concentric circle writes “world”. They also comment the common points in the internal circles. With the teacher’s help they 134

conclude these concentric circles show us that all of us are connected with the rest world, that is, all belong to planet Earth and all are citizens of the world.

Alternative activities concerning food from other countries (customs) can be carried out only if there is available time.

To point out that the listening of songs from other countries and definitely from partner countries (Greece-Spain-Italy-Hungary)is important.

8th Activity: Peace Aim : •

To realize children that playing is a common feature of all children all over the world • To understand the need for peaceful and harmonic coexistence of people The teacher uses the book of UNICEF “A life like mine” (pages 6 &7) from which emerge the contrasts in the way of life at different places of the world.

From the same book she also uses pages 56-63 which help the first aim of the activity.

Use of Pavlina Pampoudis “Peace” and Maria Goumenopoulos “Sweet bunch of grapes” poems, for the realization of the second activity aim.

They can learn to sing the first three verses from Pavlina Pampoudis poem and the last verse from Maria Goumenopoulos poem.

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Song “Peace” (three first verses): Σήμερα γιορτή θα γίνει: μια γιορτή για την ειρήνη! Στην Ανατολή, στη Δύση ίδια ο ήλιος θα φωτίσει!

Κοίτα! Τα πουλιά πετάνε και το ίδιο κελαηδάνε ίδια κελαηδούν γλυκά τούρκικα κι ελληνικά.

Ίδια κελαηδούν γλυκά αγγλικά και γαλλικά ίδια γιαπωνέζικα μα και ολλανδέζικα.

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Γλυκό τσαμπί σταφύλι (last verse): Το θέλουμε και θα ‘μαστε Αχώριστοι και φίλοι Γλυκό τσαμπί σταφύλι

Listening to Pavlina Pampoudis song “With the A and the B” Note: at the point we talk about schools in the partner countries we will tell the greeting GOOD MORNING in the languages of the four partner countries which we will use in everyday routines.

EVALUATION At the end, it’s estimated if the child’s interest was alive from the beginning to the end, if they realized that people from other countries resemble us at some things and are different at others, if they understood the children’s rights mainly on education, if they noticed and compared similarities and differences among different places and if they familiarized with elements of other cultures and if they understood elements of their own culture. Moreover, if the aims were achieved as they were described in the beginning. As with all suggested subjects, the teacher performs initial, formative and final evaluation. She can also individually or in total evaluate the activities with record sheets (See Evaluation with Portfolio).

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3.5.3.9. Environment The environmental protection project task can be divided in 5 different sub-modules: •

Water Protection

•

Animal Protection

•

Selective Waste Collection

•

Air Protection

•

Soil and Plant Protection

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Poem-fairy tale: - Sándor Weöres: A frog at the foot of the tree - Ferenc Móra: In Sandland - Ferenc Móra: The sparrow -Géza Gárdonyi: Our stork -Ottó Deményi: Sarah Duck -Zoltán Zelk: Little Vapour -Sándor Kányádi: The river is flowing slowly

Purpose: To teach children to protect our surface and subsurface waters.

Getting children acquainted with the beauty of our waters in our closer and broader environment, emphasising their importance.

Task: Children should get acquainted with water-polluting substances. They should feel the significance of water protection.

Music and singing: - I have caught a gnat - Duck, duck - A stork is standing at the top of the stack - I’m looking into a deep well - Stork, stork turtle-dove - The spring wind is flooding he water - On the wet coast of the dry lake -I’d go across the Tisza on my flat-boat - Water as a musical instrument

Water Protection Sub-Module Visual education: - Aquarium without water - Making a water coast sand picture - Making mosquitoes from paper - Making a raft from natural materials - Making a little fish from crépe paper - Making a montage from pictures brought - Building a watermill

Getting actively acquainted with the external world, mathematical activity - ,”The world of pebbles” - The life and protection of aquatic animals - “Water skippers in the water” - Fishing with the local Anglers’ Association - Cleaning the river bank with anglers - “Breeding tadpoles” (in bottles ) - Studying water cleanliness with various water samples, the cycle of water.

- Observing water cleaning equipment - Observing a spherical watertank at the local waterplants

Motion games: - Frogs in the lake - What is the little ship carrying?

- Playing in the boat - We’ve been to the lake coast - The ship is going on the Tisza - ,”Raft competition” - Water-wheel game

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Poem-fairy tale: - József Utasi: Dr. Woodpecker - Riddles about animals - Vuk - The three bunnies - The bear and the fox - The powerful hedgehog - Sing little bird (song recognition game )

Purpose: Developing environmentrelated behaviour. Emphasising the respect for life.

Educating children to protect their direct environment. Getting acquainted with and studying the habitat of animals Task: Developing hearing, attention and memory. Forming the habits of taking care.

Teaching children to love animals.

Music and singing: - I went to the fair - Listening to the sound of wild animals - We were birds - Hawk, hawk - Two little birds - The cricket is getting married -A frog at the foot of the tree

Animal protection

Visual education: - Making animal head-dresses for drama activities - Making a bird cake - Making an insect trap - Collecting animal pictures ( making montage ) - Forming animals from thermodrying Plasticine

Getting actively acquainted with the external world, mathematical activity - Making a zoo in the group room - Game feeding - Placement of bird feeders - Studying the work of a hunter and forester - Observing the work of earthworms - Feeding pigeons - Cleaning the habitat of a tortoise - Observing how a spider weaves its net

Motion games: - “Animal fair” - Imitating the movements of animals - Swallow game

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Poem-fairy tale: - Ágnes Nemes Nagy: The dustmen -Ferenc Móra: Running race -The sadness of the little frog ( story ) -Big cleaning at the Sun -Eco Palkó and Eco Panna’s story -Recognition of the noise of different bags and waste types -A poem about selective waste collection

Purpose: Learning how to differentiate waste.

Task: Learning the recycling technologies. Obtaining experience about waste types.

Music and singing: - Hey, hey castle - A bottle of apples - Here is the mug - Recognition of noises - Making a water xylophone from a glass

Selective waste collection

Visual education: -Making a Trash Fairy -Acting Eco Palkó and Panna in the group room -DIY from PET bottles -Making models from paper boxes -Recycling of paper- Mounting the globe - Making “Waste City”

Getting actively acquainted with the external world, Motion games: mathematical activity - Selective waste collection with - Shopping competition game mobilisation of families - Waste pig in a poke - ,”The daily waste of a family” - Tearing paper with toes - The form of ball and circle - Board games: Trash Goblin - ”Looking at a selective collection point - Orientation in a waste labyrinth - Foot exercise: picking up and targeting of caps

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Poem-fairy tale: Purpose: Learning the reason for global Music and singing: - Sándor Weöres: The small coach is running warming. Determining the necessity of - A coach is rattling on the dusty road - Little Vapour air. Preventing air pollution.

- The coach goes, the coach runs - The Wind and the Sun - The coach is coming, we’ve just arrived - Looking at pictures and talking: Task: Getting to know air pollutants. - We are walking, we are walking.

Expanding vocabulary Children should realise that their lifestyle - What brings you here, little bird?

- The forest greening and field flowering determines other people’s lives, too.

- Graze from the edge royal princess - The locomotive’s going...

- Tongue exercises, lip exercises, breathing drills

Air protection (transport) Visual education - Making vehicles from carton boards

Getting actively acquainted with the external world, mathematical activity - A walk in the settlement, watching the - Preparing traffic lights and some common vehicles traffic signs - Discussing and practising the meaning of the - Making large-size public roads more common traffic signs - Making placards about air pollution - Observation of exhaust gases - Examinations with a magnifying glass: dust-smug - Looking at pictures of power stations, talks - The photosynthesis of plants - The damage caused by acid rain - A visit to the local soda plant ( CO2 )

Motion games: - Table tennis ball, cotton-wool puff blowing - “Cars in the garage” - “Ambulance cars” - A bicycle tour with parents - Situation games: travelling by train, car and bus

- Echo games

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Poem-fairy tale: -Géza Páskándi: In the kitchen garden -Sándor Csoóri: The ant climbing the clod -Stories from the tale Little Mole -The hedgehog and the rabbit -Hungarian folk-tales flowers -Tales about King Matthias

Purpose: Children experience and observe the characteristics, importance and protection of the soil .

Task: Obtaining experience in the gardens.

Children get acquainted with works on land.

Teaching children how to behave environment.consciously.

Music and singing: - I’ve fenced off a little garden - Hide, hide, green twig - I’ve come on lawn, I’ve gone on lawn - Sounding a blade of grass - Making a musical instrument from wild - My baby is ploughing

Soil and plant protection

Visual education: -Making sand pictures.

-Planning and colouring a soilplant protection symbol -Selecting horticultural devices.

-A visit to the co-operative yard -Making a montage from photos Topic: soil works -Making a montage from dried plants

Getting actively acquainted with the external world, Motion games: mathematical activity - Raking, digging in the community centre yard - Snail competition - Utilisation of wild flowers.

- Walking to the “Island of Small Wonders” - Observing the perceptible features of the soil: * observing trees with caterpillars colour, touch, scent - The size and form of rocks and pebbles. *notifying the forester of perished animals - Compost production - Germinating - Walking on pebbles, sand - A visit to a foil tent - Orientation competition with parents - Getting acquainted with organic gardening

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Poem-fairy tale: -Zoltán Zelk: The snowdrop (fairy tale) -Éva Mentovics: Here comes the spring -M.É.: Spring sunshine -M.É.: Flower violet -The three butterflies -The forest greening and field flowering….

-A flower of seven colours -I’ll be a gardener

Purpose: Getting acquainted with the living Music and singing: environment of the place where we love - Cornel flower and the Island of Small Wonders, where - On the rose tree in Badacsony people, plants and animals live.

- White lily Task: Getting acquainted with the basic - Velvet violet rules concerning environmental protection - On Sándor Day and nature conservation on the “Island of - The rose is blossoming Small Wonders”.

- I’ve fenced off a little garden - From below the reeds - Spring wind

Marsh marigold

Visual education: -Painting flower forms -Making mosaic pictures -Making flowers from egg boxes -Origami tulips -Making pictures from pressed flowers -Making prints with corks

Getting actively acquainted with the external world, Motion games: mathematical activity - Germinating in the group room - Find your place game: A butterfly is flying - Forcing daffodil and tulip bulbs on the flower - Recognising the colours of flowers - Who can collect more flowers?

- A walk in the village, studying spring flowers - Planting flowers: row competition

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Poem-fairy tale: -G.E.: The trout and the brook -Andersen: The ugly little duck -Zoltán Zelk: Little Vapour -Lady Bird’s little shoes -The Frog King -Borbála Szabó: Why does the brook water glitter?

-Sándor Weöres: A duck pond -A frog at the foot of a tree

Purpose: Calling attention to the vitality of water and the saving of water Task: Realisation of playful programmes and consolidation of the tasks set as an objective.

Music and singing: - Rain, please fall!

- The ship is going - Rain, please fall!

- Captain Fehérvári - The duck is swimming - The little duck is swimming - I’m looking into a deep well - At the top of the stack - From below the reeds

Water Day

Visual education: Getting actively acquainted with the external world, - Painting aquatic animals and plants. mathematical activity -Fish, frog, duck origami.

- The role of water in the life of living beings -Cutting out and sticking snakes and fish - Activities, experiments with water -Making pictures with a mixed technique. - The appearance forms of water -Making an aquarium with a mixed - Aquatic and waterside animals technique.

- Saving on water -Painting pebbles with tempera - Water means of transport

Motion games: - Frogs in the lake - Fishermen at Lake Balaton - Individual competitions - Carrying water in buckets - Fire! Water! Air! - Moving to music in blue T-shirts,

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-Paper boat origami.

- Making a raft.

- The negative effects of water pollution - Volume measurements

Poem-fairy tale: -Zoltán Zelk: The goat and the cabbage -V.K.:The naughty cloud and the sun -V.GY.: The snail-house is not for rent - Katajev: A flower of seven colours -F.A.: Butterfly -L.G.: Ladybird -V.K: By the lake -Bees in the hive -Breathing drills

Purpose: Development of socialisation skills, realisation of tasks.

with blue ribbons

Music and singing: - Asp, round asp - The ground squirrel in my little garden Task: Teaching the participants to respect - Grass, grass, grass and protect “our planer that we have received .

- Butterfly, butterfly, fly down! from our grandchildren” - My little garden - Hide, hide, green twig - Oops little squirrel - What brings you here?

- Snail, come out of your house - Cornel flower

Earth Day Visual education: - Making landscapes with mixed technique - Making a globe with mounting - Making cork prints - Spring flowers origami - Drawing a map - Painting ladybirds, butterflies and bees

Getting actively acquainted with the external world, Motion games: mathematical activity - Creating surface forms on the sand table - Looking for a place game: bees - Getting acquainted with the map and globe - Fire! Water! Aeroplane!

- Studying various soil samples - Butterfly net ( game of tag) - Watching spring works in little gardens - Cycling with parents - Planting flowers in the community centre yard under the “Island of Small Wonders” - Planting trees in the kindergarten yard - Wearing a green T-shirt in the community house - Sand castle building competition

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Poem-fairy tale: Purpose: Respecting and preserving nature.

Music and singing: - Éva Fésűs: The proud oak Children should thoroughly be introduced to - Once in a forest - G.G.: Our stork the world of birds and forests.

- We were birds -A tale about the lost sparrow Task: Introducing the participants to the secrets - Two little birds -B.E.: Nestlings of the “Island of Small Wonders” - Two little cocks -Sándor Weöres: If the world were a thrush - On the rose tree of Badacsony -Linguistic games: What is the little ship carrying?

- I see a sparrow -Hide-and-seek - From below the eaves -The high-flying blackbird - The forest is long -The greedy little hen - Little deer, run here

Birds and Trees Day Visual education: - “Our tree” crayon drawing - Painting birds and trees - Stork, swallow, tree and bush origami

Getting actively acquainted with the external world, mathematical activity - The bird and tree of the year - Characteristics of birds - The tree of the group - Evergreen and deciduous plants - Comparing trees and shrubs - Bird puzzles - Asphalt drawing competition - Estimations, measurements, comparing the trunks of trees - Rainbow tour

Motion games: - Making a nest - Swallows on the wire - Catching squirrels - The rabbits and the eagle

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Poem-fairy tale: -The scoundrel fox -Hedgehog Balázs -The two little bear cubs and the fox -The hut -A tale about the greedy little hen -The Turkish and the cows -The little bell of the bunny -The three rabbits -The thistle and the little bird

Purpose: Developing an environment-conscious Music and singing: approach. Teaching children to protect their direct - Bunny, bunny environment. Collecting as group work.

- This is the pig Getting to know and observing the habitat of - This way, little cock animals.

- There’s no nicer bird than the goose Deepening the feeling of responsibility for animals. - How much is the chick?

Task: Improving hearing, attention and memory. - Little bear cub Establishing the customs of looking after - The snake is coiling up animals. Teaching children to love animals. - Pínch-pinch- jackdaw - Eat, my little goose, eat

World Animal Day Visual education: Getting actively acquainted with the external world, Motion games: - Preparing a montage mathematical activity - Looking for animal pictures in the grass - Drawing “my favourite animal” with crayon - Observing migratory birds - A butterfly net - Painting animal forms - Comparing mammals and birds - Come home my geese - Making mosaic pictures from torn paper - Classifying animals by the habitat - Kitten and mice - DIY from crops - Describing the appearance of animals - Imitating the motion of animals - Forming sets of animals based on their appearance and habitat - Cock-fighting on the rubber track - Matching animals and their cubs - Bodri and the lambs - A trip to the “Island of Small Wonders” - Go out of the house, squirrels - How many animals have they got?

- Catching a shark

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Poem-fairy tale: - Exercising Easter poems, ditties - The three little chicks - The three bunnies - The Easter of Rabbit Granny - Painting eggs with a hitch - Éva Mentovics: A sprinkling poem

Purpose: Spring folk custom and festivals.

The role of festivals in family life, getting acquainted with each other’s customs.

Task: Teaching the children to respect traditions.

Deepening the sense of community during group work. Reviving Easter folk traditions.

Music and singing: - The girls should flourish like that...

- How much is the chick?

- Where’re you going little bunny?

- The little duck is swimming - Where have you been my little lamb?

- My sister-in-law made a strudel - Sieve, sieve, dense sieve - Let’s make a cake - I’ve eaten cottage cheese

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3.5.3.10. Transportation MOTIVATION The road, in fact, is an environment characterized by complexity and plurality of phenomena, organized according to rules of conduction that must be fulfilled for the protection and security for all. There are, in fact, coded messages (traffic signs, traffic light colors, the movements of the alert, the stripes on the road ...) that must be deciphered, understood and mastered for proper use of common areas.

The motivation behind the road safety education in kindergarten is to help children acquire appropriate behaviors and safe for the road.

The child has to understand that the road has many dangers and that has to learn how to take proper attitudes as pedestrian: walking on the sidewalk, staying away from the edge of the road, always crosses with an adult at the crosswalks and learns that transport in car involves the observance of certain rules: parents to tie their belts, use the child seat properly, no improper use of windows.

The education will be carried out almost entirely in the form of game,

taking into consideration that the child in this age group,

need to live every experience through the body: to understand and implement the rules governing road traffic is necessary that the

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child acquires the concepts of laterality, space-time: right-left, before-after,

far-near,

etc..

Must

be

able

to

identify

and

differentiate shapes and colors.

The activities linked to road safety education provide: - finding out that the road is a cultural and social good that everyone can enjoy; - that is a place of traffic and life that presents exciting opportunities to meet people and environments; - that is a place that has some risks and dangers if correct standards of behavior are not respected.

The internalization of certain rules in early childhood plays a fundamental significance in the growth of the child as future citizen and user-aware and responsible of the road system. In this perspective,

such

performance

plays

an

important

role

in

kindergarten: - To develop the children's safety with regard to the street, helping them to know the rules; - To encourage knowledge of non-verbal language, typical for road signs, which have a considerable educational relevance.

The learning process starts by reading a story, aimed at introducing the subject and to arouse the curiosity, the narrative becomes an

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occasion to recall prior knowledge of children and their experiences in this regard.

Since we aim to face the Road Education not in the abstract way, but putting it on a everyday reality basis, short going outs from the school (with the possible presence of Policemen) is of a great importance. It, in fact, help to raise awareness of the environment in which children live, and because it stimulates them to "read" the message of the various road signs encountered and to better understand its function, because it offers them the chance to make a route in real situations, in which they can apply the traffic rules learned in the classroom.

OBJECTIVES: The objectives of the project are different depending on the age of the children and they are: -

Learning that the road has many dangers;

-

Understand the importance of road safety rules to avoid dangers;

-

Learning that use the seat belt in the car saves lives;

-

Learning that the safest place in the car is rear and center;

-

Learning to assume correct behavior in the street: always walk on the sidewalk, stay away from the kerbside, always cross with an adult and the pedestrian crossing;

-

Learning the meaning of road signs;

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-

Knowing the function of policemen; etc.

How to describe and discuss with children (both teachers and intercultural intermediators): 1. Read a story.

2. Ask the children if they know what’s the purpose of the road signs, traffic lights, zebra crossings.

3. Play: -

Build a model and then play with the toy cars.

Turn the classroom or living room in a hypothetical stretch of road crossings, bicycle lanes, pedestrian crossings and traffic lights and invite the children to place their signs in the right place, signs prepared by themselves with recycled materials.

-

Make the of cardboard vehicles and simulate path in the playroom to go to school, go shopping, or whatever.

-

Teach some fun game to do when you are transported by car, word or observation games.

4. Organize

a

brief

walk

to

encourage

the

direct

observation of what was experienced in the classroom, asking the intervention of a policeman who will show children the meaning of his positions on the street when regulating traffic of cars and pedestrians.

5. Dramatize - Create a fantasy story that expresses the importance of policemen and respect of the rules. When

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walk down the street, what are the rules that must not be broken?

The activities can be divided into the following learning units: 1. The means of transport, 2. The pedestrian crosswalks 3. The traffic lights and traffic signals, 4. Policemen.

1. MEANS OF TRANSPORT Starting from the observation of the means of transport during a walk encourage children to think about the usefulness and possible types of transportation: bicycles, motorcycles, cars, minibuses, buses, trains, boats, ships, planes etc..

Find various pictures from magazines to build a billboard with the types of possible means.

Graphically

elaborate

transportation

with

various

expressive

techniques (painting, drawing, collage, cardboard models).

Then invite children to think through conversations and stories, about what would happen if all circulate on the road without rules.

Comments should be collected and presented on a big poster.

Each activity must be reinforced by tabs and illustrations.

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2. THE CROSSWALKS During a walk invite the children observe the crosswalks and explain the importance of crossing over the strips to avoid serious danger.

At school, organize games and simulations designed to identify the correct behavior to be followed on the road.

All experiments have to be graphically elaborated. Each activity must be reinforced by tabs and illustrations.

3. THE TRAFFIC LIGHT AND ROAD SIGNS Through simulations and games, children are invited to identify the meaning of the traffic lights and appropriate behaviors to be observed.

One can construct a traffic light (with a cardboard box) to be used for paths and simulations.

During the walks invite children to observe the traffic signs and pictures taken that will be used to construct signals at school.

The signals can be glued onto the cardboard and use for sorting games by identifying the shape and color.

Children should try to remember the meaning of the main signals, in this regard can be organized games for teams and trails where children will embody each time the pedestrian, the motorist, the

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cyclist or the policemen thus interpreting the different roles and observing good behaviors.

The reconstruction of routes to school allows children to experiment as well the orientation in the "streets" learning to stay on the right.

4. FRIEND POLICEMAN Children are invited to reflect on the importance of policeman and his functions. If possible it’s important to provide the cooperation of the policeman, in order that children look closely at his clothing, the paddle, whistle, arm movements to direct traffic. Children will ask questions to the policeman and vice versa by organizing games and routes to school.

THINGS TO LEARN ACCORDING TO THE CHILDREN’S AGE - To learn simple topological concepts, know the role of policemen and simple actions to follow on the road (3 years); - To recognize simple signs, types of roads, appropriate and inappropriate behavior on the road, listen to and understand stories relating to Road safety Education (4 years); - To learn the main means of transport, to distinguish the correct behavior and incorrect ones, know the meaning of different signs, how to rebuild a road course, respect the actions that shows the alert, listen and understand stories on the road and on road signs (5 years) 156

TOOLS AND HELPERS: - The material used and supplied by police agents such as shovel, hat, whistle, reflective vest, radio, block of sanctions, etc‌ - Overhead - Transparencies - Projector - Drawings and cards for quiz - Audio and video recorder - Games (puzzles, fairy tales) - Any material created and experienced by educators (billboards, cardboard machines, street signs manually constructed, songs, games, paper, paper collage, wax colors, tissue paper, crepe paper, finger paint, paints, markers, crayons, scissors, cardboard, material for recycling, camera, etc.).

TIME AND SPACE: The project may be conducted during the nice weather period (early autumn or spring) in order to make possible a number of going outs. The internal spaces to be used are the playroom, room with IT equipment (eventually), garden and outdoor trips.

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The program must include at least ten hours of academic performance to take place in a framework of time that ensures continuity (approximately two months). Treating a road safety with the children in this age group absolutely requires the cooperation of parents: in this phase children are not road users themselves, but accompanied by adults who take them for walks on foot, by bike, by car. It’s important, however, that children begin to know what dangers the road can hold and how to gain in an early age attitudes and safe behaviors.

If the parents show the lack of interest or only initial attention it’s important to make a workshop with them in order to explain them the importance of the matter for every single member and the society in general. In this phase, the most important role plays the intercultural intermediator that has to find a way to include the parents and make them participate more actively.

EVALUATION The verification is carried out through observation of children during the activities, through observation of their works and through conversations. Teacher should write a report about overwhole activities in the class, in order to be able to change it during the duration of the project. Eventual modifications should be carried out in cooperation with intercultural intermediator and parents, in a mode to adapt better to their interests and concrete problems they face in an everyday life.

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DOCUMENTATION The road safety education should be documented using different methods: photographs, audio tapes of recordings of conversations with children, and children 's drawings and posters. It is very important that all abstract concepts are described in a material and practical way. For example: traffic signs could be drawn by children, in order to understand better the actions they represent.

Other proposed activities: Understanding the difference in the means of transportation: Air Transportation: In the block area build a runway with long planks or unit blocks.

Have wooden or unbreakable model airplanes available for takeoffs and landings.

A plank laid across a wooden box could make an airplane. Add a steering wheel or dial panel. Propellers can be cut out of cardboard and taped to the edge of the plank. A step can be pushed up to the plane for passengers to get on or off the plane. A wagon or rolling platform can be used to take passengers' luggage to and from the plane.

Set up 2 rows of chairs with an aisle between. Section off a galley with a three-way play screen or other room divider.

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Road Transportation: Includes activities based on cars and trucks, the most familiar vehicles to most children. Add several toy cars and trucks to the play center in the preschool. Review car safety, including seat belts, car seats and proper car behavior. Provide a large cardboard box for each child, allowing him to decorate the outside to resemble a car.

Cut a door in each car for the kids. Let the kids sit in their cars during playtime or group time, which will help the kids stay still without entering the personal space of the other students.

Get the class moving, by playing the traditional "Red Light/ Green Light" game. Begin with the teacher as being the traffic police, by holding up the pre-made traffic lights, one signal green and one red. The kids will "drive" with their "steering wheels" and freeze on the red light. Those that are caught will return to the starting line.

The first to finish will then be the traffic police.

Wheels On A Road Need: small outline of a school bus, long strips of white paper, crayons.

Give each child a long strip of white paper with a small paper school bus glued on the left-hand side. Have the children lay the long strip of paper on the floor. Tell the children that this is the road the bus drives on, and ask them to draw all the things that are on each side of the road.

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Yellow Bus Need: bus pattern, yellow paint, sponges, black construction paper.

Before painting have children print their name on the back. Sponge paint your bus yellow. Cut black squares and place on your bus for windows. Color the tires and bottom front bumper black. On a separate paper ask each child "Where is your bus going?" Write down what the child says.

Car Wheel Painting Need: small cars and trucks, paint, construction paper.

Provide large sheets of paper and low flat pans of tempera paint (pie tins). Encourage the children to place the small cars and trucks in the paint. They can then make car and truck tracks onto their construction paper.

Traffic Lights Provide red, yellow, and green construction paper circles, glue, and construction paper for the children to create a traffic light.

Transportation College Using magazines have children cut out pictures of cars and trucks.

Children then glue their pictures onto construction paper.

Cars on the go - Transportation Mural

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Need: sponges craft glue butchers paper paint texts/crayons Mural Adult to draw a road across paper. Allow children to dab car stamps in paint and press onto paper mural. (Stamps need to be made up at home.). Child can also draw trees with text/crayons and other surroundings, to finish off the mural.(If done outside there will be less mess to clean up at the end.)

Stamps Cut out cars shapes from sponges and glue onto an off cut of wood.

Allow to dry.(Other transportation stamps could be made to fit with the theme also!)

Bus Set up a bus by lining up chairs in one or two long rows. Provide a steering wheel for the driver. A money bucket and play money. Can use anything round as the steering wheel. A pizza cardboard works great.

Taxi Set up two rows of chairs side by side to represent a taxi. Provide a steering and hat for the driver. Provide dress-up clothes for the passengers. Make and place a "Taxi" sign on the chairs.

Car Mechanic

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If you have any broken riding toys or vehicle parts(such as wheels, tires) place them outside with tools. The children can experiment with the tools.

Wheel Sequence Cut out various sized circles from poster board to represent wheels.

Have the children sequence the wheels from largest to smallest.

Snack - Cheese Wheels Cut cheese slices using a cookie cutter into circle shapes to represent wheels. Top each round cheese slice with raisins or serve with crackers.

Encourage a brainstorming activity, by telling the children that we will be making up a story on cars and vehicles with wheels. Each child will have 2 minutes to contribute to the story. The teacher will initiate the story such as, " When I was on my way to school this morning.....". This activity encourages social development and instills self-esteem.

Rail Transportation Train Provide preschool activities about trains, which hold a top spot in the hearts of many young children. Take the kids to a local recreational train if one is available. Set up a toy train in the preschool classroom for hands-on play opportunities. Make a child163

sized train for classroom play out of appliance boxes. Decorate the outsides of the boxes to resemble train cars, cutting a door in each box for kids to use when climbing inside. Limit the number of children that can play in the cardboard train at one time to avoid damage to the boxes.

Using construction paper rectangles and black circle wheels. Have children print their name on the front of the construction paper rectangle. Decorate the rectangle with many different kinds of spankels. Add 2 black circles for wheels.

Shape Train Provide the children with circles and rectangles of various colors and sizes to paste on construction paper to create railroad cars.

Sea transportation Introduce the preschool kids to boats as a form of transportation.

Cover the range of boats, from small personal watercraft to enormous cargo ships. Take a field trip to a local marina so the kids can tour a boat. Provide toy boats for the kids to enjoy during play time. Use shapes cut from construction paper to construct pictures of sailboats, using triangles for sails, a thin rectangle for the mast and a trapezoid for the boat. Teach the kids the terms that are used on boats and use them in the classroom for a fun infusion of the theme.

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-

The lesson on trains is part of a series on transportation for the kindergarten class. The use of a puppet in this lesson will provide a fun approach to teaching.

You will need a puppet and a bag of toy vehicles, such as a train, helicopter, airplane, car, truck, motorcycle, boat, rocket and horse.

Let the puppet, introduce herself and tell the children about her problem. Create a scenario as she explains how she loves to travel, but she needs their help to decide how to get there. This interactive activity lets the children take part in the puppet's dilemma, while fostering problem solving, listening and social skills.

Activity: Turn on the music and let the kids become a train. As groups of 4 or 5 children hold on to the waist of the person ahead, they will chug along to appropriate music.

Boat Collage Have children look through magazines and cut out pictures of boats and ships to paste on blue construction paper.

Sailboat Use a sailboat stencil to draw sailboats onto blue construction paper. Have the children spatter paint onto the sailboat outline with any color of paint they choose. Add triangles cut from paper as sails.

A boat

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Using postal tape outline a boat in the block area. Add a 8 foot line on the floor as the plank of the boat. Offer ideas to the children on how to use the plank ( balancing on one foot, hopping, walking backwards etc.).

The children will build their own boats, then share the water table to see if it floats. These are the items you will need: Builders

of

aluminum

landing

craft

oil

&

debris

recovery,

multipurpose Small milk cartons with tops removed Small craft sticks Construction paper sails, various colors Glue Transportation: Sink or Float Need: water, clay, random items from your classroom Make a boat shape out of clay and float it on the water. Explain the children that the boat floats because of its shape and then crumple the boat into a ball and show how it will sink when it's not in that shape. Ask the children to pick an item from the classroom. Let each child guess whether their item will sink or float and why and then let them drop their item in the water and see if they were write. Make a poster board with a line down the middle that has

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sink on one side and float on the other and write which ones did which.

Emergency Vehicles Develop curriculum for the preschool program about emergency vehicles. Include lessons about fire trucks, ambulances and police cars for this segment of the unit on transportation. Organize a field trip to a police or fire station, or arrange a special visit from the police officers and fire fighters at the preschool. The emergency vehicle theme provides the chance to review safety rules and lessons about strangers or getting lost.

Other games: Vehicle Color Graphing Take the children to the place where can safely observe vehicles such as a parking lot. Ask them to tell you the colors of the different vehicles found there. List the colors as he/she lists them. Then help child make a graph showing how many vehicles of each color were counted. Have child tell you which colors were the least and most common. Ask child if he/she can name any colors that were not found.

Vegetable Automobiles

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Provide children with a celery stick and some peanut butter or lowfat cream cheese. Also have available sliced olives, cucumber slices, carrot sticks, and toothpicks. Have children spread the peanut butter or low-fat cream cheese on the celery stick. Then have him/her use the other items to make an edible “automobile.�

Laboratory of Road safety education The laboratory of road safety education consists of four meetings.

First meeting The first meeting is a free conversation with the children to feel their knowledge about the subject, through the vision of some images of road signs.

Second meeting Group of smaller children The traffic light: how it's made, which functions have light signals that it emits, how to behave with the children at the traffic lights.

We talk on the subject, we color the traffic light and create a game to consolidate the knowledge acquired.

For the older children we freshen up the memory on road signs that children may already know: stop, no parking, no entry. We talk on the subject, color the signal, realize the games.

Third Meeting Group of smaller children The stop: how is it made, which function has. We talk on the subject, color the signal, develop a game to consolidate the knowledge of this signal.

Group of older children Mandatory direction: children find this signal in the classroom. We talk on the subject, color the signal and create routes, with the mandatory directions.

Fourth meeting Group of smaller children The prohibition of parking: ask the children to come close to the window. See this sign on the way to school. We talk on the subject, color the signal, we develop a game through the use of this sign.

Group of older children

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We talk about the subject Zebra Crossing: we color the way, attack the zebra crossing, we draw the people who have to cross the road and walk on the strips.

At the end of the workshop the children will bring home a folder which contained the signals that have learned and colored and the front page shows everything they have said in the first meeting

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Conclusions The present model is produced in order to be a reference manual for the application of the pre-school centers in the partner countries in the framework of the Roma T&T project. The model has tried to examine the main parts that are related with the application of the model and provide guidelines to the organisers of the pre-school centers as well as a big pool of activities which have been specifically developed for the target group of the project and a teacher can select. The main results and outcomes from the piloting phase and the knowledge that will be acquired there, will be used for the development of the elaborated version of this model which would be the main outcome of the Roma T&T project.

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ANNEXES (documents & forms)

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Annex I

DECLARATION OF CONSENT I, the undersigned __________________________________________ representative of _____________________________ (Name of the representative & Partner organization)

Declare that: I consent to the use of: photographs (and/or videos) taken during the pre-school classes, as well as the use of any materials/crafts produced in class, provided that any personal data or any information relating to students (i.e.: name, home address, phone number, interests, performance in class, etc.) are not made public.

I agree to allow Action Synergy S.A.-coordinator of the ROMA Teaching & Training project (357110-LLP-2011-GR-KA1-KA1MPR)-to make use of the above mentioned for dissemination purposes (i.e.: uploads on the projects website, printing of leaflets, e-Learning platform e.t.c.)

__________________,

__________________________

(Location)

2013

(Date)

(Signature)

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Annex II

TIMETABLE TIME

ACTIVITIES Arrival of children at the pre-school Discussion - Daily Planning of Activities Development of interdisciplinary (inter-thematic) Activities Lunch- Break Development of interdisciplinary (inter-thematic) Activities Discussion, Evaluation of Daily Activities, Planning of Activities for the next day, Preparation for the end of the school day End of school day

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Annex III COOPERATION WITH THE FAMILY

Pre-school Teacher: ....................................................................................

Teacher intercultural-intermediator: .........................................................

Child’s name: .............................................................................................

Date of birth: ............................ Interview date: ......................................

1. Composition & type of family Father’s Name: ......................................................................................

Mother’s Name: .....................................................................................

Siblings (number): .................... Ages: ...................................................

Do siblings go to school? ..........

If yes, what classes do they attend (grade)? …………………………………………..

Does the child live with both its parents? .....................................................

Do other people live with the family? …………………………………………...............

If yes, who are they? ...............................................................................

2. Origin of parents Parents’ place of origin: ………...................................................................

Where do the grandparents live (county, town, village)? .................................

Do they visit often? .........................................................................................

3. Occupation of parents: ............................................................................

4. Hobbies & interests Hobbies/interests of the parents when they do not work: ......................................................................................................................

Do the children participate? If yes, in which ones? ......................................................................................................................

Child’s hobbies/interests: ......................................................................................................................

5. Medical history: NO

YES

Allergies

Which? ....................................................

Diseases

Which? ....................................................

Surgeries

Which? ....................................................

Medication

Which? ....................................................

Vaccines

Which? ....................................................

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Annex IV

EVALUATION OF ACTIVITIES An indicative plan for recording the learning effort during the development/course of specific activities.

Child’s name: ……………………………………………………………………………

Exact Age: …………………………………………………………………………….

Activity Description: ……………………………………………………………………

Learning objectives: …………………………………………………………………….

Has shown interest in the activity?

Did the child use its own ideas during the development of the activity?

How did the child use the material it had at its disposal?

How did the child work with its classmates?

How did the child communicate with the other children? Verbally or non verbally?

During the development of the activity did the child: -ask questions?

-make assumptions?

-make guesses?

-develop arguments?

-refer to previous experiences?

Did the child seem pleased during the development of the activity?

Did the child complete the activity?

Do you think that the learning objectives were achieved?

How do you think that the child can be better supported later on?

-By having more chances to work individually and in interaction with you?

-By having more chances to work with the other children?

What form of support you believe can contribute positively during the child’s learning effort?

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Annex V INTELLECTUAL SKILLS 3.7 CHECKLIST OF BASIC SKILLS in the development of intellectual skills Child’s name: ……………………………………………………………………………

Date of birth: …………………………………………………………………………….

School: …………………………………………………………………………………..

Evaluator: ………………………………………………………………………………..

Class: …………………………………………………………………………………....

Evaluation date: …………………………………………………………………………

Area III: INTELLECTUAL SKILLS………………………………………………Can 1. Visual Memory 3.1.1. Say the names of persons and objects seen……………………………….

3.1.2. Remember the contents of a card seen………………………………………

3.1.3. Remember what is shown on the cards …………………………….

3.1.4. Remember the coins shown ……………………........................................

3.1.5. Tell the colors portrayed on the cards shown………………………........

2. Acoustic memory 3.2.1. Tell the names he/she heard………………………………………………

3.2.2. Repeat words and numbers he/she heard……………………………….

3.2.3. Repeat the colors he/she heard ……………………………………………

3.2.4. Repeat sentences he/she heard…………………....................................

3.2.5. Tell and show addresses and itineraries when asked…………………..

3.2.6. Point out similarities & differences in reference to what he/she heard 3.2.7. Associate narrated timed events …………………………………………

3. Liturgical (operational) memory 3.3.1. Tell & recognize his/her name……………………………………………..

3.3.2. Call-out other persons names………………………………………………

3.3.3. Name different objects…………............................................................

2.3.4. Name legumes, pasta, powders and liquids…………………………….

Area III: INTELLECTUAL SKILLS………………………………………………...Can 3.3.5. Tell and comprehend the meaning of:

a) Tall - short ……………….. b) Large – small……………... c) Thick – thin………………….

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d) High – low …………………… e) Heavy –light ………………….

3.3.6. Name objects, animals and scenes seen on television………………….

4. Attention span 3.4.1. Understand and focus on to what he/she sees…………………………..

3.4.2. Concentrate on when walking………………………………………………

3.4.3. Apprehend and focus when playing……………………………………….

3.4.4. Maintain his/her attention span for some time………………………….

3.4.5. Dress, comb and wash himself/herself carefully…………………………

5. Mathematical thinking 3.5.1. Classify objects-games……………………………………………………

3.5.2. Classify geometric shapes………………………………………………….

3.5.3. Set out (put in order) objects ………………………………………………

5.5.4. Set out geometric shapes ………………………………………………….

3.5.5. Put coins in order ……………………………………………………………..

3.5.6. Do matching/pairing ………………………………………………………..

3.5.7. Understand the sustenance of the mass and weight of objects ……….

6. Reasoning 3.6.1. Put pictures in a logical order ………………………………………………

3.6.2. Name activities in a logical order …………………………………………..

3.6.3. Comprehend unfinished paintings/drawings ……………………………..

3.6.4. Put in a logical sequence sounds with corresponding activities………..

3.6.5. Do logical tables/boards ……………………………………………………

Comments:

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Annex VI

PSYCHOKINETICS 2.5 CHECKLIST OF BASIC SKILLS in the development of psychokinetics Child’s name: ……………………………………………………………………………

Date of birth: …………………………………………………………………………….

School: …………………………………………………………………………………..

Evaluator: ………………………………………………………………………………..

Class: …………………………………………………………………………………....

Evaluation date: …………………………………………………………………………

Area II: PSYCHOKINETICS……………………………………………………….Can 1. General and fine kinetics (mobility) 2.1.1. Perform general kinetics (mobility) movements………………………….

2.1.2. Look after itself (self-handling)………………………………………………

2.1.3. Care for personal hygiene ………………………………………………….

2.1.4. Clean the items used……………………......................................................

2.1.5. Develop fine kinetics (mobility) skills………………………......................

2.1.6. Coordinate its movements...........................................................................

2.1.7. Make collages with different materials by following instructions………..

2. Orientation in space 2.2.1. Specify its the position in the room……………………………………………..

2.2.2. Be oriented in space (room) with the help of objects……………………

2.2.3. Perform orientation exercises with the help of teaching materials……..

2.2.4. Execute paths (e.g.: follow trails)…………………..................................

2.2.5. Execute actual paths (e.g.: walk of dun on trails)………………………..

2.2.6. Straighten-up its personal area & belongings………………………………

2.2.7. Executes musical movements (with orientation) …………………………

3. Rhythm and timing 2.3.1. Perceive the rhythm (tempo)………………………………………………

2.3.2. Execute rhythmic movements ……………………………………………..

2.3.3. Be aware of time ……………………………….........................................

Area II: PSYCHOKINETICS……………………………………………………….Can 2.3.4. Tell the days of the week……………………………………………………

2.3.5. Tell the months of the year ………………………………………………..

2.3.6. Tell the seasons of the year ……………………………………………….

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2.3.7. Know how to tell the time……………………………………………………

4. Laterality 2.4.1. Show and tell members of body …………………………………………..

2.4.2. Show and tell members of body in front of the mirror……………………

2.4.3. Executes circular movements………………………………………………

2.4.4. Balance and move on one foot ……………………………………………..

2.4.5. Execute accurate/precise movements following instructions …………..

2.4.6. Recognize contours of members of the body ……………………………

Comments:

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Annex VII ORAL SPEECH 1.4 CHECKLIST OF BASIC SKILLS in the development of oral speech Child’s name: ……………………………………………………………………………

Date of birth: …………………………………………………………………………….

School: …………………………………………………………………………………..

Evaluator: ………………………………………………………………………………..

Class: …………………………………………………………………………………….

Evaluation date: …………………………………………………………………………

Area I: ORAL SPEECH……………………………………………………………Can 1. Hearing 1.1.1. Listen and recognize sounds……………………………………………….

1.1.2. Distinguish sounds…………………………………………………………..

1.1.3. Recognize and mimic sounds………………………………………………

1.1.4. Identify and produce sounds of musical instruments…………………….

1.1.5. Listen to and repeat words or phrases with rhythm………………………

1.1.6. Listen to and execute commands (live or from a tape-recorder)……….

1.1.7. Play, record and listen to music and sound games………………………

2. Participate in the dialogue by waiting for its turn 1.2.1. Say classmates’ names……………………………………………………..

1.2.2. Name objects…………………………………………………………………

1.2.3. Name means of transportation……………………………………………...

1.2.4. Name coins……………………………………………………………………

1.2.5. Say syllables………………………………………………………………….

1.2.6. Announce the news of the day……………………………………………..

1.2.7. Report activities from near/distant past & future…………………………

3. Clear and accurate expression 1.3.1. Say words & sentences ……………………………………………………

1.3.2. Use verbs in the correct number and tense………………………………

1.3.3. Use adjectives correctly…………………………………….....................

1.3.4. Ask questions……………………………………………………………….

Area I: ORAL SPEECH……………………………………………………………Can 1.3.5. Using affirmative and negative sentences …………………………………

1.3.6. Express itself in front of others……………………………………………..

1.3.7. Describe and narrate orally…………………………………………………

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Annex VIII EMOTIONAL ORGANIZATION 4.4 CHECKLIST OF BASIC SKILLS in the development of emotional organization Child’s name: ……………………………………………………………………………

Date of birth: …………………………………………………………………………….

School: …………………………………………………………………………………..

Evaluator: ………………………………………………………………………………..

Class: ………………………………………………………………………………….

Evaluation date: …………………………………………………………………………

Area IV: EMOTIONAL ORGANIZATION…………………………………………Can 1. Development of personal emotions 4.1.1. Be aware of and accept his/ her problem ……………………………………

4.1.2. Face the problem …………………………………………………………..

4.1.3. Present a good image of himself/herself to the others…………………

4.1.4. Accept the others……………………......................................................

4.1.5. Accept his /her failure ………………………..........................................

4.1.6. Enjoy his /her success...........................................................................

4.1.7. Appreciate himself/herself and the others ………………………............

2. Development and cultivation of interest for interactive learning with the environment 4.2.1. Show interest in learning……………………………………………........

4.2.2. Ask when has questions……………………………………………………

4.2.3. Discover new people and things………………………………………......

4.2.4. Recognize animals…………………………………………………………

4.2.5. Recognize plants ………………………………………………………………

4.2.6. Take care of the environment……………………………………………..

3. Development of social skills and cooperation members of the community 4.3.1. Cooperate with family members …………………………………………

4.3.2. Cooperate with persons in the school environment ……………………

4.3.3. Cooperate with persons outside school ………………………………....

4.3.4. Be acquainted with other children ………………………………………...

4.3.5. Perform relaxation exercises …………………………………...................

4.3.6. Develop and maintain friendly relationships ……………………………..

Comments:

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and

7. European Commission, Justice, EU and Roma, http://ec.europa.eu/justice/discrimination/roma/index_en.htm 8. Levitas, R., Pantazis, C., Fahmy, E., Gordon, D., Lloyd, E. and Patsios, D. The Multi-Dimensional Analysis of Social Exclusion. Department of Sociology and School for Social Policy, Townsend Centre for the International Study of Poverty and Bristol Institute for Public Affairs, University of Bristol, Bristol, 2007 9. Labrinea Z, MAJOR PROJECT FOR TRAINING THE TEACHERS, Lesson Plans, Educational Scenarios Athens, 2011 10. Papastikoudi A, MAJOR PROJECT FOR TRAINING THE TEACHERS, Lesson Plans, Educational Scenarios, Athens, 2011 11. The Hellenic Ministry of Education Official Portal, http://www.e-yliko.gr 12. UNESCO & COUNCIL OF EUROPE, Report: Education of Roma children in Europe-Towards quality education for Roma children: transition from early childhood to primary education, Paris, 2007 13. UNICEF, Unite for Children, The Right of Roma Children for EducationPosition Paper, Geneva, 2011

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