Currículo educativo inicial

Education and development curriculum
Preschool
Octubre 2013
Crditos
Carlos Mauricio Funes Cartagena

Presidente de la Repblica
Salvador Snchez Cern
Vicepresidente de la Repblica
Franzi Hasbn Barake
Secretario de Asuntos Estratgicos de la Presidencia

Ministro de Educacin ad honrem
Hctor Jess Samour Cann

Viceministro de Educacin
Erlinda Hndal Vega
Viceministra de Ciencia y Tecnologa
Renzo Uriel Valencia Arana
Director Nacional de Educacin
Janet Lorena Serrano de Lpez

Gerente de Gestin Pedaggica
Coordinacin de Diseo y Desarrollo Curricular, primera edicin

Departamento de Currculo
Wilfredo Alexander Granados Paz
Coordinacin de Diseo Curricular y
Desarrollo Curricular
Brunilda Pea de Osorio
Equipo Tcnico de Diseo Curricular (MINED)
Herbert Ovidio Aparicio Castellanos
Silvia Patricia Reyes Rivas
Equipo Tcnico Autoral de Diseo Curricular (UCA)

Ana Julia Velis
Rolando Labrador
Correccin de estilo
Pauline Martin
Diseo y diagramacin
Centro Integral de Comunicaciones y Periodismo,
CICOP, SA de CV
www.cicop.com.sv
Primera Edicin, 2013.

La impresin de este documento ha sido financiada por el Programa de Apoyo a las Comunidades Solidarias de El Salvador (PACSES), con la Unin Europea.
Edificios A, Plan Maestro, Centro de Gobierno,
Alameda Juan Pablo II y Calle Guadalupe, San Salvador, El Salvador, Amrica Central.
Telfonos: +(503) 2537-4100, +(503) 2537-4327, +(503) 2537-3212
www.mined.gob.sv || educacion.inicial@mined.gob.sv
Presentacin
El Ministerio de Educacin presenta, a la sociedad salvadorea, un nuevo currculo de la
primera infancia, como una expresin de la vital importancia que tienen los primeros aos
de vida para la formacin del ser humano.
El currculo se sustenta en los nuevos conocimientos de la neurociencia, la psicologa, la
pedagoga, la sociologa y otras ciencias cuyos hallazgos demuestran que las nias y los
nios inician el desarrollo de sus capacidades y competencias claves para integrarse al
mundo, para desarrollar a plenitud su mente y su cuerpo, desde el perodo de gestacin
y durante los primeros aos de su vida. De all que la educacin inicial es fundamental en
el desarrollo de la personalidad que incidir decisivamente en las subsiguientes fases de
infancia, adolescencia y juventud.
Tiene un enfoque de valores que se sustentan en el respeto a los derechos humanos, el
cual posibilita, a los nios y a las nias, desde su temprana edad, adquirir una formacin
que les permita dar respuestas equilibradas y respetuosas a s mismos, a sus semejantes y
a su medio ambiente; adems, los capacita para enfrentar las dificultades que acompaan
los cambios impulsados por la mundializacin, las nuevas tecnologas y los fenmenos
vinculados.
Este currculo busca lograr un desarrollo integral pertinente, profundo y continuo,
reconociendo que el entorno de la nia y el nio debe construirse de manera que el
mundo cognitivo est en contacto con el mundo afectivo y relacional, es decir, cuando se
combinan aspectos relacionales de gran trascendencia, como su relacin con la familia,
con otros nios y nias, con las personas adultas y con la comunidad.
El currculo para la primera infancia es la respuesta a un proceso de movilizacin social,
generado a partir del desarrollo del Plan Social Educativo Vamos a la Escuela 20092014, el cual plantea la necesidad impostergable de dar una respuesta integral y un
nuevo significado al tema del desarrollo de la primera infancia en El Salvador. Este es
parte fundamental del nuevo proyecto educativo global, la Escuela Inclusiva de Tiempo
Pleno, que junto a otros programas transformarn al sistema educativo tradicional y, en el
mediano y largo plazo, impactarn todos los mbitos de nuestra sociedad: la produccin,
el conocimiento, la realizacin de la persona humana y la convivencia social armnica.
El diseo del currculo de la primera infancia ha sido un proceso colectivo y de participacin

intersectorial, que tuvo como referente la Ley Nacional de Proteccin Integral para
la Niez y Adolescencia (LEPINA), la Poltica Nacional de Educacin y Desarrollo de la
Primera Infancia, la Poltica Nacional de Educacin Inclusiva y el Plan Social Educativo
Vamos a la Escuela. En este proceso, es importante reconocer y dar las gracias por los
significativos aportes dados por el personal asistente tcnico pedaggico y docente, los
centros educativos pilotos, y los siguientes organismos no gubernamentales: Fondo de
las Naciones Unidas para la Infancia (UNICEF), Centro de Referencia Latinoamericano
para la Educacin Preescolar (CELEP), Save the Children, Plan Internacional, Fundacin
Privada Intervida, Visin Mundial, Ayuda en Accin, Gran Ducado de Luxemburgo, Junta
de Andaluca, Asociacin Intersectorial para el Desarrollo Econmico y el Progreso Social
(CIDEP), Fundacin de Apoyo Familiar (FUNDAFAM), instituciones de educacin superior,
centros educativos privados, Mesa Tcnica Intersectorial para la Educacin y el Desarrollo
Integral de la Primera Infancia, Red de Educacin Inicial y Parvularia de El Salvador
(REINSAL); y organismos gubernamentales, como el Ministerio de Educacin (MINED),
Ministerio de Salud (MINSAL), Instituto Salvadoreo para el Desarrollo Integral de la Niez
y Adolescencia (lSNA).
La concrecin de este proceso es la entrega de un documento curricular actualizado,
integral y fundamentado en la concepcin cientfica del desarrollo del nio y de la nia
como sujetos de derecho, protagonistas y centro del modelo pedaggico de la Escuela
Inclusiva de Tiempo Pleno, que est desarrollando el Ministerio de Educacin. La puesta
en marcha del currculo exige una eficaz y fuerte coordinacin e integracin de diferentes
instancias y sectores con alcance local y nacional, fortaleciendo el papel protagnico que
el personal docente, la familia y la comunidad tienen en lograr significativos avances en la
educacin integral de la primera infancia.
El currculo orientar el desarrollo programtico de la educacin inicial, desde la concepcin
a los 3 aos, y de la educacin parvularia, desde los 4 a los 6 aos y 11 meses de vida;
define los objetivos que buscan ampliar las posibilidades de atencin integral y desarrollo
del rea biosicomotora, socioafectiva y cognitiva, a partir del desarrollo de actividades
ldicas, en contextos clidos y garantes de derechos, en los que las nias y los nios crezcan
y se desarrollen de manera feliz y en el marco de la proteccin integral. Reconoce que es
la etapa ms significativa del ciclo vital, en que se desarrollan las ms diversas formas de:
expresin y comunicacin, el pensamiento, la imaginacin creadora, el razonamiento, la
formacin moral y los valores ticos, las normas de convivencia, el amor hacia el medio
ambiente, la identidad y autonoma, el disfrute hacia todas las manifestaciones culturales
y, fundamentalmente, se sientan las bases de la personalidad, para la construccin de un
nueva ciudadana social en paz y con justicia social.
El currculo se implementar a travs de dos vas: una institucional y otra familiar

comunitaria, para lo cual el MINED debe atender a los principales actores de este proceso:
las nias y los nios, las personas adultas significativas, madres, padres de familia y
otros encargados, y al personal directivo, docente y asistente educativo de los centros
escolares.
Por primera vez en la historia educativa del pas, el Ministerio de Educacin, orientado
por el programa de gobierno de la Repblica, institucionaliza la Educacin Inicial y la
asume como Estado; a la vez, fortalece el enfoque de derechos y desarrollo integral de
la Educacin Parvularia, tal como se hace en la Educacin Bsica, Media o Superior en
nuestra organizacin educacional.
En ese marco, es relevante destacar el reconocimiento a docentes de educacin parvularia
y a diversos agentes comunitarios que, da a da, con dedicacin, esmero y amor, atienden
a los ms pequeos del sistema educativo y cuya noble labor es de alta significacin social
por el impacto beneficioso en la formacin de nias y nios, que se convertirn muy
pronto en ciudadanos y ciudadanas con mejores condiciones para gestionar su vida social
y el desarrollo del pas.
Asumamos este nuevo reto del Plan Social Educativo Vamos a la Escuela 2009-2014,
implementando el currculo con la motivacin, la creatividad y el entusiasmo que caracteriza
al personal educativo de este nivel -cuyos esfuerzos contribuyen a la construccin de un
nuevo pas-, y enriquecindolo con sus propios saberes y experiencias.
index
EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL . . . 9
General Introduction to the Curriculum . . . . . . . . . . . . . . . . . . . . . 11
General Guidelines for Preschool Education . . . . . . . . . . . . . . . . . 13
a.
b.
c.
d.
e.
Guidelines for English Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Suggestions for Diverse Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Methodological Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Learning Assessment Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sequence of Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
13
14
14
16
EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 4 . 19

1.
2.
3.
4.
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Achievement Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
21
22
24
Integrated Methodological Suggestions. Learning and Development Situations . . . . . . . . . . 26

Who I am, I am like this, I am... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Once upon a time... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Discover, feel, learn and have fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 5 . . . . . 35

1.
2.
3.
4.
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
37
38
42
Integrated Methodological Suggestions. Learning and Development Situations . . . . . . . . 43

Who I am, I am like this, I am... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Once upon a time... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Traveling around the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 6 . . . . . 53

1.
2.
3.
4.
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
55
55
56
60
Integrated Methodological Suggestions. Learning and Development Situations . . . . . . . . . . 62

Who I am, I am like this, I am... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Once upon a time... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Traveling around the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Education and development

curriculum
English Curriculum Preschool
Recent studies indicate that the best time for a child to learn a foreign language is in
the first three or four years of life1. Children at this age actually have a strong potential
to acquire almost an infinite number of new information, including foreign language.
Children who learn a foreign language at a very early age, have a more active brain
sphere and later have fewer difficulties in school subjects other than English.
The way babies and small children learn to talk proves that they are natural learners,
so preschool years are vital for language learning. Particularly in the first three to
four years of life, the foundations for thinking, language, vision, attitudes, aptitudes,
and other characteristics are laid down. Consequently, it would be a waste not to use
a childs natural ability to learn during his or her most vital years, when learning a
foreign language is as easy as learning the first.
Through play and exploration, children can learn a language quickly and easily. It is
in preschool when teachers can maximize a childs willingness and ability to learn by
using sensory stimulation and play combined with language learning. Small children
can learn by listening, seeing, imitating, and practicing, when they are introduced to
rhymes, songs, games, and counting in a foreign language. In this way, learning is
easier if it is done through active and fun methodologies, using all of the senses.
These are all important reasons for exposing children to early foreign language learning
with an appropriate methodology for their age.
This curriculum suggests topics and activities for four, five, and six year-olds in
preschool that can be integrated with the Salvadoran curriculum taught in the Spanish
language.
1 Martinez Mendoza, Franklin. Primera infancia, bilingismo y educacin infantil. Editorial Trillas, Madrid,
2010.
11
English Curriculum
GENERAL INTRODUCTION TO THE

CURRICULUM
a. Guidelines for English Teachers
b. Suggestions for Diverse Learners
The role of English teachers is to mediate between language knowledge

and childrens learning process in order to acquire communication
skills. In this sense, the teacher becomes a companion, a mediator and
a motivator of the process who, along with the children, is looking for
areas of interest in which dialogue, exploration, and discovery may
offer children opportunities to practice and produce language.
Curricular Adaptations
Curricular adaptations and the use of inclusive strategies are a
response to diversity among learners. These strategies involve
adjustments or modifications made in the curriculum in order to meet
the individual learning characteristics. In this case, the adaptations
are aimed at:
To achieve this, teachers will find it useful to consider the following

guidelines:
Start by learning about the situation of children, families and their

community, who should also participate in planning the educational
process and other activities to promote the development of boys
and girls.
Plan ahead: The activities to be developed for the children should
take into account the developmental characteristics, the childrens
environment and the families involvement.
Provide boys and girls with constant feedback about the visual
and auditory materials used.
Use childrens basic needs from her/his daily routines to
contextualize the English language.
Support boys and girls in remembering significant experiences
and motivate children to express them in English as much as they
are able to do so.
Monitor constantly childrens language production with clear,

precise and natural modeling.
Do advanced preparation of the environment and materials to be

used in the English class, so the process may proceed with higher
quality.
13
School-Wide Curricular Adaptation: These are adaptations

implemented on the school-wide level to meet special needs.
Generally, these take into account needs for mobility and special
attention, or in the common spaces like playground, cafeteria,
etc. Something that the teacher can do is to label in English the
common spaces, like hallways and offices, in order for children to
visually recognize the vocabulary in English in the space where
they move.
Classroom Curricular Adaptations: Adjustments have to do with
the planning done by the teachers according to specific needs;
for example, changes in group activities where the teacher uses
different sensory expressions like singing, use of different materials
to sense texture and develop the capacity to discriminate odors,
sound stimulation, use of flash cards, etc.
Adaptations in Communication: Use of specific teaching and
learning materials, technical and technological aids, computers,
sign language, etc., when there are communication barriers.
Non- Significant Adaptations: This refers to the use of instructional
strategies or minor changes in the curriculum on a classroom
level, in order to take into account learners needs. Evaluations
should be creative, focused on process more than products and
the original level of childrens abilities.
English Curriculum
GENERAL GUIDELINES FOR PRESCHOOL EDUCATION
English Curriculum
1. Who I am, I am like this, I am (body and movement, identity and

autonomy, emotions and feelings, values and social interactions,
etc.).
Significant Adaptations: Imply deep changes in objectives,

specific contents and the evaluation process in order to account
for learning difficulties.
2. Once upon a time... (The family, members, roles, home,

relationships, etc).
c. Methodological Guidelines
3. Discover, feel, learn and have fun (at school or community circle).
The early childhood curriculum is developed with flexibility and

relevance taking into consideration childrens reality, needs,
motivations and interests.
4. Travel around the world (community, country and universe).

Each theme may work with different integrating methodological
suggestions. The quantity of activities will depend on the planning
time by the teaching team at each level.
This document presents some methodological guidelines for

each program and ideas or suggestions that teachers may use in
the evaluation of their curriculum proposal for his/her individual
classroom situation.
The time assigned to each cross-cutting theme also depends on the

planning, and the age of the group, the context and the characteristics
and interests of girls and boys.
As the curriculum considers the childrens human rights approach,

the development perspectives and how they perceive reality in
a comprehensive manner, there has been an effort to present
suggestions on four cross-cutting topics. These help to distribute
themes and strategies in four sequential time periods, to organize
the methodological sequence of learning situations and facilitate the
development and evaluation of the progress of children.
d. Learning Assessment Guidelines

The evaluation process can be summarized and organized by
answering the following questions: Why should we evaluate? What to
evaluate, how to evaluate and through what means? Who evaluates?
When to evaluate?
These integrated methodological suggestions, or situations of learning

and development, meet the objectives and indicators of success of
each program.
Why should we evaluate?
By the end of the year, the methodological sequence of planned

learning and development situations will have worked out the process
to achieve all objectives based on comprehensive development and
will assess whether or not the performance indicators proposed for
the program have been achieved.
To understand and assess childrens level of development and

learning, as well as the support and adaptation required to
strengthen the progress and to overcome difficulties.
To identify strengths and weaknesses of teaching performance
and ensure the necessary adjustments are made, according to the
integral development of children.
What to evaluate?
The cross-cutting themes suggested for Early Childhood Education

are:
14
Progress and difficulties in boys and girls development as

expressed in the objectives and performance indicators.
Teachers performance and the participation, communication and

relationship with the families and communities.
When should teachers evaluate?
How to evaluate and through what means?
Through continuous
observations.
observation
and
timely
recording
of
At the beginning of the educational process.
During and at the end of the adaptation period.
The time of arrival and departure from class.
Talking and listening continuously to children, considering the level

of developed communication skills.
At the end of each period, the teacher should prepare a document

that integrates all the information recorded on each child to assess
developmental achievements.
The organization of integrated activities that allows the assessment

of achievement indicators.
Assessment techniques and instruments
Who participates in the evaluation process and how?

In addition to the teacher and support staff (if any), it is important to
involve:
Children, because this promotes their development and

comprehensive learning. The childrens participation, however,
depends on the success of communication skills to express what they
feel and think. It is important to ensure the participation of every
child.
The family, so that they provide information about development

factors observed in the child.
15
Checklist: An instrument of observation with a scale which indicates

those performance indicators that are used to evaluate each boy and
girl, with two options indicating whether the child achieves or does
not achieve something.
Interview: It may be structured, and have questions that will be asked
to the parents or the person responsible for the child, in terms of the
achievements made by the child that have been observed at home.
During this process the responsibility for strategies in education can
be shared with family or the person responsible for the child.
English Curriculum
e. Sequence of Objectives
English Curriculum
Preschool 4
Teachers and families will support
children to be able to:
Identify the parts of the body and

their particular movements and
expressions through the development
of the gross and fine motor skills in
physical and playful activities.
Make boys and girls aware of their
own body in space, in time and in its
relation with the environment.
Use their senses of sight, hearing,
touch, smell and taste to explore their
environment, using vocabulary related
with the senses.
Experience body awareness, strength
and coordination through motor
activities.
Respond to a variety of musical
rhythms through body movement.
Explore nature by observing,
discovering and experimenting
elements, such as plants, seasons,
the weather, the moon, the sun,
stars and animals and to be able to
establish relationships between the
environment and its conservation.
Preschool 5
Experiment with their bodies, sensory

and movement possibilities in
different times and spaces.
Express their own feelings, needs
and emotions, and respect those of
others.
Express opinions, feelings and
emotions about facts and events of
nature, and the socio-cultural and
Salvadoran identity.
Explore the environment and natural
phenomena through observation,
discovery and experimentation.
Preschool 6
Develop literacy skills expressing

thoughts, emotions and feelings
though play.
Pronounce correctly words in English
modeled by the teacher.
Discover characteristics and
relationships between objects and
situations in the context of meaningful
experiences that contribute to the
development of logical thinking and
mathematical expression.
16
Experience body precision and

coordination in physical, artistic and
playful activities.
Develop visual-motor and eye-hand
coordination in expression activities.
Demonstrate healthy self-esteem,
autonomy and identity development
in individual and collective activities.
Demonstrate responsible, creative
and confident autonomy in different
school situations.
emonstrate awareness of gender
D
equity and respect for diversity
in their relationship with boys,
girls and adults through attitudes
of cooperation, tolerance and
acceptance.
Practice habits related to healthy
eating, personal hygiene, order, rest,
and recreation.
Express opinions, feelings and
emotion about facts and events of
the socio-cultural aspect and the
Salvadoran identity, through different
forms of language, taking into
account respect for diversity.
Listen to and say numbers in

meaningful contexts.
Relate quantities of concrete objects

and actions to numbers.
Develop hand-eye coordination in the

accomplishment of daily activities.
Perform daily life activities

independently and self-confidently.
Express feelings, needs, and emotions

and respect those of others.
Practice habits related with healthy

eating, hygiene, order, rest, recreation
and health.
Practice traffic rules and road safety

through play activities.
Recognize vowel and consonant

sounds in the foreign language.
Learn to work neatly tracing and

writing letters correctly in the foreign
language.
Recognize basic colors and shapes in

the foreign language.
Trace and write numbers from 1 to 10
in the foreign language.
Interact with peers, practicing social

harmony norms.
17
Establish cause and effect

relationships in natural phenomena
through experimenting.
Interact with the social and cultural
environment, practicing values and
social harmony norms.
Develop competencies for
interpreting images, codes, and
symbols through different language
forms.
Determine qualities, variations and
relationships between objects and
sets.
Compare, order, count and arrange
serially by size, color, and shape,
objects in meaningful experiences
which develop thought and logicalmathematical expressions.
English Curriculum
Preschool 6
Preschool 5
Preschool 4
Education and
development curriculum
Preschool 4
EDUCATION AND DEVELOPMENT CURRICULUM

PRESCHOOL 4
1. Introduction
This preschool curriculum for four-year olds introduces and describes
a set of fundamental guidelines that guarantee the right to high-quality
education that will enable children to achieve bio-psychomotor,
cognitive, social-affective, and emotional development through their
everyday activities in the classroom. Family and community support
is also necessary to achieve these goals.
Personal and social development

Expression, communication and representation
Relationship with the environment
Thus, teachers and families awareness about child growth

and development will provide the first tools to be able to select
appropriate teaching material and to interact with children in ways
that will enhance their learning through playing. Strategies aimed
at promoting education in which childrens rights, gender equity,
diverse learning, inclusiveness and peace culture should be taken into
account by the educational community upon organizing activities.
2. Objectives
Teachers and families will support children to be able to:
Other aspects that these guidelines emphasize are organization of

space, appropriate use of resources, relevant curricular adaptations
and situations through an integrated approach using all childrens
experiences, so that the process is unified and allows for innovative
actions. Workshops, corners, fun projects, open classrooms, among
others are some of the activities that should be planned through
integrated exercises. However, these guidelines are flexible enough
for educators to modify them according to the needs that different
environments demand.
21
Identify the parts of the body and their particular movements and
expressions through the development of the gross and fine motor
skills in physical and playful activities.
Make boys and girls aware of their own body in space, in time and
in its relation with the environment.
Use their senses of sight, hearing, touch, smell and taste to explore
their environment, using vocabulary related with the senses.
Experience body awareness, strength and coordination through
motor activities.
Respond to a variety of musical rhythms through body
movement.
I
Preschool Inicial
4
The program is designed for areas of experience and development:
Explore nature by observing, discovering and experimenting

elements, such as plants, seasons, the weather, the moon, the
sun, stars and animals and to be able to establish relationships
between the environment and its conservation.
Listen to and say numbers in meaningful contexts.
Relate quantities of concrete objects and actions to numbers.
Preschool 4
Body care and personal safety
Hygienic practices like handwashing, cleanliness in personal care.
Perform daily life activities independently and self-confidently.
b. Building identity and personal autonomy
Express feelings, needs, and emotions and respect those of

others.
Building identity
Practice habits related with healthy eating, hygiene, order, rest,

recreation and health.
Interact with peers, practicing social harmony norms.
Practice traffic rules and road safety through play activities.
3. Contents
Identification of the family, its members and some of the roles.
Identify his or her full name.
Expressing feelings and emotions
Personal social development
a. The body and its movement
Expression of feelings, moods and emotions, like love, being

happy or sad.
Identification, expression and regulation of emotions, feelings
and moods.
c. Social relationships and values
Discovering our body
Recognition of the parts of the body, real and in drawings.
Playing with the body in motion
Sharing personal and family history: birthdays, family members,

favorite food, pets and toys.
Progressive development of habits and attitudes toward personal

safety:
Practice of security drills in handling objects and toys; practice
earthquake, flood and fire drills.
Develop hand-eye coordination in the accomplishment of daily

activities.
Coordination, balance, and body control with games and

movements, such as walking, running, jumping.
Experimenting with movement of the body in space: up-down,

in-out.
22
Showing of affection and trust to relatives, classmates, teachers

and other adults.
Practicing values in games and activities of daily living such as:
love, peace, solidarity, collaboration, and respect for individual
differences.
Expression, communication and

representation
a. Expression and communication
c. Express and communicate with art
Understanding and listening to stories, tales and narrations to

increase vocabulary.
Practicing intonation, gestures and facial expressions during

speech.
Pronouncing words with appropriate suprasegmental features.
Expanding the vocabulary by identifying and using new words and

songs.
Interpreting image sequences using a logical and chronological
order.
Pronouncing new words in games, by identifying images and

sounds.
Enjoying books, stories, poems in English.
Enjoyment of the rhythm, rhyme and beauty that words occur in

simple poems.
b. Express and communicate with body language
Conducting games through gross and fine motor in shapes like

circles, squares, and triangles.
Experimenting with primary and secondary colors: red, yellow
and blue as primary colors and green, black and white.
Exploration and representation of experiences, needs, emotions,
and objects through: stamping with fingers and objects, drawing,
painting, modeling, collage, murals.
d. Express and communicate with the musical

language
Approach the world of reading and writing as media
Exploring the characteristics of objects from sensory stimuli:

shapes, sizes and colors.
Identification of different parts of the body through playful games

and songs.
I mitation and reproduction of sounds, rhythms and simple

melodies associated with animals and emotions.
Pronouncing with appropriate intonation in the performance
of simple songs, individually or collectively on his or her own
initiative, following the rhythm with percussion instruments,
dance or movement.
Intonation and interpretation of simple songs in rhythm with
percussion instruments.
e. Express and communicate with visual language and

technology
Experimenting with gestures, movements and sounds as personal

resources to express their own feelings and emotions with
communicative intention.
23
Enjoying and learning with media and technology: audiovisual

programs and games that promote development in the English
language during class.
Preschool 4
Listening and speaking
Exercising spatial orientation games with body movements:

up-down, front-back, inside-out, near-far, above-beneath , on,
between, beside.
b. Interacting with the social world
Living together as a family
a. Interacting with the natural world
Discovering the human body
Identifying external parts of the body.
Movements of the body in his/her surroundings.
Preschool 4
Exploring the animal world: Learning about the characteristics of

pets, wild and sea animals.
Becoming aware of the most representative animals in their

environment using stories.
Discovering plants: parts, kinds, shapes, size and color such as

trees, flowers and fruits.
Exploring the inanimate world
Asking about the community: community helpers, recreational

spaces, types of housing, vehicle, etc.
Recognizing transportation signs and traffic signals.
Foods: Fruits and vegetables.
Learning about the sun, the moon and the stars.
Learning about national emblems that identify us: the flag, the
national anthem and the seal.
c. Exploring the world of logical math relationships and

expressions
Exploring the planet Earth, utility heat and sunlight to everyday

life.
Temporary location: Day - night.
Exploring the world of objects and collections
Understanding natural phenomena:
Recognizing and respecting school staff: teacher, principal, and

administrative staff, classmates, etc.
Knowing our country
Experimenting changes in the weather: cloudy, rainy, sunny day.
Exploring the universe:
Exploring the school and its areas and functions: playground,

classroom, principals office, etc.
Being part of a community
Exploring the world of plants
Identifying the parts of the house: bedroom, living room, kitchen,

and bathroom.
Exploring the school
Exploring the animal world
Identifying family members by their names and types of

relationship.
Becoming aware of the weather and the seasons: summer,

winter.
Exploring the environment and natural phenomena through

observation, exploration and experimentation.
24
Recognizing and experimenting with primary and secondary

colors.
Recognizing the circle, triangle and square.
Introducing the concept of quantity. Quantifying expressions.

Basic quantifiers: same/different.
Construction of numbers:
The concept of numbers: 1 to 5 and their graphical

representation.
Counting numbers from 1 to 5.
4. Achievement Indicators
Says his/her full name.
Points to five body parts.
Understands that he/she is different from others.
Identifies himself/herself as a boy or girl.
Cuts and pastes simple figures.
Draws up to five human body parts including: head, trunk, arms

and legs.
Identifies, counts and understands numbers up to five.
Classifies geometric shapes by size and primary colors: circle,
triangle, square, big, little, red, blue and yellow.
Uses gestures and
communication.
movements
with
purpose
of
Makes up a story in a logical sequence.

Practices etiquette: apologizes on own initiative, asks for
permission, greets, thanks, and uses the word please.
Expresses emotions, feelings and moods.
Imitates animals and elements of nature.
the
Uses body movements of up-down, front-back, inside-out, nearfar, abovebeneath, on, between and beside.
Follows the rhythm of music: fast-slow.
Walks straight ahead keeping the balance.
Says the day of the week in their activities.
Runs around obstacles in one direction.
Recognizes day and night.
Identifies family members and their roles.
Identifies and perform actions like jump, run, and walk.
Tells stories about family activities.
Identifies some animals in their environment.
Expresses affection and trust to classmates and school

personnel.
Practices values in games and activities.
Identifies the sun, moon and stars.
Washes hands and practices personal hygiene.
Knows positions, like up/down, in/out.
Classifies geometric figures by characteristics, shape, size and/or color.
Interacts with other children and significant adults.
Copies accurately simple shapes like circles, triangles and

squares.
25
Recognizes the National Tree, National Flower and National Coat

of Arms.
Identifies the different areas of the school, its functions and use
with respect.
Preschool 4
Exploring the world of numerical expressions
INTEGRATED METHODOLOGICAL SUGGESTIONS

LEARNING AND DEVELOPMENT SITUATIONS
Preschool 4
Some different globalized methodological proposals for learning and development situations are included
in this section; they are distributed in four cross-cutting, integrating topics. This sequence may be carried
out with the curriculum for four years; however, this is not the only sequence that can be suggested.
Each teacher adapts the curriculum to the context, the needs and interests of children; teachers can
create other sequences and modify or recreate the strategies and resources proposed.
Each area of experience and development has been assigned an identifying symbol.
Taking into account the developmental characteristics of boys and girls, and the objectives, contents and
achievement indicators suggested in this curriculum for this age, the following are proposals for learning
and development situations, distributed in four integrating themes.
Who I am, I am like this, I am...
Once upon a time
Discover, feel, learn and have fun.
Traveling around the world.
26
Integrating theme
There are many activities in which the teacher can

work the body schema, but a puppet is suggested
here to represent the human body. (This could be
made of cardboard, foam board, or other material).
Each part of the puppets body should move, and
children should have the freedom to play with the
main body parts (head, trunk, arms, legs), and
then the teacher could invite students to move the
puppets body parts freely.
The teacher can introduce a conversation to the

children and tell them that they have a special
visit from Bob, the puppet dancer. Bobs visit
to school is to tell them that he has a body so
perfect that he can move as he wants. And that
he will be with them at school all week.
During this week, Bob can play with children,
inviting them to discover their moving body
parts: head, trunk, arms, legs and exploring
each part together.
Bob or teacher could teach them a song like
Head, shoulders, knees and toes, knees and
toes, knees and feet, head, shoulders, knees
and feet and hands that move well, yes, yes.
The puppet or the teacher can do it by moving
each part of the body as it is mentioned in the
song. After the song, children could be invited
to look for objects in the classroom that indicate
some attributes of color, shape, size, etc., after
that they will give the object to the teacher or

put them in a special place. Then the teacher
can invite them to reflect: through a question
like what did you move? What part of the
body was used to take the object? How did
you know which was that part? Etc.
Specific objectives: Teachers and

families will support children to be
able to:
Recognize and say the names of
body parts.
Experiment with his or her body and
its ability for sensory movement.
Teachers can invite children to form groups and

give them the next project (paper or cardboard).
Children in the group have to agree and decide
which member of the group they will draw with
all parts of the body that they already know.
Then they will divide responsibilities for drawing
with crayon, they outline the human figure of
the child lying on the floor and the body parts
in full detail on the drawing. When they finish,
the teacher may put the newsprint on the wall
with the human figures drawn to observe and
talk about the different characteristics which
are reflected in each figure. Also they may see
and appreciate the differences in the bodies of
boys and girls.
Resources
Puppet, newsprint, cardboard, kraft
paper, crayons, markers, pencils,
pictures with a drawing of a human
body, thumb tacks, song.
By the end of the week, Bob could invite children

to make their own puppet; the teacher could
provide a picture of a person (divided into parts)
so that they can color. When finished, they could
take it home so with the help of their families
they can build their own puppet by joining the
pieces with materials that allow mobility (yarn,
paper fasteners, etc.).
27
Space
It can be done inside or outside the
classroom.
Time
20 minutes per day, three times a
week.
Preschool 4
A surprise
Preschool 4
Contents
Achievement Indicators
Recognition of the parts of the body,

real and in drawings.
Points to five body parts.

Understands that he/she is different from others.
Identification of different parts of the

body through playful games and songs.
Draws up to five human body parts including: head, trunk, arms and legs.
Movements of the body in his/her

surroundings.
Identifies and performs actions like jump, run, and walk.
28
Integrating theme
Once upon a time
The idea for this topic is based on meaningful

experiences for children. The teacher may sit in a
circle, either in the classroom or elsewhere in an
appropriate place for this activity. Teachers can start
a conversation by asking what a family is. Where do
families live? , Whom do you live with? , Are all the
families the same? How do you feel in your family?
Teachers should include generating and dialogue
questions. After this brainstorming of ideas, inquire
about what they would like to investigate or do in
relation to the family. Depending on the objectives
that are to be met and the interest of the teacher,
the project There was a Special Family will be
organized.
Preparation: Children and teacher together plan
the structure, activities and all the other elements
of the project, then the activities will be prepared
with the required resources. Remember to keep it
simple and adequate for the childrens ages.
For example, make different kinds of puzzles in
cardboard or paperboard with different shapes (a
circle, square and or triangular form), each with a
picture of the different types of families, then color
them, paint them or decorate them with creativity.
Then, carefully cut between 12 and 20 pieces and,
when finished, store them in a bag or box.
Also, teachers can make compilations of short

stories, poems, songs and pictures about family,
and home before the end of the day.
I have a family: The family can provide a family
photograph or the teacher may propose to the
children to make a drawing of their family in
rectangular paper the size of a photo, then they can
glue it in a frame for a mural. This can be decorated
creatively applying different techniques and using
fine motor skills, with red, yellow, and blue finger
paint. In this way, they get to know the different
families that make up the group class. Besides, boys
and girls can identify who has the tallest member
and the smallest, the oldest and the youngest,
etc. It should be emphasized that everyone is just
as important as the others, although they have
different physical characteristics.
Guess what a family is: What if we play a guessing
game? The teacher can ask the question and tell
children to sit in a circle and listen carefully. It is
suggested to read stories of each different family
and their members. The teacher can motivate
them to tell, how many members there are in their
families, etc.
29

able to:
Identify and say the names of family
members and other relatives.
values and norms.
Enjoy arts and cultural experiences
through verbal languages.
Appreciate the beauty reflected in
their creations.
Resources
Materials or recycled paper.
Paper, crayons, paint, use primary
colors, glue, scissors, etc.
Modeling clay, play dough.
Recorder and music. Poems.
Space
Classroom, multipurpose room.
Time
The project could last a month.
Preschool 4
Once upon a time there was a special family
Contents
Sharing personal and family history:

birthdays, family members, favorite
foods, pets and toys.
Identification of the family, its
members and some of the roles.
Preschool 4
Enjoyment of the rhythm, rhyme

and beauty that words occur in
simple poems.
Exploration and representation
of experiences, needs, emotions,
and objects through: stamping
with fingers and objects, drawing,
painting, modeling, collage, murals.
Intonation and interpretation
of simple songs in rhythm with
percussion instruments.
Recognizing and experimenting with

primary and secondary colors.
Counting numbers from 1 to 5.
Families are different: Children can start singing

songs about the family (which relate to various
types of family). It is also suggested to invite the boys
and girls to put together puzzles or other materials
relating to this topic which were elaborated at the
beginning of the project. Again, boys and girls should
be able to identify the similarities and differences
between families. This project can make children
identify the geometric shape of each puzzle. It is
also suggested the teachers generate dialogues
about the importance of loving and valuing their
own family, at the same time that they value and
have respect for others even if they are different.
Expressing with love: A poem can be a way to
motivate the issue collectively for the family ,
for example : close, ... is my house ... waiting ...
someone is with my food ... , nice and warm is my
family at home . Then ask who is waiting with
your meal? The father, mother, brother or sister...?
Be aware of stereotypes and gender roles. A song
concerning family greatly stimulates children.

Creative hands: Through a craft representing
the curriculum contents related to the family, for
example, teachers and children can make a house
with paper using a triangular shaped paper (roof),
and a square paper (walls). Invite boys and girls to
decorate using fine motor skills such as stamping,
tearing paper, rolling, etc. Or teachers may propose
to draw small red lines for the roof and large blue
lines for walls and then paste small circles for the
faces of the family members with whom they live.
There once was a special family: The exhibition
of the work done will be shared with families in
an open house. Subsequently, it is proposed to
continue with songs for the initial presentation
and end with the delivery of craft material that the
teacher thinks are appropriate. This is a fantastic
opportunity to observe and demonstrate affection
and trust with family, peers and teachers.
Identifies family members and their roles.

Tells stories about family activities.
Draws up to to five human body parts including: head, trunk, arms and legs.
Uses gestures and movements with the purpose of communication.
Identifies, counts and understands to number five.

Classifies geometric figures by characteristics, shape, size and/or color.
30
Integrating theme:
Discover, feel, learn and have fun
The teacher invites and encourages children to

take a great ride that will take them through the
school. While doing this trip, they will be doing
stops (principals office, the courtyard, cafeteria,
recreation areas or other places according to each
school) and while making the trip, in every station
they can practice greeting the people they meet.
Children can sing the good morning songs, facial
expressions to greet, depending on each station.
Bathroom Station: Boys and girls should talk

about how they look, and activities that must
be done in this place, such as to wash hands
thoroughly with soap. The teacher may take the
opportunity to talk about how important it is to
practice hygienic habits to prevent diseases. This
experience should also lead teachers to make
children aware about the importance of water
and the preservation of natural resources. Of
course proper use of the bathroom should be
reinforced.
Library Station: Teachers should invite boys and
girls to observe and describe the place, talk about
what they see and their impressions. Observe
their reaction accordingly and guide the proper
handling of books. Then, boys and girls should be
introduced to the person in charge of the library

(if this resource is available). Teachers can allow
some free time (as appropriate), so children may
check out books.
Play Area Station: Children should be invited to

explore freely without guidance, observe them
and then invite them to discuss questions such
as how they felt playing. What happened? Then
encourage them to express what happened while
playing.

able to:
environment, respecting and
building standards of courtesy and
social interaction while playing in
everyday life.
Experience habits related to hygiene
and order with the support and
responsibility of the family and
community.
Kitchen Station: Teachers are encouraged to

start a conversation about what they like to eat,
what they cook at home, who cooks at home,
what measures must be taken in the kitchen to
avoid accidents. Children may be invited to sing
the song The cup .
Resources
The resources to be used can be
classified according to the stations
visited.
Storybooks for the library, paper,
and crayons.
Balls and games for the playground.
Courtyard Station: Different games can be played

there, for example, it may happen that someone
says running! And all run, other says jump!
Space
The whole school.
It is suggested to continue this fantastic ride to other

stations, that they may have, such as the infant
room, music room, computer center, art room,
among others.
31
Time
It can be done with an average of
20 minutes per day, three times
a week, or according to the class
schedule.
Preschool 4
Fantastic Tour
Contents
Expresses affection and trust to

classmates and school personnel.
Practices values in games and
activities.
Washes hands and practices personal
hygiene.
Showing of affection and trust to relatives, classmates, teachers and other adults.
Hygienic practices like handwashing, cleanliness in personal care.
Practicing values in games and activities of daily living such as: love, peace, solidarity, collaboration, and respect for individual
differences.
Exercising spatial orientation games with body movements: up-down, front-back, inside-out, near-far, abovebeneath, on, between,
beside.
Preschool 4
Uses body movements of up-down,

front-back, inside-out, near-far, abovebeneath, on, between and beside.
Exploring the school and its areas and functions: playground, classroom, principals office, etc.
Identifies the different areas of the

school, its functions and use with
respect.
32
Integrating theme
Traveling around the world
should be used to make this situation a fun

experience, for example:
Taking advantage of spaces other than the

classroom, like the patio, hallways or the courtyard,
teachers can do the games suggested below.
-1... 2... 3.... (Clap) When you feel the earth move
(make the move with the body) Hands body and
walk slowly.
Boys and girls can gather in a circle outside the

classroom, they will be motivated to play the role of
explorers that need to go to discover new things.
The story: Tell a story that talks about a fantastic

and a magical forest, for example: The forest is
called Morning sun because when the sun
shines every living thing around sings with
joy, like the plants and animals that live there.
When the moon rises, and the night falls, it is
at this time that all forest dwellers gather to
eat together and relax to start again the next
day. Among the suggested questions to ask are:
what do they do during the morning?, in the
afternoon? at night? Then start to sing Sun little
sun... or some other song that has relevance to
the day and night.
Get Moving!: While on the tour, children
are told that in situations like in the forest
sometimes they move with very strong steps
and these movements are called earthquakes.
Children should play with their body movement
like earthquakes and also how to act in case of
a real one happens. Teachers need to be very
cautious and prevent as much as possible that
children get harmed. Songs or simple rhythms
-1 ... 2 ... 3 ... (Clap) When you feel the earth move
(make the move with the body) No shouting is better
(makes sound of silence) and it is a snail.
-1 ... 2 ... 3 ... (Clap) While saying when you feel the
earth move (make the move with the body) then look
up, look down, to one side to the other, and seek for
help. (Do all the movements).
Making gestures: Teachers should ask what kind

of emotions they feel when the earth moves and
exemplified by gestures: fear, sadness, crying,
anger and worry, among others, but also remind
them that there will always be people who
will help us when this happens. Helping gives
emotions and moods such as joy, confidence,
and peace (make all the gestures). Later in the
class the teacher may represent faces with
moods on the board or newsprint sheets, with
the colors that suggest those emotions.
The magnifying glass: Upon continuing with the
tour, teachers should take the magnifying glass
to observe the plants and animals that live in the
forest. You can use flashcards of animals during
the tour. Children are asked to mimic the body
of the animals they have seen. For example
33

able to:
Identify and express feelings, needs
and emotions.
Explore the environment and natural
phenomena through observation,
exploration and experimentation.
Resources
Paper.
Magnifying glass.
Space
The school.
Time
a week, or according to the class
schedule.
Preschool 4
Were explorers
Contents
Practicing values in games and

activities of daily living such
as: love, peace, solidarity,
collaboration, and respect for
individual differences.
Identification, expression and
regulation of emotions, feelings
and moods.
Preschool 4
Imitation and reproduction of

sounds, rhythms and simple
melodies associated with animals
and emotions.
Exploring the animal world:

Learning about the characteristics
of pets, wild and sea animals.
Discovering plants, parts, kinds,
shapes, size and color such as
trees, flowers and fruits.
Learning about the sun, the moon
and the stars.
Exploring the planet Earth, utility
heat and sunlight in everyday life.
Temporary location: day - night.
butterflies, chickens, worms, cows, rabbits,

frogs, fish, ants, bees, among others. The class
can walk with varied rhythms to imitate animals;
for example, long, slow steps like cows, or fast
as rabbits, birds or fish, or crawling like snakes,
etc. Similarly, boys and girls are invited to talk
about the animals in the community and pets in
Walks straight ahead, keeping the balance.

Runs around obstacles in one direction.
Expresses emotions, feelings and moods.

Identifies, counts and understands up to five.
Imitates animals and elements of nature.
Recognizes day and night.

Identifies the sun, moon and stars.
34
their homes if they have any. They should talk

about how these animals are, how and where
they live, what they eat, their life cycle, their
usefulness, etc.
After the tour, they can prepare a skit for families
of what was being found in exploring the fantastic
woods.
Education and
Preschool 5

PRESCHOOL 5
1. Introduction
The early childhood education curriculum for five year olds provides
essential guidelines that guarantee the right to a high quality
education, that enable children to achieve maximum bio psychomotor,
cognitive, social and emotional development through their everyday
activities in the classroom. Family and community support is also
necessary to achieve these goals.

Thus, boys and girls at this age should have the right to education
in accordance with their maturity level, growth and development
which enable them to discover the wonderful world of reading and
writing, numerical construction, environmental exploration and
experimentation, and their personal, social, and ecological history.
Learning should be a joyful experience that helps boys and girls
to discover their potential through contact with everyday life and
should also contribute to their equitable and integral development.
Therefore, strategies aimed at promoting education in which childrens
rights, gender equity, diverse needs, inclusiveness and peace culture
should be taken into account by the educational community upon
organizing activities.
As with four-year olds, this curriculum offers these guidelines which

emphasize organization of spaces, appropriate use of resources,
relevant curricular adaptations and situations through an integrated
approach that takes into account all childrens experiences, so that
the process is unified and allows for innovative actions. Workshops,
learning corners, fun projects, open classrooms, among others are
some of the activities that should be planned through integrating
exercises. However, these guidelines are flexible enough for educators
to modify them according to the needs that different contexts
demand.
37
Experiment with their bodies, sensory and movement possibilities

in different times and spaces.
Express their own feelings, needs and emotions, and respect
those of others.
Express opinions, feelings and emotions about facts and events of
nature, and the socio-cultural and Salvadoran identity.
Explore the environment and natural phenomena through
observation, discovery and experimentation.
Develop literacy skills expressing thoughts, emotions and feelings
through play.
Pronounce correctly words in English modeled by the teacher.
Discover characteristics and relationships between objects and
situations in the context of meaningful experiences that contribute
to the development of logical thinking and mathematical
expression.
Preschool 5
2. Objectives
Recognize vowel and consonant sounds in the foreign language.
Learn to work neatly tracing and writing letters correctly in the

foreign language.
Recognize basic colors and shapes in the foreign language.
Trace and write numbers from 1 to 10 in the foreign language.
3. Contents
Preschool 5
Practicing hygienic habits: bathing daily, changing clothes, tooth

brushing and hand washing, especially before eating and after
using the bathroom, using the toilet, combing, and blowing their
nose.
Practicing safety measures in the kitchen, bathroom, patio, etc..,
in case of earthquakes, floods and fire drills through simple
commands in the foreign language.
Progressive development of feeding skills: use of spoon, fork,
napkin; eating without help; hygienic habits like washing their
hands.
Practicing signs and safety rules for streets, sidewalks and traffic
lights, through simple vocabulary.
Identifying the body parts of girls and boys through simple

vocabulary.
Perceiving qualities and characteristics of the bodys systems and

organs through their senses.
Building identity
Progressive development of habits and attitudes for welfare and

personal safety.
Identifying the family, its members and some of their roles.
Sharing personal and family history.
Building autonomy
Understanding and following through movement and balance

positions: up-down, front-back, inside-out, throwing, catching,
left-right.
Performing fine motor movements of their face, eyes, cheeks,

nose, and tongue. Performing fine movements with their hands
as well.
Progressive development of habits and skills for autonomy

and personal care. Use of vocabulary related to silverware,
getting dressed and placing objects and materials orderly in the
classroom.
Identifying, expressing, and regulating emotions, feelings and

moods.
Enjoying body movements, with speed and balance, to walk, jump,

run, crawl, swing, turn up, turn down, back and walk on tiptoe.
38
Identifying and expressing emotions, feelings and moods such as

friendship, love, and trust.
Identifying, expressing and regulating emotions, feelings and
moods.
Practicing social manners and values such as: love, peace,

cooperation, responsibility, respect, courtesy, honesty, order,
respect for diversity, etc.
Listening, understanding and expressing stories, rhymes, and

songs using appropriate vocabulary in the target language.
Practicing intonation, gestures and facial expressions with songs

using the target language.
Exercising fine motor skills, using forms of circles, squares,

triangles, and rectangles.
Experiencing eye-hand skills and proficient graphic-stroke motor

skills, linearity control, orientation and space organization.
Increasing the vocabulary according to the needs.
Identifying and expressing emotions, feelings and moods such

as friendship, love and trust.
Using gestures and movements with a communicative
intention.
Interpreting and producing messages in pictures, images and

conventional signs through vocabulary in the foreign language.
Creating oral sentences or phrases in the foreign language from
figures, pictures and simple stories, or graphical representation
on drawings.
c. we express and communicate with art
Approach the world of reading and writing
Exercising and enjoying movements with the different parts of the

body as when they open and close, relax, move and stop, when
they go up-down, front-back, inside-out, near-far, under, over,
between and left-right.
Expressing thoughts, feelings and emotions about objects,

people, animals, drawings, events and experiences.
Written or graphic comprehension and expression
Creating personal stories orally and listening to each others

stories attentively.
b. Express and communicate with body language
a. We express and we communicate
Pronouncing and identifying images, sounds and spelling through

games.
Having fun with childrens literature
Internalizing rights and duties that children have as citizens to

enjoy the services provided by the places and institutions of the
community.

representation
Recognizing meaning of generated words and phrases.
Interpreting words, phrases in situations of reality of children:

Using 4 or 5 words from their interest.
Playing with words that include vowels (a, e, i, o, u,) and some
consonants like m, p, t, s.
39
Producing orally characteristics of objects such as shapes, sizes,

textures, colors, odors, etc.
Exercising fine motor and listening comprehension skills by
drawing shapes like circles, squares, triangles and rectangles.
Representing experiences through art techniques: drawing,
painting, and modeling.
Recognizing primary and secondary colors.
Preschool 5
d. We express and communicate with the musical Exploring the animal world
language
Learning about the basic characteristics of domestic and wild
animals in the foreign language.
iscriminating and reproducing orally onomatopoeic sounds of

D
social and natural environment, such as machines, animals and
people.
Reproducing and interpreting songs and musical games individually

and collectively.
Playing sounds, rhythms and melodies following musical beats

along with body movement.
Enjoying the musical language as a tool of communication with

others and creative expression.
Imitating and reproducing sounds, rhythms and simple melodies

associating with: body movements with different rhythms.
Preschool 5
e. Express and communicate with visual language and

technology
Exploring media and technological resources as elements of

expression in the foreign language.
Exploring some animals from Salvadoran wildlife.
Discovering vocabulary related to the different kinds of plants,

shape, size, color and usefulness.
Experiencing the life cycle of plants, as they sprout, grow,
reproduce and die, learning the basic vocabulary in the foreign
language.
Expressing orally, feelings related to contact with nature.
Playing and enjoying media and technology through programs

and educational audiovisual games in the foreign language.
Investigating and learning vocabulary about the life cycle of

animals, specifically when they are born, grow, reproduce and
die.
Discovering external and internal parts of the body and its

functions.
Discovering inanimate elements of nature such as earth, water,

fire and air.
Learning about the importance of water, its properties and its
physical states.
Exploring the universe, learning and practicing vocabulary related
to the Solar System.
Practicing orally basic vocabulary related to the planet earth.
Producing vocabulary related to the understanding of natural
phenomena through observation, taking note of changes in the
weather, such as cloudy, rainy and sunny days; and becoming
aware of the two seasons in El Salvador.
Discovering their senses, organs and functions, hygiene and care.
Expressing orally feelings related to contact with nature.
Identifying the stages of human life.
Participating in drills at school in case of emergencies.
40
Identifying the family, its members, and some of their roles.
Recognizing and naming household units and its objects.
Learning about the school
Recognizing and naming the parts of school and taking care of its
resources.
Recognizing the vocabulary related with the functions of the staff

at school.
Practicing vocabulary in English related to types of housing and

community institutions.
Producing orally the names of professions and occupations in the

community.
Becoming aware of transportation and traffic signals.
Identifying different places in their community and the roles of its
members.
Exploring the surroundings near childrens reality through various
activities.
Identifying our national symbols: flower, tree, bird, flag, National

Anthem and National Coat of Arms.
Expressing comparisons between objects of one or two properties

orally.
Expressing in English spatial locations, such as front/back, top/
bottom, right/left, up/down.
Expressing temporal relations in English.
Introducing estimation and time measurement such as presentpast-future time, night-day, tomorrow. Days of the week, months
of the year and seasons.
Introducing and producing orally time in English.
Introducing and producing orally, in English, plane and solid
geometric shapes in everyday objects such as circle, triangle,
square, rectangle and geometrical bodies such as the sphere and
cube.
Exploring the world of objects through play activities

Expressing in English basic properties and relationships of
objects.
41
Introducing the concept of quantity in English through basic

quantifiers: same and different.
Applying basic quantifiers in games and daily activities.
Identifying, counting and understanding up to 10.
Writing number associations with graphical representations.
c. Exploring the world of logical math relations and

expressions
Building relationships: high/low, long/short, big/medium/small,

more/less, fast/slow, full/empty.
Exploring the world of numerical expressions through play

activities
Learning about our country
Grouping and classifying objects by their physical properties:

color, shape, size.
Experiencing with numbers: grouping, sorting, counting from 1 to

10.
Preschool 5
Asks and answers basic questions in English.
Uses colors sometimes without relating them to reality.
Recognizes himself/herself as a boy or girl, as well as his/her

physical features.
Develops graphics with directionality and communicative

intention.
Creates role plays with own initiative using as much English as
possible.
Interacts spontaneously in English with other children.
Preschool 5
Expresses appreciation
spontaneously.
by
saying
please
and
thanks
Increases vocabulary on the subject and uses it properly.
Draws proportional human figures with head, trunk, hands and

legs.
Identifies and names in English geometrical figures such as the

rectangle, square and diamond.
Sings childrens songs in English.
Understands and follows more than two commands at a time.
Participates in cultural activities with art, music and play with

creativity.
Uses the right or left hand of body as indicated.
Uses oral language to express and communicate their ideas,

concerns and feelings.
42
Orders a set of objects that vary in size from the smallest to the
biggest, the first and the last.
Understands the relationship with objects: up-down, front-back,
inside-out, over, under and near-far, when listening to instructions
in English.
Identifies right and left when listening to instructions given in the
target language.
Imitates geometric patterns of two colors when instructions are
given in English.
Identifies and counts up to number ten.
Participates orally in songs, stories, poems and legends using the
foreign language.
Knows and recognizes different places around the community.
Participates with enthusiasm and creativity in games, recreation,
sports and others, at school and at home.

Some different globalized methodological proposals for learning and development situations are
included in this section; they are distributed in four cross-cutting, integrating topics. This sequence
may be carried out with the curriculum for four years; however, this is not the only sequence that can
be suggested. Each teacher adapts the curriculum to the context, the needs and interests of children;
teachers can create other sequences and modify or recreate the strategies and resources proposed.

Taking into account the developmental characteristics of boys and girls, and the objectives, contents
and achievement indicators suggested in this curriculum for this age, the following are proposals for
learning and development situations, distributed in four integrating themes.
Once upon a time
43
Preschool 5
Integrating theme
On sunny days, outside the classroom (in the

playground or patio), the teacher can invite boys
and girls to identify their shadows. Children are
invited to have fun with their body movements
controlling speed balance to walk, jump, crawl,
swing, turn up, turn down, run, walk on tiptoe,
etc.
It is suggested to introduce the topic by talking
about the different parts of the body and the
differences between boys and girls, using
flashcards or illustrations in cardboard. This is a
good opportunity to motivate and talk about the
different features between boys and girls, without
discriminating.
Then the teacher can ask children to go in front
of a mirror to see themselves in it, and at the
same time, emphasize that we see with our eyes.
Children should be encouraged to watch their
image carefully and to make facial movements with
their eyes, cheeks, nose, and tongue. In addition,
they should make fine and gross movements with
their hands. If there is no mirror available in the
classroom, children could also watch their own
picture, which teachers may have asked to bring to
class in advance, and make a brief description of
their own body.
Then teachers can start by asking some questions:
How do you see yourself? Do you feel okay? Do like
to see yourself in the mirror? Tell us about some
parts of your body. Are you a boy or girl? What
part of your body do you like? What part of your

body you dislike?, among others. And from these
questions, teachers should continue talking about
the characteristics, differences and similarities
between the body of a girl and that of a boy.
Afterwards, the teacher can invite them to make
pairs, so they can draw their bodies on cardboard,
making only the silhouette of her/his body as a
shadow. Once the silhouettes are done, children
are invited to mold with clay straight lines on the
parts that they like about their body, and broken
lines on the least favorite parts. Then, time should
be allowed for children to express their reasons for
the straight lines in different parts of the body, and
how we have to take care of our body.
This activity is a good opportunity to talk about
the idea of I know how to take care of my own
body referring to our bodies, and sharing that
we all have a body that we have to take care and
love. Teachers should encourage children to talk
about proper care of the body and senses: cleaning,
bathing daily, changing clothes, hand washing, teeth
brushing, sleeping, eating nutritious food, playing,
among others. Children may be asked to mimic some
of these activities in front of a mirror, for example,
washing hands, brushing teeth, drying with a towel
or dressing in front of a mirror, and others.
It is suggested to encourage the children to share
hugs. Teachers should also take the opportunity to
talk about duties and rights of all the children.
45

able to:
Experiment with parts of their
body and senses, possibilities of
movement and expression, through
the coordination of gross and
fine motor skills in physical and
recreational activities.
Locate their body in space, in
time and in relationships with the
environment.
Interact with different children
in games involving the body
movement.
Resources
Mirror, body, pictures, colors,
crayons, charts, and clay.
Space
the classroom and patio
Time suggested
2 to 3 days, or as long as the
teacher may consider adequate.
Preschool 5
Having fun with my body!
Achievement indicators
Contents
Recognizes himself/herself as a boy

or girl, as well as his/her physical
features.
Interacts spontaneously in English
with other children.
Identifying the body parts of boys and girls through simple vocabulary.
Enjoying body movements, with speed and balance, to walk, jump, run, crawl, swing, turn up, turn down, back and walk on tiptoe.
Performing fine motor movements of their face, eyes, cheeks, nose, and tongue. Performing fine movements with their hands as
well.
Progressive development of habits and attitudes for welfare and personal safety: Practicing hygienic habits: bathing daily,
changing clothes, tooth brushing and hand washing, especially before eating and after using the bathroom, using the toilet,
combing, and blowing their nose.
Draws proportional human figure

with head, trunk, arms and legs.
Uses oral language to express and
communicate ideas, concerns and
feelings.
Preschool 5
Participates with enthusiasm and

creativity in games, recreation,
sports and others, at school and at
home.
Expressing thoughts, feelings and emotions about objects, people, animals, drawings, events and experiences.
Experiencing eye-hand skills and proficient graphic-stroke motor skills, linearity control, orientation and space organization.
Representing experiences through art techniques: drawing, painting, and modeling.
Discovering the external and internal parts of the body and its functions.
46
Integrating theme
Once upon a time
Once upon a time Lili, the Bee, and her beautiful hive
Then the teacher encourages children to explore

the materials in the boxes, asking questions like
these: What do you see in the picture? Who are
they? What are their names? Where do they
live? All boys and girls should be encouraged to
participate.
Once children have explored and expressed in
English the words learned in the English class the
teacher presents in a small puppet theater The
story of Lili, the bee, her family and a beautiful
hive. The narration begins as follows. . . Lili, the
bee, was a very happy girl; her mom Abi, her dad
Abejo, and many brothers and sisters. They also
had a grandmother, called Abita who liked to
make candy and liked to go to the market. Grandma
was very playful and liked to dance too. She was
younger than grandpa Abito.
One day, Lili, the bee, wanted to go out and play, but
had no friends to do so. Then she invited grandma
Abita to play in the Park. They played and played
until it got dark. Grandma Abita decided to return
home. But as it was late at night, the sky was also
dark, and grandma Abita, did not recognize the

way home so she looked at the sky and said to the
Star Light: Could you take us to our house? Our
house is hive number 10, it is the largest on Cotton
Candy Street.
The star immediately answered Yes, I can, and
then he lit the way, so the bees returned to their
hive.
The teacher can prepare the narration according
to interests and acceptance shown by the children.
Once completing the narration, children should
be motivated to respond in English, the roles of
the members of the family, also the concepts of
day and night. To close the activity, the teacher
could organize the children in pairs, trying not to
be of the same size. Then they should be invited,
accompanied by music, to move from left to right,
then from right to left.
Then the children in pairs should be asked to see
each other and answer the following questions:
who is taller?, who is shorter?; then children
should repeat the movements from left to right
and vice versa, repeating and responding to the
same question to all the class.
Finally, the teacher should invite everyone to sing
the song: My family, this is my family, I have a bee
hive family, I have a very happy family, very happy
family, I have a very happy life, (2X).
47

able to:
Identify and say the names of family
members and other relatives.
Express feelings, needs and
emotions with songs.
Resources
Paper, crayons, and paint. Use
primary colors, glue, scissors, etc.
Clay or play dough.
CD Player, lyrics and poems.
Space
Classroom, multipurpose room.
Time
The project could last two weeks.
Preschool 5
This theme can be developed in the classroom,

organizing children in groups of five. In the center
of the classroom, the teacher can have boxes
containing flash cards, books with pictures of
families, puppets, or images that correspond to
families, such as father, mother, brothers, sisters,
grandparents, etc.
Contents
Identifying the family, its members

and some of their roles.
Sharing personal and family history.
Spontaneously interacts in English with other children.

Creates role plays with own initiative using as much English as possible.
Using gestures and movements with

a communicative intention.
Increasing the vocabulary according
to the needs.
Creating personal stories orally and
listening to each others stories
attentively.
Identifying and expressing emotions,
feelings and moods such as
friendship, love and trust.

Understands and flows more than two commands at a time.
Uses oral language to express and communicate ideas, concerns and feelings.
Identifies the right and the left when listening to instructions given in the target language.
Participates orally in songs, stories, poems and legends using the foreign language.
Identifies and counts up to number ten.
Preschool 5
Identifying, counting and

understanding numbers up to 10.
Expressing orally, feelings related to
contact with nature.
Identifying the family, its members,
and some of their roles.
48
Integrating theme
The Fun Science Lab
To develop this activity teachers may:

Gather all the children in a general meeting. The
teacher starts by saying that all of them will become
scientists. Today we will discover in the laboratory
how food is transformed, the teacher explains. On
the previous school day, children would be asked to
bring lemons, glasses, water, sugar and a spoon for
stirring all ingredients. The procedure to prepare
the lemonade will be explained step by step before
making lemonade:
Wash your hands before preparing food.
Have a glass with water ready.
Squeeze the lemons.
Put one or two teaspoons of sugar.
All ingredients are stirred with a spoon.
Add ice cubes.
Ready! We have transformed the water into rich

lemonade. The teacher explains that first the
water had no taste but then the water was mixed
with the lemon juice, sugar and ice cubes which
changed the color and the taste. It also shows that
the ice when moving in the warm water melts.
The same happens to the water when it boils and

evaporates.
With these ideas children develop and experience
the changes of water and this also can generate a
conversation about water, explaining that when the
rain comes, the water evaporates and changes to a
cloud, also that when its cold in a country, water
freezes on top of houses, on trees, on the streets
and in all other places.
To keep talking about this topic, the teacher can
bring videos that illustrate the process of water or
the states of water. The teacher should talk about
some of the benefits of water on living things like
animals, trees, and people. The discussion should
lead to the benefits of water for plants, especially
those that produce fruit. Children should be asked
to draw their favorite fruit, with these drawings the
teacher can form a collage and show them in the
hallway.
Also teachers may ask students to bring fruits like
bananas, apples, tangerines, plums, or all kinds of
fruits produced in the community. Children should
be asked to observe the size of the fruit they have
brought and say, which are larger or smaller, where
do they see many of them, where do they see a
few or equal amount of fruit. Teachers should ask
children to group the fruits by fives or tens.
To end the activity as researchers, they all make a
circle near the mural and celebrate their creations
singing and dancing a song that relates to the
experiments.
49

able to:
Experiment with the states of
water.
Practice hygienic habits.
Draw and paint everyday objects.
Resources
Food: lemons, sugar, salt, fruits and
others in the community. Materials:
color, paint, crayons, paper, musical
instruments, cups, plates, spoons,
forks, among others.
Space
The classroom, the courtyard,
playground (under a tree), or any
place allowed to experiment and
play.
Time
From 4-5 days or so.
Preschool 5
The fun science lab is a workshop that facilitates

the discovery and experimentation with the
environment in which children live. Teachers only
need to use space and take advantage of all the
resources provided by the community such as
parks, the countryside, the city, pets and the same
school, among others.
Contents
Spontaneously interacts with other

children.
Creates role plays with own
initiative using as much English as
possible.
Progressive development of feeding skills: use of spoon, fork, napkin; eating without help; hygienic habits like washing their
hands.
Uses oral language to express and

communicate ideas, concerns and
feelings.
Preschool 5
Orders a set of objects that vary in

size from the smallest to the biggest,
the first and the last.
Identifies and counts up to number
10 .
Interpreting words, phrases in situations of reality of children: Using 4 or 5 words from their interest.
Recognizing primary and secondary colors.
Reproducing and interpreting songs and musical games individually and collectively.
Enjoying the musical language as a tool of communication with others and creative expression.
Discovering inanimate elements of nature such as water, earth, fire, and air.
Learning about the importance of water, its properties and its physical states.
Grouping and classifying objects by their physical properties: color, shape and size.
Experiencing with numbers: grouping, sorting, counting from 1 to 10.
50
Integrating theme
The teacher invites children to sit in a circle and

express their ideas about the community where
they live.
It is suggested to start with questions like: What
do you think about your community? Do you like
it? Who are the people in your community? What
do you know about the places nearby? What do
people in your community do? As they answer,
new questions are generated.
Then, they are asked if they want to play detective
and if they want to find out the different places
around their community. They would observe
different places in their neighborhood. As
homework, children would have to ask their family
members questions on the subject, like what are
the newest places in the community? Which are
the oldest? They will ask about the bakery or the
church if there is one, they will ask about the
police station also. The next day they will share the
information with the class.
The following day a dialogue can be started with
the questions and answers about what they have
found out about the community. As they share
the information they have about different places
around their community, teachers should give
some feedback.
To continue the investigation into the community,

the teacher should present clues of their community
that children have to guess. These clues are sheets of
paper with images of different places, institutions,
professions and shops in the community. They will
have to name the places, identify the people they
see in those places, name the institution they see,
and identify the profession or the occupation of
those who work there.
The tour can be done with the children passing
slowly by each picture. It should be mentioned that
on his right or left they would see different pictures
of their community. As the case goes, a brief
description of historical places would be given,
about their community, professions and shops that
are there, transportation, among others.
When the tour ends boys and girls should be
provided with paper, pencil, or crayons, to make a
drawing of their community. Children will describe
different places in their community, and then the
teacher will do the final feedback.
You can make a small exhibition open to family
and / or children from other sections to share their
works of art.
51

able to:
Identify different places and
institutions in the community, with
their respective functions.
Identify and express feelings, needs
and emotions.
Identify different chores and
professions of working people in
the community.
Explore the environment through
observation, exploration and
experimentation.
Resources
Paper, colors, crayons, flashcards
and fingerpaint.
Space
The school or green area or the
playground.
Time
a week, or as long as the teacher
considers necessary.
Preschool 5
Lets play detective
Contents
Internalizing rights and duties that

children have as citizens, to enjoy
the services provided by the places
and institutions of the community.
Identifying, expressing and
regulating emotions, feelings and
moods.
Creates role plays with own initiative using as much English as possible.
Imitating and reproducing sounds,

rhythms and simple melodies
associating with: body movements
with different rhythms.
Increases vocabulary on the subject and uses it properly.

Uses oral language to express and communicate their ideas, concerns and feelings.
Knows and recognizes different places around the community.
Preschool 5
Identification of different places in

their community and the roles of its
members.
Exploration of the surroundings near
childrens reality through various
activities.
52
Education and
Preschool 6

PRESCHOOL 6
1. Introduction
Teaching a foreign language to children requires careful planning,

organization, creative and flexible strategies on behalf of the teachers.
It also requires attention and motivation on the part of the children.
Constant planning of activities is the base for an effective implementation
of this six year-olds curriculum. Of course preschool contents, lessons,
topics and any other ways of creating knowledge should be based on
fun activities suitable for this age.
2. Objectives
Therefore, learning should be a joyful experience that helps boys and girls
discover their potential through contact with every day life and should
also contribute to their equitable and integral development. Strategies
aimed at promoting education in which childrens rights, gender equity,
diverse learning, inclusiveness and peace culture should be taken into
account by the educational community upon organizing activities.
Other aspects that these guidelines emphasize are organization of

space, appropriate use of resources, relevant curricular adaptations and
situations through an approach that integrates all childrens experiences,
so that the process is one and allows for innovative actions. Workshops,
corners, fun projects, open classrooms, among others, are some of
the activities that should be planned through integrating exercises.
However, these guidelines are flexible enough for educators to modify
them according to the needs that different environments demand.
55
Experience body precision and coordination in physical, artistic and

playful activities.
Develop visual-motor and eye-hand coordination in expression
activities.
Demonstrate healthy self-esteem, autonomy
development in individual and collective activities.
and
identity
Demonstrate responsible, creative and confident autonomy in

different school situations.
Demonstrate awareness of gender equity and respect for diversity
in their relationship with boys, girls and adults through attitudes of
cooperation, tolerance and acceptance.
Practice habits related to healthy eating, personal hygiene, order,
rest, and recreation.
Preschool 6
Express opinions, feelings and emotions about facts and events of the
socio-cultural aspects and the Salvadoran identity, through different
forms of language, taking into account respect for diversity.
Establish cause and effect relationships in natural phenomena

through experimenting.
Performing body coordination, balance and control in games that

involve displacement, speed, balance and strength.
Enjoying body movement and displacement in space by playing left
hand-right hand games.
Interact with the social and cultural environment, practicing values

and social harmony norms.
Developing welfare and personal safety habits:

Practicing hygienic habits: bathing daily, tooth brushing and hand
washing, using the toilet, combing his/her hair, blowing his/her
nose and cleaning feet, ears and neck.
Develop competencies for interpreting images, codes, and symbols

through different language forms.
Determine qualities, variations and relationships between objects
and sets.
Practicing safety measures in the kitchen, the bathroom, the

playground, the street, and other places, when handling toys and
objects as well, and in case of earthquake, flood and fire drills
through commands in the foreign language.
Compare, order, count and arrange serially by size, color, and shape,
objects in meaningful experiences which develop thought and logicalmathematical expressions.
Practicing signs and safety rules for streets, sidewalks and traffic
lights through simple vocabulary.
3. Contents
Building identity
Preschool 6
Identifying themselves and family members by their full name and

the place where they live.
Sharing personal and family history through family trees, toys,
hobbies, pets, and anecdotes.
Identifying the body anatomy (schema) of boys and girls.
Building autonomy
Expressing feelings and perceptions through their senses.
Performing fine motor skills with their face, eyes, cheeks, nose, and
tongue. Performing gross movements with their hands as well.
56
Progressive development of feeding skills: use of spoon, fork, and

napkin; daily activities such as getting dressed and undressed, button
up and unbutton, open and close zipper, and tie their shoes.
Participating actively in conflict resolution and decision-making at
home, at school and in the community.

Express friendship, trust, love, affection and solidarity towards peers,
family and adults.
Practicing social norms and values such as love, peace, solidarity,

cooperation, responsibility, respect, courtesy, equity, honesty, order,
tolerance, and respect for diversity, etc.
a. We express and we communicate
Listening, understanding and expressing the main ideas of oral

texts, narratives, family anecdotes, short stories, childrens rhymes,
imaginary stories and community customs in the target language.
Increasing and using new vocabulary in short phrases.
Recognition of meaning, sound and spelling of generating words:
Practicing eye-hand and graphic-motor skills: linearity, guidance,

organization of space in coloring, free drawing, etc.
Interpreting words, phrases or situations of reality of children: using

4 or 5 words of their interest.
Recognizing meaning, sound and spelling of the generating words.
Pronouncing and identifying images, sounds, and spelling through
games.
Playing with words that include vowels and consonants like m, l, p, s,
and progressively adding the rest of consonants.
Creating and expressing graphically texts or short stories.
Having fun with childrens literature
Increasing vocabulary by identifying and using new words in games

and songs.
Pronouncing sounds with appropriate suprasegmental features.
Speaking with correct intonation, gestures and facial expressions
Expressing gender, number, adverbs of time and place to describe

objects, persons, animals and the surroundings.
Creating oral sentences or phrases in the foreign language from

picture sequences in logical and chronological order.
Approach the world of reading and writing

representation
Interpreting and producing messages in pictures, images, icons

or conventional signs using appropriate vocabulary in the foreign
language.
Creating short stories orally with illustrations and listening to each

others stories attentively.
Creating and evaluating stories about topics related to childrens
interests, individually and collectively.
b. We express and communicate with body language
Using pronunciation games to aid identification of image-soundspelling.

Playing games including words with vowels and consonants learned.
Singing songs individually or collectively with rhythm followed by
movements.
57
Exercising and enjoying movements with the different parts of the

body such as open and close, relax, move and stop, move fast, slowly,
up-down, front-back, inside-out, near-far, above-below, between,
next to and right-left.
Preschool 6
Written or graphic comprehension and expression
Performing and understanding body messages to convey information,

needs, moods, emotions and feelings.
Characterizing stories, oral tradition and short narrations in the

foreign language.
Exercising psychomotor activity and body balance to benefit health
care.
c. We express and communicate with art
Producing orally characteristics of objects from sensory stimuli:

shapes, sizes, textures, colors, smells and tastes.
Exercising gross and fine motor skills by following circles, squares,

triangles, rectangles, etc.
Identifying and creating with primary and secondary colors and

lightening and darkening with white and black.
d. We express and communicate with the musical
Preschool 6
Identifying external and internal parts of the body and its functions.
language
Exploring the animal world
Identifying and reproducing onomatopoeic sounds, noises and

silence in the social and natural environment such as animals, people,
objects and machines.
Discovering and discriminating possible sounds with the voice, parts

of the body, metal, wood, glass and paper, as well as with percussion
musical instruments.
Learning about the basic characteristics of domestics and wild animals

in the foreign language.
Investigating and learning vocabulary used in English about the life
cycle of animals, specifically when they are born, grow, reproduce
and die.
Reproducing and interpretating songs in the foreign language

individually or collectively using percussion instruments.
Enjoying the musical language as a tool of communication with others

and as creative expression.
e. We express and communicate with visual language and

technology
Representing and interpreting experiences, needs, emotions ,

fantasies and objects through visual techniques such as stamping
with fingers and objects, drawing, painting, modeling, twisting,
folding, making collages, murals, simple constructions, sculptures,
stained glasses, and mobiles.
Exploring media and technological resources such as audiovisual

programs and educational games in the foreign language.
58
Discovering the vocabulary used in English related to the different

kinds of plants, their parts and usefulness.
Experiencing the life cycle of plants, specifically as they sprout, grow,
reproduce and die, learning the basic vocabulary in the foreign
language.
Discovering vocabulary related to natural elements such as earth,

water, fire, air, their usefulness and preservation.
Discovering, experimenting and practicing vocabulary related to

water, such as its importance, characteristics and physical states.
Practicing orally basic vocabulary in English related to the planet

earth.
Producing vocabulary related to the understanding of natural

phenomena through observation, taking note of changes in the
weather, such as cloudy, rainy and sunny days.
Learning about our country
Becoming aware of the two seasons in El Salvador.
Expressing orally feelings related to contact with nature.
Participating in drills at school in case of emergencies.
Producing and learning vocabulary in English related to keeping the

environment clean.
Learning basic facts about Salvadoran history and ancestral cultures.

Sharing knowledge about some parts of El Salvador: beaches,
volcanoes, lakes, urban and rural landscapes, the countryside and
the city.
Practicing orally vocabulary related to our national symbols and
talking about their significance.
Exploring the world of objects through play activities
Identifying the family, the relationships among its members and their
roles.
Recognizing and naming in English household units and its objects.

Producing and learning phrases in English which describe some of
the house chores, and family roles.
Learning about the school
Learning and practicing vocabulary in English related to holidays,

traditions and customs in the community.
expressions
Becoming aware of transportation means, traffic signs, basic traffic

rules and their importance within the community.
c. Exploring the world of logical math relationships and
Practicing orally the names of professions, occupations, and services

in the community.
Exploring the universe, learning and practicing vocabulary in English

related to the solar system, specifically the planets names.
Recognizing the vocabulary in English related with the functions of

the staff at school.
Recognizing and naming the units in the school, their functions, and
the location.
59
Expressing in English basic properties and relationships of objects.

Groupings and classifying objects by their physical properties: color,
shape, size, thickness, texture, length, height, weight and capacity.
Learning and practicing vocabulary to build relationships: morethan, like, as much as with: high / low, long / short, big / medium
/ small, wide / narrow, higher / lower; fast / slow, full / empty and
light / heavy.
Preschool 6
Expressing comparisons orally between objects: large-medium-small,

more-less than or equal to, and long-short.
Expressing orally order among objects: from the shortest to the

longest/ from high to low/ from wider to narrower, etc.
Constructing number series: numbers 1 to 20.

The cardinal number: number association and its graphical
representation.
Expressing orally ordinal numbers up to the last one on a line.
Expressing spatial relationships and location using phrases in the

foreign language such as in front of, behind, above, below, right, left,
up, down, furthest, closer, inside, outside, between, among, in front,
above and around.
Expressing temporal relations in English, introducing present, past,

future, morning, afternoon, evening, days of the week, months,
years, centuries, before, after, yesterday, today, and tomorrow.
Alternates arms and legs symmetrically to walk at least 20 steps.
Identifies the right and the left in another person.
Managing temporal sequences, fast-slow; a little, a lot.
Cuts out simple shapes accurately.
Producing orally time in English including hours and minutes.
Recognizes gender in other persons.
Participates in a group performance.
Plays with girls and boys.
Recognizes some rights and duties.
Calculating time in games and daily activities.
Skips obstacles and runs without falling.
Comparing properties in objects: large, medium, small, more, less

than or equal to, long, short more, less than or equal to, light-heavy,
more, less, than or equal to, narrow, width, more, less than or equal
to, etc.
Initiates his participation in group activities.
Draws the human body with clear sex differences.
Enjoys role playing in games with other children.
Classifies flashcards in class, for examples animals and plants.
Points out small differences in very similar drawings.
Understands the main ideas of a story.
Introducing and producing orally in English, the vocabulary related to

plane and solid geometric shapes in everyday objects such as circle,
triangle, square, rectangle, oval, and geometrical figures such as the
sphere, cube, prism and cylinder.
Preschool 6
Exploring the World of Numerical Expressions through play activities

Introduction to the concept of quantity. Quantifying expression: the
basic quantifiers such as all, one, many, some, none, much, little,
more, less, as many as, and like.
Writing number associations with graphical representation.

Writing numerical series by adding units; preceding and succeeding
numbers.
60
Participates in cultural, manual, graphic, plastic, musical and playfulcreative activities.
Uses oral language to communicate their ideas, concerns and

feelings.
Understands time sequences (what happened first, second, third,
etc.).
Understands some photographs.
Imitates geometrical patterns with 3 of 4 colors.
Counts up to number 20, through manipulation and relationship with

objects.
Identifies, quantifies,
measurement.
and
establishes
relationships
and
Integrates into groups and acts cooperatively with solidarity, tolerance

and respect.
Practices basic courtesy rules, order, respect and appreciation for
others at home, at school and in the community.
Participates with enthusiasm and creativity in playful, recreational,
and sporting activities at school and at home.
Preschool 6
61

Some different integrated methodological proposals for learning and development situations are
included in this section; they are distributed in four integrating themes. This sequence may be
carried out with the curriculum for six years; however, this is not the only sequence that can
be suggested. Each teacher may adapt the curriculum to the context, the needs and interests of
children; teachers can create other sequences and modify or recreate the strategies and resources
proposed.
Preschool 6

Taking into account the developmental characteristics of boys and girls, and the objectives, contents
and achievement indicators suggested in this curriculum for this age, the following are proposals
for learning and development situations, distributed in four integrating themes.
Once upon a time
62
Integrating theme
Look Everybody: All My Body Speaks and Has Sounds!
One way to start the class is that the teacher asks

boys and girls the following question: What do you
need to do to keep your bodies clean and healthy?
Time should be allowed for children to respond.
Then, the teacher asks for 3 participants (counting
1, 2, and 3 and choosing the volunteers). Each of
the three participants will be asked to choose an
animal which he or she will represent. Children
should be explained clearly that they can use any
part of their body to represent the animal by moving
and also by reproducing its onomatopoeic sound.
For example, moving the right arm in front of their
face as an elephants nose, and simultaneously
move like elephants. This is a good opportunity to
talk about this animal in particular and questions
concerning its habitat, its food, its color, its size, etc.
The opportunity calls for talking about this animals
life cycle. Teachers give ideas animals movements as

well. If a child chooses a monkey, he or she suggests
movements like placing one hand on his or her head,
and the other hand on the hip, and starts scratching
like monkeys do. Teachers should also work with the
initial phoneme in the animals name.
Then, the teacher asks for 3 more participants
(counting up to 3 as it was done in the previous
exercise). This time, the teacher tells children that
they will become machines (making the emphasis on
the phoneme M). For example, one of them may be a
train, and with his/her left hand the child makes the
movement up and down, while producing the sound
of the train: choo choo choo choo choo.
The program may include another section which
may be called Traveling around the body. This
new activity can start with a conversation in which
the children are asked whether they have had a
stomachache. Questions like where is your stomach?
Does it move? Can you hear it?
Then, the teacher may ask the children what they
think is inside our bodies. Time should be allowed for
responses. If children do not understand the question
completely, the teacher should use other objects to
make this comparison, for example, a box, then ask
what do you think is inside this box? What do you
think is inside our body?
63
Specific objectives: Teachers and families

will support children to be able to:
Experience physical and recreational
activities coordinated by the body.
Develop visual-motor coordination
and eye-hand activities.
Develop identity and autonomy
with responsibility, initiative and
confidence.
Identify parts of the body, as well as
organs and their functions.
Resources
Flashcards, microphones, and boxes.
Space
The classroom and the playground.
Time
A week or as long as the teacher
considers it feasible.
Preschool 6
For this activity, the teacher announces to the children

that they will make a TV show called Look everybody,
my body speaks and has sounds. The teacher should
tell the children that all are invited to participate. The
teacher should ask everybody if they have brought
their imagination! Because they will need it for this
activity! This activity can be done as an interview or a
show. If it is done as an interview, the teacher should
be the model interviewer and then children should
be given the opportunity to take the teachers place.
Contens
Identifying the body anatomy (schema)
of boys and girls.
Performing fine motor skills with their
face, eyes, cheeks, nose, and tongue.
Performing gross movements with
their hands as well.
Identifying themselves and family
members by their full name and the
place where they live.
Creating and evaluating stories about

topics related to childrens interests,
individually and collectively.
Exploring media and technological
resources such as audiovisual
programs and educational games in
the foreign language.
The teacher shares information about some of the

other organs and their basic functions. For example,
the intestines. It may be explained that there are two,
talk about their shape and size; tell them, that they are
shaped like a wavy line; about their color; and their
function. This is a good opportunity to make children
express in the foreign language, with the teachers
help, the reasons why sometimes our stomach hurts.
Some of the answers teacher should elicit from the
children may be that we eat too much, or because
we have not eaten anything or maybe because we did
not wash our hands before eating. The moment calls
for reinforcing hygienic habits among children.
heart and lungs. For these models children can use

paper mache, clay, dough, play dough, etc. These
models can be used for the TV program they are going
to present, while motivating them to investigate at
home with the family, about the functions of these
organs.
This activity may be presented to the parents. Children
can make television cameras with boxes, and play
they are reporters or interviewers. Children should
also explain the movement of the body as it has been
rehearsed through these activities. The teacher can
invite families to see the television program.
Then, each team is given materials to develop small

models or drawings of some of the organs mentioned
in class or others they already know, for example, the
Identifying external and internal parts

of the body and its functions.
Construction of numbers: the series of
numbers from 1 to 20.
Preschool 6
Plays with girls or boys.
Uses oral language to communicate their ideas, concerns and feelings.

Understands the main ideas of a story.
Participates in cultural manual, graphic, plastic, musical and playful-creative activities.
Integrates into groups and acts cooperatively with solidarity, tolerance and respect.
Practices basic courtesy rules, order, respect and appreciation for others at home, at school and in the community.
64
Integrating theme
Once upon a time
The magic shoestrings
After the templates are complete, the teacher must

show children the different forms of tying shoes.
While teaching them how to tie their shoes, the
teacher can discuss the importance of tying the laces
appropriately, emphasizing the results of doing so.
The teacher must explain that if the laces are loose,
they can stumble and hurt themselves. To avoid any
accidents, children should know how to do it, if they
cannot tie their templates appropriately, children
should look for the teachers or other childrens
help.
The previous activity can motivate children to
participate in the great game called magic
shoestrings which can be done to achieve the
objective of tying and untying their shoes.
Teachers should motivate children together to create
a poster or their own calendar to schedule the days
and the time in which they would practice tying and
untying their shoes, at school or at home. By keeping
these dates, children will eventually mark the day in
which they succeed in the task, or in other words,
they will write the day in which the magic shoestrings

have worked.
The teacher can make practice sessions on how to
tie their shoes encouraging classmates to help each
other, and work with the ones with more difficulties.
The game Magic shoestring should be played in an
open space. Parents should be invited to participate
in their childrens achievement of tying and untying
their shoes.
Some suggested activities are:
Jumping obstacles and running without falling.
Walking on tiptoe with eyes closed.
Playing music for children to slide their feet
quickly or slowly, depending on the rhythm of the
melody.
Making rows of children numbering them from 1
to 10. The teacher should, beforehand, prepare
cards with the corresponding number to be
hung on childrens chest. The objective of this
activity is that children should practice numbering
themselves and learning about which number he/
she follows.
At the end of this activity, the teacher can comment
on the personal care activities of daily living and
evaluate the cause and effect of these activities such
as buttoning their shirt, closing and opening zippers,
fastening and unfastening, etc. At the end, children
should be congratulated for their effort and should
be awarded with a prize for their achievement.
65

Achieve independence in their daily
activities.
Develop fine and gross motor
skills and better control of their
movements.
Develop values and participate
actively in recreational activities.
Resources
Paper, cardboard or paperboard,
foamy, yarn, ribbons, paint, colors,
calendar, recorder, music, awards,
punches, ribbons, and numbers from
1 to 20.
Space
Classroom, playground, field or open
space.
Time
It is suggested 1 or 2 months. It depends
on the skills and proposed dates, in
accordance with teacher.
Preschool 6
For this activity it is suggested to prepare a workshop

in which children can trace their feet creating their
own shoe template (left and right). Then, they cut it
out following the contour of the drawn line. These
may be made of cardboard, foamy or other material.
This material can be decorated with creativity. Finally
it is recommended to make holes to string lace or
yarn in them.
Contens
Progressive development of feeding

skills: use of spoon, fork, and napkin;
daily activities such as getting dressed
and undressed, button up and
unbutton, open and close zipper, and
tie their shoes.
Skips obstacles and runs without falling.

Using materials for art expression:

finger paint, mud, clay, colors, paper,
cardboard, brush, pencil, scissors.

Participates in cultural, manual, graphic, artistic, musical and playful-creative activities.
Integrates with the groups and acts cooperatively with solidarity, tolerance and respect.
Managing temporal sequences, fastslow; a little, a lot.

Constructing number series: numbers
1 to 20.
Cardinal numbers: number association
and its graphical representation.
Preschool 6
66
Integrating theme
Lets Dance the Hokey Pokey!
The teacher can explain that mixing songs with

different movements is very funny and that they will
be invited to participate dancing the song the Hokey
Pokey. The teacher should ask if they know how
to dance this song. It is important to express with
gestures of curiosity what The Hokey Pokey is about.
Invite them to dance and if there are boys or girls
who do not like to dance, let them only watch and
then again invite them to dance. The Hokey Pokey is
an opportunity in which the teachers can apply lateral
body movement and spatial orientation.
The teacher should motivate the group to sing and
dance the Hokey Pokey. Explain to the children that
this song includes a lot of movements as going to the
left and right, forward and back. Before performing,
children should be asked to identify their left foot,
their right foot, and their left hand, their right hand,
to make a forward step and one backward and turn
around, as the song mentions it. Then, when the
teacher considers that boys and girls are ready, invite
them to listen and dance the song, The Hokey Pokey.
The song should be repeated several times, creating
a climate of joy, movement and constant observation
of their movements.
At the end of the dancing activity, children should
be invited to breathe and relax, after all this active
movement. Then, the teacher should invite boys and
girls to sit in a circle, to talk about what they felt,
what they liked, and to ask questions about the song.
Allow them to express spontaneously; mention some
of previous key words for example: the Hokey Pokey,
music, dance, left, right, in, out among others. The
teacher can also write sentences in flashcards like
these:
COME ON, BOYS LETS DANCE.
COME ON, GIRLS LETS DANCE
The teacher should keep on talking about the phrases
which the song identifies: left, right, forward, back.
Then, ask boys and girls to identify their left and right
hands, and feet and then start to sing and dance the
song again with the children.
67
Specific objectives. Teachers and families

Identify left, right, forward, back in
and back out movements.
Recognize the meaning of words and
phrases in songs.
Count objects placed according to
their orientation in space.
Resources
Music, recorder, sheets of paper,
pencil, crayons, posters with words or
phrases.
Space
Music room, classroom, courtyard or
other open spaces.
Time
One week.
Preschool 6
For this activity, it is suggested to start the class

presenting a flashcard with the question Do you like
to dance? Read the question and ask for childrens
answers. Allow time for their answers. Then show
one more poster with the question What do you
feel when you dance? And then continue talking
and asking questions like Which songs do you like
to dance?, Do you practice dancing at home? Let
them spontaneously answer the questions. Teachers
create an atmosphere of respect for those children
who do not like to dance.
Enjoying and appreciating body
movement and displacement in
space by playing left hand-right hand
games.
Speaking with correct intonation,

gestures and facial expressions
Increasing and using new vocabulary
in short phrases.
Recognition of meaning, sound and
spelling of generating words.
Using pronunciation games to aid
identification of image-soundspelling.
Playing games including words with
vowels and consonants learned.
Singing songs individually or
collectively with rhythm followed by
movements.
Preschool 6
Introduction to the concept of

quantity. Quantifying expressions: the
basic quantifiers: all, one, many, some,
none, much, little, more, less, as many
as, and like.
And you shake it all about

You do the hokey pokey
And you turn yourself around
Thats what its all about
The Hokey Pokey1

You put your right foot in
you take your right foot out
you put your right foot in
and you shake it all about
you do the hokey pokey
and you turn yourself around
thats what its all about
You put your left hand in

You take your left hand out
You put your left hand in
You put your left foot in

You take your left foot out
You put your left foot in
You put your whole self in

You take your whole self out
You put your whole self in
You put your right hand in

You take your right hand out
You put your right hand in
1 The Hokey Pokey. Listen to this song.

http://www.kidsongs.com/lyrics/the-hokey-pokey.html
Recognizes gender in others.
Participates in group performance.
Initiates his participation in group activities.
Points out small differences in very similar drawings.

Participates in cultural, manual, graphic, plastic, musical and playful-creative activities.
Practices basic courtesy rules, order, respect and appreciation for others in the family, at school and in the community.
Participates with enthusiasm and creativity in playful, recreational, and sporting activities at school and at home.
68
Integrating theme:
My friends, the planets
Pictures of the planets can be distributed among

groups, so they color them and afterwards paste them
on cardboard to be cut out to form a puzzle. With the
help of parents, children may investigate thoroughly,
about the planets in the Solar System.
Children may also model planets in clay. Then they
could be placed in series, in ascending or descending
order, according to the attributes or characteristics of
each planet and their place in the Solar System.
The teacher may suggest to children to play a game
in which each one of them plays the role of a planet.
For this new activity the teacher asks girls or boys
whose names begin with the initial letter of each
planets name to take a place around the Sun (which
is another child, holding a light to indicate that this is

the contribution of the sunlight to the planets). Then,
the sunlight takes turns in lighting each planet, having
each child call out the name of the planet he/she
represents. After all of them have been introduced,
each planet expresses some of his/her features as a
planet.
Having played with the planets and their features,
children should be presented flash cards showing
questions like Who lives on the planets?, What do
they eat?, What is their life like? What resources are
there available? If the technical devices permit, this is
a good opportunity to show brief documentaries on
the planets with the help of other teachers.
This is also a good opportunity to talk about our
natural resources, animals or other living species on
planet Earth. Teachers may take advantage of this
activity and explain that there are species in danger
of extinction on the planet Earth.
69

Identify by their names the planets in
the solar system.
Value the planet Earth and its
resources.
Resources
Bond paper, cardboard or paper,
paint, pencils, crayons, markers, gloss
paper, lamp, technological resources,
illustrated sheets, crossword puzzles
or planets. (The resources may vary
depending on the activities to be
carried out).
Space
Classroom, open space, computer
center.
Time
1 to 2 weeks.
Preschool 6
To carry out this activity it is suggested to present

children images of the different planets in the
Solar System, or if the school has technological
resources teachers should search for an appropriate
presentation of planets.
Contents

Plays with girls or boys.
Initiates his or her participation in
group activities.
Participating actively in conflict resolution and decision making at home, at school and in the community.
Enjoys role playing with other

children.
Understands time sequences (what
happened first, second, third, etc.).
Uses oral language to communicate
their ideas, concerns and feelings.
Understands some photographs.
Exploring media and technological resources such as audiovisual programs and educational games in the foreign language.
Representing and interpreting experiences, needs, emotions, fantasies and objects through visual techniques such as stamping with fingers
and objects, drawing, painting, modeling, twisting, folding, making collages, murals, simple constructions, sculptures , stained glasses, and
mobiles .
Exploring the Universe, learning and practicing vocabulary in English related to the Solar System, specifically the planets names.
Calculating time in games and daily activities.
Comparing properties in objects or collections: large, medium, small, more, less than or equal to, long, short more, less than or equal to,
light-heavy, more, less, than or equal to, narrow, width, more, less than or equal to, etc.
Integrates into groups and acts

cooperatively with solidarity,
tolerance and respect.
Participates with enthusiasm and
creativity in playful, recreational and
sporting activities at school and at
home.
Preschool 6
70
Bibliography
Bibliography
Douglas Brown, H. (2007). Principles of Language Learning and Teaching, 5th ed.
White Plains, N.Y.: Pearson Longman.
Genesee, F. Bilingual Acquisition.
http://www.earlychildhoodnews.com/earlychildhood/article_view.
aspx?ArticleID=38
Martnez Mendoza, F. (2010). Primera infancia, bilingismo y educacin infantil.
Madrid: Editorial Trillas.
The Hokey Pokey. Listen to this song.
http://www.kidsongs.com/lyrics/the-hokey-pokey.html
http://www.scoutsongs.com/lyrics/hokeypokey.html
Studies in second language acquisition. Cambridge University.
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=2
546788
Bibliography
73
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Octubre, 2013
La edicin consta de XXXXXXXXXXX ejemplares
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Education and development curriculum

Carlos Mauricio Funes Cartagena

Salvador Snchez Cern

Franzi Hasbn Barake

Secretario de Asuntos Estratgicos de la Presidencia

Hctor Jess Samour Cann

Erlinda Hndal Vega

Viceministra de Ciencia y Tecnologa

Renzo Uriel Valencia Arana

Director Nacional de Educacin

Janet Lorena Serrano de Lpez

Coordinacin de Diseo y Desarrollo Curricular, primera edicin

Equipo Tcnico Autoral de Diseo Curricular (UCA)

Primera Edicin, 2013.

El diseo del currculo de la primera infancia ha sido un proceso colectivo y de participacin

El currculo se implementar a travs de dos vas: una institucional y otra familiar

Guidelines for English Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 4 . 19

Integrated Methodological Suggestions. Learning and Development Situations . . . . . . . . . . 26

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 5 . . . . . 35

Integrated Methodological Suggestions. Learning and Development Situations . . . . . . . . 43

EDUCATION AND DEVELOPMENT CURRICULUM. PRESCHOOL 6 . . . . . 53

Integrated Methodological Suggestions. Learning and Development Situations . . . . . . . . . . 62

Education and development

English Curriculum Preschool

GENERAL INTRODUCTION TO THE

a. Guidelines for English Teachers

b. Suggestions for Diverse Learners

The role of English teachers is to mediate between language knowledge

To achieve this, teachers will find it useful to consider the following

Start by learning about the situation of children, families and their

Monitor constantly childrens language production with clear,

Do advanced preparation of the environment and materials to be

School-Wide Curricular Adaptation: These are adaptations

GENERAL GUIDELINES FOR PRESCHOOL EDUCATION

1. Who I am, I am like this, I am (body and movement, identity and

Significant Adaptations: Imply deep changes in objectives,

2. Once upon a time... (The family, members, roles, home,

The early childhood curriculum is developed with flexibility and

4. Travel around the world (community, country and universe).

This document presents some methodological guidelines for

The time assigned to each cross-cutting theme also depends on the

As the curriculum considers the childrens human rights approach,

d. Learning Assessment Guidelines

These integrated methodological suggestions, or situations of learning

Why should we evaluate?

By the end of the year, the methodological sequence of planned

To understand and assess childrens level of development and

The cross-cutting themes suggested for Early Childhood Education

Progress and difficulties in boys and girls development as

Teachers performance and the participation, communication and

When should teachers evaluate?

How to evaluate and through what means?

At the beginning of the educational process.

During and at the end of the adaptation period.

The time of arrival and departure from class.

Talking and listening continuously to children, considering the level

At the end of each period, the teacher should prepare a document

The organization of integrated activities that allows the assessment

Assessment techniques and instruments

Who participates in the evaluation process and how?

Children, because this promotes their development and

d. Express and communicate with the musical

e. Express and communicate with visual language and