ENGLISH PROJECT

KNOWING MY BODY AND ITS CARE

FLOREZ BELTRAN YENNI ALEJANDRA 191103810.

LOZADA QUEVEDO JENNY MARIANA 191103819.
NARANJO RIORRECIO VALENTINA 191103824.
VANEGAS ORTEGA SINDI YULIETH 191103835.

UNIVERSIDAD DE LOS LLANOS.

EARLY CHILDHOOD EDUCATION PROGRAM.
SEMESTRE V
VILLAVICENCIO- META
2019

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 TABLE OF CONTENTS.

1. Introduction ………………………………………………….. 3
2. Objectives ………………………………………………….. 4
3. Theory Framewo…………………………………………….. 5
4. Materials and Methodology ……………………………….. 7
4.1 Materials (resources) ……………………………………… 7
4.2 Methodology……………………………………………… 7
5. Conclusions………………………………………………… 11
6. References ………………………………………………… 12
7. Annexes……………………………………………………… 13

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 Knowing my body and its care.

1. Introduction.

The purpose of this paper is to create a didactic and dynamic space where girls and boys have the
possibility to recognize the different parts of their bodies, their functions and care, motivating to
the constant participation, that generate a Significant learning from their previous knowledge,
where the teaching of these concepts prevails through a second language, the English language.

This project is developed from three moments, which are: First moment: previous knowledge that
girls and boys have, second moment: Recognizing the parts of the body, their functions and care,
third moment: Evaluating what has been learned through from the song "Head, shoulders, knees
and feet". Most of the time the infants pass to the front, helping to complete the figure of the human
body with different materials, also recognize various elements of personal hygiene (shampoo, soap,
toothpaste, hand soap) and finally dance a song Called "head, shoulders, knees, feet" in order to
have an active participation during the development of the project, this will encourage in them a
meaningful learning and a great help for their lives.

For this project the game was used as a pedagogical strategy being the central axis, thus creating
this a pleasant, attractive and fun space for the boy and the girl, making this something important
because they recognize their corporality, and this leads them to strengthen their Developments in
terms of: autonomy, independence and sexual identity.

It is of great importance to prepare the way for an adequate teaching of the English language
through these basic and fundamental concepts, promoting in the Infante an interest in a second
language in a didactic and pleasant way.

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 2. Objectives
 Generate a didactic and dynamic space so that boys and girls recognize the different parts
of human body, in addition to your functions and care; of form participatory generating
and good learning.

 Ask on your previous knowledge as point of departure for the significant learning.

 Implement the use of the English language, from the early age for go generating habits of
study in other language.

 Provide different didactic activities so make easy of a ludic form the learning of the
concepts.

3. Theory Framework.

Day-to-day teachers in their pedagogical practice think about how to innovate in the teaching-
learning process so that the knowledge they want their students to acquire is meaningful; This is
why they use different pedagogical strategies as a tool to achieve this learning. Taking into account
the above statements this project used the game as a pedagogical strategy for learning.

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According to Chaparro. M., & Peña. S. .1 “A pedagogical strategy is a tool with which the teacher
aims to facilitate the student's learning, integrated by a series of activities that contemplate the
interaction of the students with certain contents. The strategy should provide students with
motivation, information and guidance to realize their learning, and should take into account some
principles:
- Consider the characteristics of the students: cognitive and learning styles.
- Consider the motivations and interests of the students. Procure amenity.
- Provide the necessary information when needed.
- Use active methodologies in which you can learn by doing.
- Consider an appropriate treatment of errors that is starting point of new learning.
- To provide that students can control their learning.
- Consider collaborative learning activities, but keep in mind that learning is individual.
- Perform a final evaluation of the learning.” 1

Taking into account what the authors refer to, this project is based on these principles to facilitate
learning, considering first of all their previous knowledge, a good participation, information
according to their age, striking material and evaluating at the end with a song.

In this project the game was used as a strategy for learning, because this allows the interaction of
the child with content in an easy and enjoyable, because the game is a natural activity of the child
and can still be considered that the man , As Jiménez says., C. Dinello., R & Alvarado., L. Quoted
by Chaparro, M & Peña, S.2
"The game is a natural activity of man, in which he participates instinctively and spontaneously. It
is the means by which, manifesting our concerns, our needs and our problems; It is also the most
effective means by which we discover and learn the world in which we live "

1
Chaparro, Marcela. Y Peña, Sindy. (2004) La lúdica como estrategia pedagógica para contribuir al fortalecimiento
de los procesos de aprendizaje en los niños y niñas entre los 5 y 7 años de edad del colegio instituto ciudad de
Villavicencio. Universidad de los Llanos. Pág. 29
2
Jiménez., C. Dinello., R & Alvarado., L. Lúdica Creativa. Aula Alegre Magisterio. Pág. 29 citado por Chaparro, M &
Peña, S. (2004) La lúdica como estrategia pedagógica para contribuir al fortalecimiento de los procesos de
aprendizaje en los niños y niñas entre los 5 y 7 años de edad del colegio instituto ciudad de Villavicencio.
Universidad de los Llanos. Pág. 66.

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The game in preschool education, as a pedagogical strategy today is a tool widely used by the
teacher to provide the child a better way to learn, where it is taken into account their participation
and that the teaching-learning process is done in A striking and welcoming environment for
children.

That's how Salgado is. G, he refers that "the interrelation of play and the programmed teaching
does not remain unchanged in the course of preschool childhood. In the pre-school age groups, the
game is the fundamental form of teaching, the motivational game, so it provides a special climate
for learning, whether children or adults are the ones who learn.”3

In order for this strategy to deliver good results, the teacher must provide adequate space, a topic
of interest to the child, stimulate the student and allow him the freedom to express himself and his
pace, and that the child from preschool to the future will Develop in environments where play is
prevalent as a means of learning.

In this project not only the game was used as a strategy to teach the English language in the
preschool age, also by means of the song "Head, shoulders, knees and toes" the teaching of the
subject was made in an easier and attractive way for the children , this strategy of learning the
English language is widely used in preschool and thus refers to Lerner "Music is a valid and
profitable resource for two circumstances: one, people throughout their lives, are in close proximity
to music and develop a musical identity; Two, it allows to integrate language and culture, a
fundamental relationship for the learning of a language, and even more, the appropriation of other
cultural forms. " 4

4.Materials and Methodology

4.1 Materials (resources)
Puzzle: Cardboard, paints and markers.

3
Salgado., G. (2013). El Juego como estrategia didáctica para el aprendizaje en la educación preescolar. Universidad
pedagógica nacional. México D.F. Pag, 49
4
Lombana., S. & Reyes., N. Las canciones como estrategia pedagógica para la enseñanza del inglés. Universidad de
la salle, Bogotá. 2013.

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Images: Cardboard and paintings.
Title: Foaming, frost, colbon, scissors, wool.
Song “Head Shoulders Knees and Toes”.

4.2 Methodology

First moment.
Acknowledging my previous knowledge.

In this first moment we want to see that previous knowledge have the transition girls and boys,
since as Ausbel says, it is necessary to start from what the child knows so that this serves as
scaffolding to build the new understanding. To know that children have more knowledge about the
use of the English language.

Voluntary participation was used, so that boys and girls would go to the front and name three parts
of the body they knew. The girls and boys participated with pleasure.

Second moment.
Recognize the parts of the body, its functions and care.

It is important for girls and boys to know their body, to build their body diagram, self-image,
autoconception and esteem. Others to know everything that this can do.
started from the face, because there are most of the senses, fundamental elements of learning.

It was made by means of a puzzle, which the students were putting together, each time they
explained a part and its function. When the puzzle was armed, it disarmed again so that the girls
and boys will play with it. They took a part of the body, named it in English and placed it in the
corresponding place, until they put together the puzzle. This game was used because it is a useful
and fun tool for learning.Were also shown didactic films with the different care of the body.
Participated in the same way.

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Final moment.
Evaluating what was learned through the song Head, shoulders, knees and toes.

With the help of this song he wanted to verify that the children identified the parts of his body.
Through the mimic, singing and pointing to each part of his body, as indicated by the song. The
songs are also another strategy for learning, but even when it comes to young children and learning
a second language.

First moment

Valentina: Good evening, we are licensed in Pedagogy of Children of the University of the
Llanos and today we come to talk about body parts, their functions and their care (each teacher is
presented).
My name is Valentina Naranjo.
My name is Yulieth Vanegas.
My name is Yenni Alejandra Flórez
My name is Mariana Lozada

Yulieth: Hello children, how are you?

Children: (Answers)

Valentina: Very good. Can any of you stand up and show me three body parts?

Children: (The child stands up and responds)

Yulieth: Very well, another child that please do it.

Children: (The child stands up and responds)

Yulieth: Perfect, now we will explain the body parts and functions

Second moment

Mariana: Hello children, this is the head, it is the upper part of the body. There is the brain. Also
the face.

Mariana: These are eyebrows and are on our forehead are the frame of our face.

Alejandra: These are the eyes. With them we cam see.

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Alejandra: These are the ears are on the sides of the head and serving for to listen.

Yulieth:This is the nose. where is? Please answer, you ( a student points). That‘s right. It is in the
face. through there the air enters the body, you can smell anything.

Yulieth: This is the mouth, is where food enters our body. There are also teeth and tongue.

Valentina: this is the neck, is the union of the head and body

Valentina: The shoulders are those that connect the arm to the body.

Mariana: This is the chest and protects the heart.

Mariana: These are the arms. In them are tha hands.

Alejandra: These are the hands, left and right, they are used to manipulate objects

Alejandra: These are the legs, left and righ, are lower extremities of the body with which we
mobilize.

Yulieth: The knee is the middle joint of the leg.

Yulieth: the feet are the lower part of the legs with them we walk

Yulieth: Now we will put the puzzle together with some volunteers. Take a part, name it and
place it in the right place.

We will carry personal care items such as shampoo, soap, toothpaste, toilet paper, among others.
With which the importance of care and hygiene will be explained.

Valentina: Children, do you know what care we should give to our body? name me some
Children: (Answers)

Valentina: Very well, do you know what toothpaste is for?

Children: (Answers)

Mariana: Toothpaste is used to brush your teeth and have good dental hygiene and we must
wash our teeth three times a day

Mariana: What it is? (image of the shampoo)

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Children: (Answers)

Alejandra: The shampoo helps us to wash our hair and be healthy

Alejandra: You know these products? (soap image)

Children: (Answers)

Yulieth: Soap is used to wash your hands before eating, facial soap to wash your face and soap to
bathe every day.

Yulieth: What time do they go to sleep for children?

Children: (answers)

Valentina: We all have to go to bed early and rest very well because that helps us grow up.

Valentina: Do you like fruits and vegetables?

Children: (Answers)
Mariana: It is very important to have a healthy diet to grow healthy and strong.

Third moment

Mariana: children you like to sing?

Children: (answers)

Alejandra: let's sing and dance this song “Head, shoulders, knees and toes".

Children: stand up and imitate teachers.

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 5. Conclusions

- Good participation of girls and boys was achieved. The material was ideal for them.

- From the beginning the children showed their knowledge, the students corrected the
pronunciation and they correct themselves with pleasure and without fear. It was easier
for them because they already had some previous knowledge and this really makes
learning easier.

- Using play and music as teaching strategies learning for a second language is very
beneficial as children remain cheerful, do not see it as another class, but as a game where
without fear learn.

- To give a class in another language is a little fearful and even more so when the domain is
very little, but it was pleasant and a great contribution for the learning of the English
language.

6. References

Chaparro, Marcela. Y Peña, Sindy. (2004) La lúdica como estrategia pedagógica para contribuir
al fortalecimiento de los procesos de aprendizaje en los niños y niñas entre los 5 y 7 años de edad
del colegio instituto ciudad de Villavicencio. Universidad de los Llanos. Pág. 29

Jiménez., C. Dinello., R & Alvarado., L. Lúdica Creativa. Aula Alegre Magisterio. Pág. 29 citado
por Chaparro, M & Peña, S. (2004) La lúdica como estrategia pedagógica para contribuir al

11
fortalecimiento de los procesos de aprendizaje en los niños y niñas entre los 5 y 7 años de edad del
colegio instituto ciudad de Villavicencio. Universidad de los Llanos. Pág. 66.

Salgado., G. (2013). El Juego como estrategia didáctica para el aprendizaje en la educación

preescolar. Universidad pedagógica nacional. México D.F. Pag, 49.

Lombana., S. & Reyes., N. Las canciones como estrategia pedagógica para la enseñanza del
inglés. Universidad de la salle, Bogotá. 2013.

7. Annexes

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