BOLIVARIAN REPUBLIC OF VENEZUELA

MINISTRY OF POPULAR POWER FOR EDUCATION

“JESUS MARIA SIFONTE” NATIONAL EDUCATIONAL UNIT
LOS TEQUES BOLIVARIAN STATE OF MIRANDA
DEA CODE OD12021510

BIWEEKLY PLANNING
IDENTIFICATION DATA

WEEK OF: 22-11-2021 UNTIL 03-12-2021 ENROLLMENT: (24) GIRLS (11) BOYS (13)

DEGREE : PRESCHOOL SECTION: “A” TURN: MORNING

 TEACHER: LIC. BARBOZA YELITZA / QUINTERO EMILY / YAURI SEIJAS

 PLANNING NAME:

EDUCATIONAL AND RECREATIONAL ACTIVITIES: We continue with Christmas, (Traditions and customs)

JUSTIFICATION: The following planning will be carried out with the group of preschool boys and girls, aged 3 years, where we will carry out the pedagogical activities
according to their age, based on fine motor skills and strengthening previous knowledge that they will carry out with previous guidelines for parents and representatives, and in the
same way habits and hygiene that the teacher will give. Where the boy and girl will gain work experience. Using different materials found at home, to achieve this activity, putting fine
motor skills into practice in all cases. Likewise, Christmas activities will be carried out, continuing the celebrations following traditions and customs.
LEARNING AREAS COMPONENTS AIM EXPECTED LEARNING STRATEGY RESOURCES

 Organize the spaces so that there Teachers

Personal social training and Promote in girls and boys a That the boy and the girl learn are attractive options when Students
communication autonomy positive self-esteem, in to: planning the activity. Parent
their social and cultural  is recognized and  Ask clear questions when representatives and
context. appreciated as a planning the activity for the child significant adults.
person. so that they can make decisions Phone
 demonstrates initiative about what they want to do, how, Video
in carrying out various with whom and where. Leaves
activities.  At the time of sharing and Crayons
 recognizes its recounting, talk about each job, Tempera
possibilities and its so that they express what they Brushes
limitations. have done and what it means to Crepe paper
 values the activities, them. assess the work at all times. Silk paper
actions, and work that  Ask the children questions during Magazines
he/she does. their daily routine so that they Reusable material
 distinguishes feelings can decide between several that is within reach
of mood, emotions and options: Who wants to tell what at home.
feelings in himself or they did?
herself and in others,  Encourage dramatizations and
in situations plays with girls and boys where
experienced through different moods are evident:
images and narratives. laughing, crying, getting angry or
 emotionally supports sad.
other girls and boys as  Organize activities in the routine
well as adults. so that the girl and boy can share
 freely express feelings games and toys.
Expression of feelings Train girls and boys in the and emotions. which  Incorporate into space. represent
and emotions. expression and regulation are progressively and imitate cards that show
 of emotions and feelings to controlled. different situations where
achieve socialization.  express their opinion emotions and feelings are
freely on matters of expressed.
interest to them.  Talk to the children about what
 distinguish moods, in the images represent and
oneself and in others, compare them with what they
in situations feel.
highlighted, in images  Pay attention when the boy and
and narratives. girl talk to each other.
 establish affectionate  Focus your interventions on
relationships with children's strengths without
children and adults. correcting them beforehand.
 demonstrate  Make brief comments when
emotionality when necessary.
carrying out different  Briefly record some key
activities. interventions by the child to
 sit at the level of the incorporate into the activities.
child to talk with the  Gather the girls and boys in circles
group in a suitable space to discuss what
 support at all times they will do.
oral and written language Understand, communicate, and intervene with  Encourage children to participate
express experiences, ideas, questions related to and express themselves freely in
feelings, sensations, the topic. the activities.
emotions and desires  pay attention when  Give them time to think and
through oral language, girls and boys talk to decide what they will do.
progressively adjusting it to each other.  Have the materials in the spaces
its respective uses.  orally express facts, to carry out the activities selected
ideas, feelings and by the child.
experiences through  Have images, photographs,
Demonstrate attitudes of descriptions, posters, paintings, magazines,
appreciation for the family, narratives, expressions newspapers.
community, traditions, in dialogues and group  Talk about the materials, their
Coexistence (customs, culture, and symbols that conversations. proper use and the importance of
traditions, and values.) represent their steps.  identify family customs their content.
and traditions and  Ask questions about what they
discuss their meaning. liked the most.
 value and participate  Allow the girl and boy to observe,
in family festivals, review, exchange, comment, and
popular events and contribute their ideas.
traditions.  Allow the child to observe and
 ask questions using select the material for the activity.
Express and create freely appropriate oral  Motivate the girls and boys in
based on different expression and basic describing their drawings so that
environmental experiences vocabulary. they can express their
that encourage  express creatively with achievements for themselves.
imagination, invention and graphic and plastic  Ask the child to observe, describe,
plastic expression transformation. activities: drawing in and draw things from various
Relationship with the the form of a doodle, perspectives.
environment painting, model, etc.  Allowing them to incorporate
 combine different lines, shapes, into their
techniques of artistic predations, what are they doing?
expression through How do you see it?
drawing, painting,  Place musical instruments,
models, sculpture, etc. maracas, gloves, sound
 use the body as a instruments, rain sticks, among
means of others.
communication.  Sing a song in which each group
Become aware of your  identify various body plays with their instruments.
body and use it as a form movements.  Invite an adult to play an
of expression and  coordinate body instrument.
communication. movements to the  Propose games that allow the boy
beat of music, rhyme, and the girl. Move your body
poetry, and musical freely.
Body expression. instruments.  Invite the child to move freely
 use music as a means around the space to perform
of expression, ideas, warm-up and loosen-up
feelings and desires. movements on various parts of
 enjoy listening to a the body: neck, shoulder, arms,
variety of music, wrists, back, waist, legs, ankles,
selected and adapted the whole body.
to your personal  Follow instructions.
Develop musical aptitude interests.  Move, walk gently, moderately,
through experiences and  reproduce different quickly.
skills in rhythm, which sounds with your voice  Maintain balance while walking.
enhances respective Jump and dance.
discrimination, auditory  Invite the child to move freely.
musical expression memory and sound  Provide games that allow girls and
production with one's own boys to perform various
body and with simple movements.
instruments.  Be vigilant and alert to protect the
physical safety of the child.
Provide help when I needed it.
