TEACHING FOLDER

Children's School 'Sun World'

Lactation Rooms

Teacher: Ma. Laura Mina.

Teaching assistant: Anabella Martinez.

Year 2017.
THEORETICALPROFILE
 Real profile
Room: babies “The Monkeys.”
April 2017.
Docentes: María Laura Mina; Danna Da Silva; Anabella Martinez.

The baby room group 'The Little Monkeys' is made up of 7 children, of whom 4 are
There are girls and 3 are boys. Their ages range from 3 months to 7 months.

It is a group of children who are observant, attentive, curious, predisposed and

participatory in the proposed activities, which are planned week by week taking into account
count their ages and divide them into subgroups of 0 to 6 months and from 6 to 12 months. They seek to know the
available space based on their own possibilities for action. They enjoy playful activities of
sound and textures to explore. The oldest ones entertain themselves by taking objects out of boxes and exploring.
the materials at your disposal.

They manage to express their emotions and needs through gestures, moans, or crying as it is
expected at this evolutionary stage they are going through. They manage to recognize the figure of the teachers and
respond to them with smiles, gestures or babble the oldest. They enjoy watching their
companions.

The motor skills exhibited by the group are very varied; the children aged 6 and 7 months have already
begun to sit up on their own without support, to turn to both sides, to crawl forward and backward. The
the older girl began to crawl on all fours, manages to stand up with support and maintain herself.
foot held by a support. Children between 3 and 4 months are able to rotate to both sides, they remain a
Time lying on the back and on the stomach. They achieve head control and their eye fixation is in accordance with their stage.
evolutionary. Most manage to take their bottle, although they tend to get tired quickly and care must be taken.
careful to reach them again.

Regarding habits and daily routines:

. Breakfast: takes place around 9 to 9:30 a.m., taking into account the time of your last
take it to his house.
. Lunch: takes place at approximately 11:30 am. Only 3 children have solid food, while
the other children drink milk.
. Snack: it takes place between 3:00 and 3:30 PM. The children have their milk and one of them brings
solid snack to complement.
. Rest: some manage to rest in the morning and others can wait or delay theirs.
rest until after lunch. In the afternoon, they usually need a mini nap afterward.
around 4 PM.
ANNUAL OBJECTIVES
Y
PURPOSES OF THE
HALL
 OBJECTIVES
May the child achieve...

Subgroup from 0 to 6 months:

Emotionally connecting with significant adults, establishing a relationship

based on trust and security.

Make the transition from reflex activity to voluntary psychomotor activity.

Exercise head control.

Eye fixation and tracking of objects with sight and hearing (viso-coordination)
motor and oculo-manual.

Express your emotional states.

Respond to verbal stimuli. Locate and recognize voices and sounds.

Discover parts of your upper and lower limbs.

Acquire voluntary digital grasp.

Control your postural axis in a seated position with support.

Subgroup of 6 to 12 months:

Bonding emotionally with significant adults, establishing a relationship

based on trust and security.

Recognize people and objects.

To manifest pleasant and unpleasant emotions.

Strengthen your postural axis in a seated position without support and standing with support.

Combine and alternate different postural positions (standing, squatting, sitting,

lying down).

Practice the standing position and start walking.

Discover characteristics of objects: open, close, screw, fit, thread,

to cover, to put in, to take out.

Explore space in vertical and horizontal positions.

Locate sounds, objects, and people that have changed position outside of their field.
visual (concept of object permanence).

Recognize signals to anticipate events.

Understanding some words linked to actions and words linked to objects; value
semantic.

Emission of words and onomatopoeic sounds by imitation.

 Purposes of the room

o Provide an atmosphere of emotional support that enables the establishment of bonds

trust and security in the school context.

o Organize the educational activity respecting their basic needs for affection,
care and play, in an environment that, at the same time provides protection,
stimulates autonomous exploration.

o Offer learning opportunities linked to motor aspects,

cognitive, social, emotional, and expressive.

o Encourage communication with families in order to share guidelines and criteria.

in relation to the education of children while fostering a
active participation in school life.

o Promote the progressive construction of children's identity by integrating their

cultures in the educational task, valuing their languages and their personal histories.
 Assessment of the adaptation period

The main objective of that period was to create a climate of emotional containment.
which was successful. Trust and security links were established between children and
teachers, and between families and teachers, so that children can gradually
progressively momentarily separate from their attachment figures without showing
difficulties.
Their basic needs for affection, care, and play have been respected, providing
protection and stimulating the active exploration of the new environment.
Opportunities for learning about motor and cognitive aspects were also able to be offered.
expressive social
Children have shown great enjoyment in playful activities such as educational ropes,
gyms, rattles, sound elements and textures to explore and manipulate, and the most
great games with material boxes to take out. The games that catch their attention the most are
those that involve sounds and songs sung by the teachers accompanied by
cotidiaphones, musical instruments, gestures, etc.
During this period, we have managed to get to know each child, their tastes, needs and
possibilities to thus give rise to planned activities that respond to their
interests and awaken their attention.
The children showed observation skills towards the environment, the teachers, and their classmates.
They are participative in every proposal presented.
As for the daily routines, they are still in the process of acquisition, as their
ages are varied and each has different rest times or schedules of
nutrition according to their routines at home. In any case, significant progress was observed what
it allows to continue working on said process.
ANNUAL PLANNING
 ANNUAL PLANNING:
Mini projects and contents of the first semester
MARCH

. Adaptation period
. socio-affective relationship.
. Progressive incorporation to the rhythm of the garden.
. Progressive autonomy.

APRIL

. "Monkeys in action"
. Intellectual manipulation of objects
. Fine motor skills.
. Oculo-manual coordination.
. Our names
. Field of social knowledge.
. Paseanderos
. Knowledge of space in action.
. To put each object in its place.
. Manual coordination (container-content).

MAY

. The garden dancers

. Body and musical expression.
. Getting to know our little bodies
. Body discrimination.
. Sensations
. Exploration and stimulation of the senses.
. Characteristics of objects.
. Oculo-manual coordination.
. My fantasy world
. Active listening of short stories.
. Progressive attentive listening.
. I am a great builder.
. Exploration of the environment.
. Intentional manipulation of objects.

JUNE

. To exercise my little body

. Gradual postural control.
. Hidden mischievous ones
. Knowledge of the action space.
. Visuomotor coordination.
. Musical monkeys
. Sound and musical communication.
. Body and verbal expression.
. Exploration Monkeys
. Exploration of the environment.
. Intentional manipulation of objects.
. Hanging world
 . Visuomotor coordination.

JULIO

. "Babies in Motion":
. Body discrimination.
. Progressive postural control.
. Where is it? Should we search inside? To put in and take out...
. Active exploration of the environment.
. Continent-content.

AUGUST

. Sensations
. Exploration and stimulation of the senses.
. Characteristics of objects.
. My body in motion
. Body discrimination.
. Progressive postural control.
. I see, I see, what do you see?
. Oculo-manual coordination.
. Attention and listen.
. Exploration of spaces, objects, and actions.
. At full speed...the little monkeys arrived
. Auditory stimulation.
. Progressive discrimination of intensities, levels, and timbres.
. Listen attentively.
. "Rolling and rolling"
. Stimulation of motor skills through the exploration of new
body movements.
. Motor coordination.
. Manipulation of materials and elements.
. Structuring space based on objects and the body itself.

SEPTEMBER

. My little hands and I

. Exploration of objects.
. Oculo-manual coordination.
. Motor skills.
. Voluntary actions.
. Discovering the literary world
. Active listening of short stories.
. Listen to rhymes, poems, songs, and short stories.
. Exploration of textbooks.
. Free pass
. Knowledge of space in action.
. Localization of nearby objects through sight, touch, and hearing.
. Digital grasping in coordination with the senses in action.
. Let the music continue
. Coordination based on musical rhythms.
. Understanding of words.
. Body and verbal expression through babbling.
OCTOBER

. Moving dolls
. Exploration of action possibilities with your body.
. Different postures according to their evolutionary stage.
. Magical sensations
. Tactile discrimination.
. Sensory pleasure.
. "1, 2, 3...my little hands try again"
. Oculo-manual coordination.
. Digital pressure.
. Gradual intentionality in actions.
. Looking up
. Viso-motor coordination.
. Space exploration.
. Once upon a time...
. Active listening of brief stories.
. Listen to rhymes, poems, songs, and short stories.
. Reading simple and meaningful images.

NOVEMBER

. Nothing here, nothing there. Where is it?

. Imitation of movements and actions produced by others.
. Understanding meanings and actions.
. Word-object-action relationship.
. Exploring movements
. Fine motor skills, finger grip.
. Exploration of objects and possible actions.
. Notion of continent-content.
. Voluntary digital apprehension.
. Surprise boxes
. Intentional manipulation and exploration of the offered objects.
. Discrimination of objects of different materials, sizes, textures, smells,
sounds, flavors, and shapes.
. Know the possibilities of play between your body and the objects (if they roll,
they sound, they are cold, rough or smooth.
. My friends the puppets
. Development of imagination.
. Verbal expression and enrichment of their language.
 Mini project
My little hands and I
(Lactation room T.M - 4/9 to 8/9)

Foundation
Exploration is very important in a child's learning because it allows
enrich your knowledge, encourages the habit of experimenting for oneself, stimulates your
autonomy and boosts self-esteem.
The first way a baby explores is through direct contact with the
objects with their hands. For this reason, it is considered important to provide opportunities and
situations in which they can develop and exercise their hand-eye coordination and their
motor skills, favoring the discovery of their closest surroundings.

Objectives
Let the child achieve...
Explore objects that spark your interest.
Discover your opportunities for voluntary action.
Exercise your eye-hand coordination and motor skills.

Contents

Object exploration.
Oculo-manual coordination.
Motor skills.
Voluntary actions.

Mini project activities

We know and recognize our little hands through songs. We try to do

the movements like shaking, clapping, hitting the floor. The youngest will receive the
help from the teachers to guide the movements. Then... restless bubbles! What about
Where are they going? We try to catch them and explode them with our little hands.
Shadow theater! We observe the movements of the hands and what they show us.
The eldest play exploratory games with flour, funnels, strainers, and
containers of different sizes. The smallest manipulate educational rattles.
We explore everyday sounds, we shake them and observe what happens. We sing songs.
We make the biggest ones roll and chase them. We play to put in and take out of bags.
Threading handkerchiefs into rings for the bigger ones. The smaller ones
we manipulate the rings and discover what we can do with them.

Complementary activities

. We exercise our motor skills on giant balls, practicing postures and

body movements.
. We play with cloth dolls, we make them sleep, dance, we hug them. The most
they explore and manipulate small things.
. We discovered absence and presence of sound in bottles of various sizes.
Some of these, with ribbons on their ends. The larger ones use them as
drag.
. Fitting games with boxes with openings and colorful balls. With the help of the
We try to see where they fit. The little ones try to reach while lying on their stomachs.
cloth balls placed far apart.
. We enjoyed a textured tale.
. We explore educational rugs with different textures, colors, and objects. The most
we become great by taking action holding onto the rail or taking steps with help
of the ladies.
. We play with sound bottles filled with while we explore actions, sparkles and
colors.
. Puppet theater. We enjoyed a mini play.
PLANNING
Y
MINI PROJECTS
 Adaptation period

The incorporation of children into a school institution implies for them and their
families, the beginning of a series of experiences and events that will broaden a framework of
reference and will enable them to establish new bonds and relationships. It occurs a
meeting with other children and adults in a physical space different from the usual one, a
adaptation to other rhythms and schedules, to new ways of acting and communicating. This
this period is considered of great importance as it involves play and interaction with
Adults strengthen bonds with children.
We aim to ensure that children feel comfortable and secure with their teachers.
for them it is essential to carry out activities that enable and promote knowledge of
space for action, make it your own, interact with your peers and feel part of the group
through playful proposals.
The adaptation period is regulated by each child's internal timing as they progress.
that he/she starts to integrate into the new space, new objects, and begin to relate
with other adults and children.
With a good adaptation, future adaptations to social groups will be favored.
those to which the child will belong throughout his life. For this reason, it is essential that
the experiences are positive and meaningful.
Taking this into account, and creating an atmosphere of play, fun, and plenty of love
We will begin this new cycle.

Objectives:

Let the children...

They create an emotional bond with their teachers and peers that allows them gradually
accept the momentary separation from their attachment figure.
Start exploring the new space and materials that are presented to you.
They begin to gradually establish some routines and habits.
(nutrition, hygiene, sleep).

Contents:

Differentiated affective relationship with peers and significant adults.

Integration into your belonging group.
Meet your classmates and share certain moments of play.

Possible general activities:

We explored boxes of different textures and sounds. We shook them and discovered
possible actions.
Hiding game with fabric balls and fabric handkerchiefs.
Mini baseball player in the living room.

Didactic rug with hanging objects to explore.

We explore tulle pom poms. The teachers give us little massages and caresses.
We play with sound eggs to the rhythm of the music.
We play with little worms from bottle caps. We handle them and try to shake them to
produce sound. We accompany by singing songs.
Flying bubbles. We observe the bubbles and try to catch them with our
little hands.
Let's exercise! We play on educational mats and gyms.
We sing songs with the puppets in the room.
We explored fabric bags with different fillings.
We observed picture books of significant animals with the help of the teachers.
We listened to their onomatopoeias.
We play with rings and suction cups. Shall we try to thread them with the help of the teachers?
We explore filled sound bottles.
Chasing lights. We played with colored lights. We tried to follow them with the
Look. Where are you going?
We accompany the musical rhythm with everyday phones.
We play with rings. We explore which ones make a sound and which ones do not. We use them.
like wheels, we spin and use as little crowns.

Near the mirror we observe ourselves, we play with handkerchiefs, we hide and
we discovered.
Construction and stacking play with soft blocks.
We play with foam rubber rings and with the help of the teacher we try to thread them.
on its soft axis.
We explore cylinders and trumpets and make them roll.
We manipulate little hoses and if we can, we try to thread them into barrels with.
drillings.
Bartolo has an orchestra. We set up an orchestra with the instruments and
we sing songs.
Let's roll! We play with rollers of different sizes and textures.
Fabric rattles. We play to hide them under cloths, make them sound and look for where they are.
They are. We uncovered them and found.
Sound cans that shine catch my attention... we discover what sounds they make, if
wheels, etc.
We explore our little hands, we sing songs with hand games.
 Mini project: 'Monkeys in action'

Room: lactariums
Duration: from April 3 to April 7

Foundation:

With the disappearance of the cervical tonic and palmar reflexes, the first begin
voluntary grasping attempts with global and disordered movements originating from the shoulder.
The coordination of grasping with sight, hearing, and the goose will allow you to take the object in which you have
focusing your gaze; therefore, it will be necessary to provide the child with objects of different textures,
forms, with or without sounds. Bring an object closer for him to look at and take it. Make him hear the sound of
an object that it does not see in order to search for and take it. For them, we propose activities that allow them to
the intentional manipulation of objects that leads to experimentation and learning about the
environment and encourage more autonomous explorations.

Objectives:

May the child achieve...

Gradually coordinate grasping with sight, hearing, and the mouth when handling objects.
Explore various mechanisms of action on objects.

Contents:

Experiences for exploring the environment.

Intentional manipulation of objects.

Related activities:

We explore an educational curtain with strips of different materials, the larger ones sit down and
the little ones lying on their backs try to grab them with their feet and hands.
We manipulate semi-inflated balloons, both filled and unfilled. They pinch them, squeeze them, we try.
actions with both hands such as throwing, shaking.
We shake and hit cans. The little ones do it with the teacher's help.
We manipulate everyday objects and discover their possibilities for play.
We play with plastic laces. With the help of the teacher. The little ones explore, shake.
and they carry out different actions.
We play with balls of different textures. We discover if they make sounds.
We discover sensations with the senses of touch, taste, and sight by playing with fabric books and
gum.
Didactic manta to explore.
We manipulate small hoses and if we can, we try to put them in containers.

Complementary activities:

Round of children's songs sung to us by the puppets in the room.

Mini baseball player in the room! With soft fabric balls.
We explore bottles filled with different contents.
We play with rattles.
Body expression with fabric feathers, we move them to the rhythm of the music. The teachers help us
they tickle.
We play with tops, we try to make them spin and we shake them to produce sound.
We explore little hands/little feet and sound hammers.
Boom boom boom at the sound of the drums, the teachers sing 'Apu the little Indian'.
We discovered little eggs hidden in colorful fabric cubes.
We play with sound and bright boxes.
Ring, Ring! We play with rings and explore which ones make sound, we shake them, we make
turn, we use as crowns, etc.
Crazy little worms... we play with little worms made of caps and plastic containers. We try
put them in and take them out.
We play with long and short tubes of different textures.
We listen to short poems and rhymes while observing their images.
Surprise cans! We discovered together with the teachers what they hide inside.
Fabrics here, fabrics there... we hung fabrics all over the room, some laid out on the floor.
to explore. We play at appearing and disappearing.
 Mini project: "Our names"

Hall of the Lancers

Week of April 10 to 14

Foundation

The child will slowly begin to distinguish himself from others, he has a name that he will learn.
the responder will start recognizing its image in the mirror by differentiating it from the other one that
he observes beside him, the familiar face of his teacher, of his companion. Each of these
progress is only possible through the presence of the other social, through the affective human contact of the
adults and children in a verbal and physical exchange.

Objectives

That the child achieves...

To appropriate their name and identity.
Appreciate the name of your colleagues.

Contents

. Name of each of the children.

. Identity of each child: their name and image.

Activities of the mini project

1. Sitting in front of the mirror, the teacher calls us by our names, then we manipulate
rattles hanging from the bar while we observe our image and actions that
we carry out.
2. Hiding game: with a scarf we play to hide, appear, and disappear. The
the teacher calls us by our name, then we play with the handkerchiefs.
With a hand puppet, the teacher will greet us and call us by our names.
accompanied by cuddles.
4. Tickles with feathers. We enjoy the tickles that the teachers do to us while we
They call us by our name. We receive some massages while they talk and sing to us.
5. We play with fabric balls. The teachers throw or offer a ball to us while calling us.
by the name.
6. We play with finger puppets, we sing songs where the teacher will call us one by one.
one. (greeting songs, little grey horse, etc.).

Complementary activities

o We manipulate filled bags, shake them and squeeze hard.

o We play with tubes of different textures, we manipulate them, hold them still, and roll them.
with the help of the teacher.
o We pile up foam blocks with the help of the teacher, we try to knock them down.
o We play with filled bottles, shaking and shaking them vigorously.
o We wrapped candies in cellophane paper and with the help of the teacher, we tried to put them inside.
of plastic containers.
o We caught baseballs all over the room, trying to move towards them. The most
We manipulated the small ones with the help of the teacher and tried to stretch to reach them.
o We play with bigger and smaller hoops, we shake and rattle them, the teacher us
help to put them on as bracelets.
o We shake little eggs, tiny hammers, and noisy bracelets. We make a lot of noise and sing.
songs.
o We look at cloth books with pictures, the teacher helps us turn the page and will go
naming the images that appear.
o Song round with the puppet from the room 'little monkey Titi'.