LEARNING JOURNEY
Carolina Cosme Vila
Created on November 29, 2022
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Transcript
Didáctica de la Educación Física
Carolina Cosme Vila3ºA de Educación Infantil23/12/2022
Learning journey
What will you find in the paper?
This learning journal will detail all those aspects worked in each of the practical sessions carried out in the first semester in the subject Didactics of Physical Education in Early Childhood Education. It will reflect a description of the session itself, information extracted from reliable sources that relate to the contents worked and finally, a reflection contributing our experience lived in schools where educational practices have been made or the perspective of our student stage.¡I hope you enjoy reading!
10 Bibliography
09 Conclusion
08 Virtual reality
07 Lectures
06 Massage sessions
05 Motor stories
04 Gaming installation
03 Practical sessions
02 The possibilities of play
01 Welcome session
Index
INDEX
As Abad & de Velasco (2021) says in the magazine "the symbolic creation of childhood in play facilities", the educational proposal of gaming installations favors the overall development of infants, bringing to light all their potential.
This session today I can relate it to the experience lived in the practice center, where in psychomotor was used this resource as a learning element in boys and girls. The teacher prepared the place and materials strategically to give warmth and aesthetics to the space. On the other hand, when I went to school there were structured and directed activities that projected a more traditional vision of education.
Our teacher, Irene, prepared us a learning scenario aimed at working the game installation with three materials: balls, wool and rolls of toilet paper. This resource leaves freedom and autonomy to experiment and manipulate with objects.
Presentation of the game installation
Count and count
The game of "zip-zap"
Welcome session
Today was our first practical session in the Florida University pavilion, where to start with the class we have carried out two activities to awaken the attention of all the comrades there.
24/10/2022
INDEX
As future teachers, we must know and assess the needs of our students with the aim of offering a variety of materials with which they can have a variety of possibilities for play, since as stated Giménez (2003) in the book"New playful proposals for the curriculum development of Physical Education", we must offer a wide variety of alternative games with which to increase the use and possibilities of the material to convert classes into learning scenarios.
This session I can relate to my experience in the infant and primary stages, since every day we had the discipline of Physical Education activities were carried out totally directed with this type of materials, without leaving us the opportunity to create, invent and play freely. This type of traditional attitude on the part of teachers causes students to lose interest and motivation to participate, and later to learn.
The materials were an indiaca, a cone, a rope and a ball with a bell inside.
Today’s session was held in the ordinary classroom; the teacher brought us four materials to analyze and describe different aspects in the Padlet platform, and later, to share among all the ideas and experiences lived with these resources in the classes of Physical Education.
27/10/2022
The possibilities of play
read
Relating it to my experience as a student, I have to say that all these contents were worked but it was not really known why, I have never been explained the value of each of them simply teachers explained activities and students performed marked exercises.
After putting these sessions into practice I have learned the importance of working each of the contents of Physical Education in Early Childhood Education to have a global development in the psychomotor areas.
ACTIVIties
ACTIVIties
ACTIVIties
ACTIVIties
Group 4 worked on the content of emotions and body control.
Group 5 worked the content of body expression and body control and awareness using the theme of animals in all the activities raised.
Group 1 worked the content of body expression through game corners, through which we had to rotate to pass through all.
INDEX
Group 3 worked out the content of emotions, and for this they designed a gimcana of the main theme to get through a series of tests the 4 identifying faces.
ACTIVIties
Group 2 worked on the content of generic skills and body control and awareness, using animals as the main topic.
The structure of these sessions was divided into three phases, and in total the duration was 45 minutes for each group. First, there was a warm-up phase to awaken the interest and motivation of the students; the second was the main part of the session, and finally, a period of relaxation to return to the initial calm.
These practical sessions were held in the Florida pavilion, because a diaphanous space was needed to mount the proposed activities.
Practical sessions
07/11/2022
return to
This activity consists of forming a circle where in the middle there will be a cardboard with the different postures of yoga of animals. First, the teacher will do the posture and then, we will all imitate it, so we can relax gradually until we reach a state of calm.
the yoga of animals
Relaxation activity
Four groups will be formed that will have an assigned color; the game is about a board where there are different squares and in which you have to represent the action of the animal corresponding to the color of this, since depending on where it falls, a targete will be taken and an action will be performed.
the TRIVIAL
Main activitie
The game consists of placing oneself behind the cones; the teacher will name different animals and they will have to imitate them until the magic word is said, "cone", where the boys and girls will have to turn quickly and run for the cone. The game will end when only one cone and two people remain, where the fastest will win.
THE MAGIC CONES
This activity consists of placing on one side of the space; teachers will assume the role of spiders, where they can move freely only to the sides. Then, the teachers will say aloud the name of an animal and the students will have to pass to the other side of the space imitating the actions of the living being mentioned and cross without being caught by the fearsome spiders, since otherwise they will become one of them.
the spider
Warm-up activities
Group 2: Carolina, Teresa, Aida y Jennifer
GENERIC SKILLS AND CONTROL AND BODY AWARENESS
return to
07/11/2022
This dynamic was about turning a roulette wheel and representing and imitating emotion through facial gestures.
ROULETTE OF EMOTIONS
Relaxation activity
This activity consists of sitting in a circle and each time one must put oneself in the center to say aloud a fear. Next, a companion gives you a hug to overcome the fear you have mentioned.
fear
This game consists of sitting in a circle and putting your hand inside a box containing a kind of sticky to cause that feeling of disgust.
disgust
This game consists of covering the eyes of 4 or 5 people and the rest of the students must be scary to cause them that feeling of fear.
FEAR OR FRIGHT
In this dynamic it is about drawing on a paper something that brings you happiness and another that transmits sadness.
Main activities
happiness and sadness
THE ENGLISH CHICKEN
This activity consists of placing everyone in a row except the one that counts. This will have the function of singing the song "1, 2, 3 English chick" and when it is turned, people will have to stay in statue until it turns again, if you are caught you will return to the beginning.
Warm-up activities
Group 3: Fabiola, Carolina, Andrea y Blanca
EMOTIONS
return to
14/11/2022
This game is about doing yoga through animal postures to relax the muscles and reach a state of calm
This activity consists of dividing the group into two, one on the right and the other on the left. When the train driver raises his right hand, the corresponding group will stand behind the driver and do the same with the left hand.
This dynamic is about imitating movements. We pair up against each other; then, we must imitate the movements of the companion/a to simulate the "mirror effect", and then vice versa, that is, the movements contrary to the companion/a.
This activity consists of going to the rhythm of music, that is, if it goes fast we will dance fast and if it goes slow we will dance slow.
yoga
laterality
imitate me
to the rhythm
Activities of the corners
Group 1: Carla, Sergio, Andrea, Núria, Irene y Raquel
BODY EXPRESSION
return to
14/11/2022
The game consists of passing through the obstacles according to the teacher’s instructions by cards; the red was to stop, the yellow was slow and the green was fast.
LIGHT TRAFFIC
Relaxation activity
Main activitie
Warm-up activities
This dynamic tries to guess the action and the animal. We had to put ourselves in pairs, one had the drawing of the animal with the action that characterizes it and the other had to do the actions so that he could guess it.
Group 5: Carmen, Jaume, Marta, Belén, Lorena y Patricia
BODY EXPRESSION AND BODY CONTROL AND AWARENESS
This dynamic consisted of lying on the ground to make several deep breaths indicated by the teachers until reaching a state of calm and relaxation.
CALM
The activity consists of moving from one side to the other without being caught by the fearsome guardians who will be placed in the center. The condition was to pass by doing the actions of the animals they were naming.
GUARDIANS
GUESS THE RIDDLE
return to
14/11/2022
Relaxation activity
Main activitie
Warm-up activities
Group 4: Airis, Lara, Paula, Irene, Martín y Diana
EMOTIONS AND BODY CONTROL
It is about doing a series of actions (climbing, crawling, running, etc.) according to the indications of reading a story.
MOTOR STORY
This activity had two parts; the first we had to follow the dance steps of the teacher, and the second dance with a free style according to the rhythm of music
The story was about a family of figures who were all alike but one. The moral that could be drawn is that no matter how different you are, we all have something special.
DANCE!
STORY TOLD!
Carmen, Jaume, Marta, Belén, Lorena y Patricia
Airis, Lara, Paula, Irene, Martín y Diana
Fabiola, Carolina, Blanca y Andrea
Personally, I think that gaming installation are a creative, innovative and simple resource that all schools should use, since only three materials (structured, natural, unstructured, etc.) are needed to create an environment where learning is the basis of your training. Also, according to De Velasco & Molina (2021) the gaming installation convey a connection between objects and the symbolic capacity that childhood reveals spontaneously, since children with three materials can create countless games using imagination.
I want to relate the theme of the game facilities with my experience during the childhood stage. I have to say that it does not resemble at all the sessions we have done in this discipline, because everything was more structured and directed according to the guidelines of the teacher, where a more traditional vision of education was projected. Instead, during these sessions I have been able to live a rewarding experience to be myself the creator of my own games without being directed by an adult.
Gaming installation are an educational proposal that is conceived as the mere design of a space, taking care of the aesthetics and layout of materials strategically, with the aim of becoming a learning scenario where children, autonomous and free, experience and enjoy the experience that this innovative resource offers.
This session was held at the Florida Pavilion, because it took a large and spacious space to make the assembly of the game facilities
INDEX
Gaming installations
GROUP 5 (28/11/2022)
GROUP 4 (28/11/2022)
GROUP 3 (28/11/2022)
Carolina, Teresa, Aida y Jennifer
GROUP 2 (21/11/2022)
Carla, Andrea, Irene, Sergio, Raquel y Núria
GROUP 1 (21/11/2022)
RETURN TO
To finish with the installation, they put on the floor a continuous piece of paper to draw the thing that they liked most about the installation.
In this installation three materials were used that complement each other perfectly: boxes, cardboard rolls and newspapers or magazines. The students enjoyed playing throwing, throwing, hiding, etc., taking out a wide range of playing possibilities to the materials arranged in the space.
This group created a game installation based on a specific theme dimensions and geometric figures. The aesthetics of space was like a giant puzzle piece to provoke in infants the surprise factor.
GROUP 2
To finish with the installation, they handed us a paper to draw those things that we liked most about the game space.
Personally, I think that the design of the installation is considered in detail, since at first glance both areas are delimited but complement each other. I could see how the students created countless games with the proposed materials, being these more traditional than in schools, since boys and girls have manifested the symbolic capacity that many times when you become an adult is lost.
This group created a game installation with two spaces; the first one had two goalposts holding threads that simulated a spider web and the other a spiral with magazines, newspapers and cardboard tubes.
GROUP 1
RETURN TO
Finally, we divided into small groups and began a debate commenting on those things that we had liked most about the installation.
I think the design of the installation is different and playful with a defined structure. There is diversity of materials, where they all create a fusion and complement each other perfectly. However, an aspect of improvement would be to have more resources to give more possibilities of play to the students.
This group created a game installation with two spaces; the first is composed of threads and hoops hanging at different heights, and the second are spirals made with threads and rolls of paper.
To conclude, we sat in a circle and gave way to a round of questions about the installation.
I think the design of the installation is playful and dynamic, but I think it has some danger, as in this case, the balloons. One aspect to highlight is that it is an installation full of bright and colorful that can attract any look and even more that of infants.
GROUP 5
This group created a rectangle-shaped game installation, using rope materials, plastic bottles and cardboard boxes.
GROUP 4
To finish we went in pairs to draw one on the back and the other on a sheet of paper what had caught their attention most of the installation.
I think that the design of the installation is well defined, given that at first glance it is observed how the arranged materials complement each other, offering infinite possibilities of play. I have seen how the students created different games with materials, in addition to the traditional ones that always come to light. On the other hand, in schools, children would have manifested their symbolic capacity to imagine the diversity of situations in a world other than the real one.
This group created a game installation defined by three spaces; the first was a green fabric that simulated a house and the remaining two were circles made with balloons, ribbons and cardboard cups.
GROUP 3
MOTOR STORIES
Also, I would love to link this topic with a video I found, where you can see the importance of working the motor stories in these early stages to favor their motor skills. Personally, when I see it it makes me see another perspective of how to work in physical education, leaving behind those practices directed that lead us to a traditional teaching (Escuela Llaima, 2014)
I have also seen how this educational resource can serve as a pedagogical tool for students to explore their motor skills and teachers appreciate if they present some difficulties, to help solve them and achieve success in psychomotor practice. In addition, as Omeñaca (2011) mentions in its article "The motor story in early childhood education and school physical education" it is important to work from this educational resource, since it offers multiple benefits in childhood in relation to stimulation in the gross psychomotor area.
I want to relate the theme of motor stories to my experience at the practice center. The teacher in charge of carrying out the psychomotor activity mounted a circuit in the courtyard with different materials (mats, ropes, blocks, cones, etc.) to make a motor story. It was one of the most incredible experiences I had ever had in a center so far, as I observed happiness in the eyes of boys and girls in its purest form.
Motor stories are stories lived collectively where each person makes a series of motor movements to represent the situations narrated.
This session has been held in the Pavilion of Florida, because it was necessary of a wide and large space to make the vivential representations of the motor tales.
Motor stories
INDEX
RETURN TO
GROUP 5 (14/12/2022)
MATERIALS
This group offered us a motor story set with the theme of a firefighter training. A girl goes to train with her father and goes through different challenges, in this case, jump hoops, crawl under the ropes, roll on the mat, zig-zag between the cones and climb up the trellis.
FIREFIGHTER TRAINING
MATERIALS
This group delighted us with a motor story about a dream of a girl who meets different fantastic animals. While the story was being told we had to go representing the actions of the animals that were being named.
GROUP 4 (14/12/2022)
THE ADVENTURES OF TEO
MATERIALS
MATERIALS
MATERIALS
GROUP 2 (21/11/2022)
This group presented us with a motor story about the mysteries of a girl who had lost her cat. All participants had to go through different situations crawling, crouching, running, jumping, balancing, until they arrived in search of the cat that was hidden in a cave.
THE MYSTERIES OF MARY
GROUP 1 (14/11/2022)
This group delighted us with a motor tale about magical sorcerers. Some sorcerers who lived in the mountains lost their homes, but to find them they had to follow the directions on a map. They had to tiptoe around, duck, jump, run and search through a lighted bar for their lost homes.
THE MAGIC SORCERERS
THE BIG SHOW
This group offered us a motor story set with the theme of the circus. All the participants became acrobats to pass a series of tests, in this case, ropes, crawl through hoops, roll on the mat and juggle with balls.
GROUP 3 (07/11/2022)
Personally, I think that performing exercises where massages are practiced in Early Childhood Education is beneficial for its evolutionary development, since as stated Garcia Arranz (2021) in their final degree work it is important to use massage as an educational proposal since it provides children with a multitude of benefits in terms of physiological, emotional and social level.
I would like to relate this subject of massages with my own experience in the practices. After performing psychomotricity, the teacher in charge always made a massage exercise to provide children with calm and relaxation. He played them in pairs and said out loud that part of the body was receiving the action.
ACTIVITIES
INDEX
ACTIVITIES
ACTIVITIES
These sessions have been held in the Pavilion of Florida, where there have been several days that we have done to end the practice, very relaxing massages that serve as an example to carry out with our future students.
Massage Sessions
personal opinion
Stories in childhood are an educational tool because they offer a lot of benefits, since according to Ortiz, & Contreras (2014) in the article "The children’s story: thought facilitator from a pedagogical experience" think that they are resources that have a special value, above all teach social, ethical and moral values that are essential for the good functioning of society.
INFORMATION
Lectures
INDEX
To do this, we must eat variety of food and quantity depending on the person, since it is not the same one doing sport that will need more than another that is sedentary. He also showed us the image of the Harvard dish and the food pyramid, which shows that there are products that can be consumed daily and others that are occasional.
Today in Physical Education class, our teacher Irene delighted us with a talk about nutrition, and told us the importance of having a healthy and balanced diet.
07/12/2022
NUTRITION
In today’s session, Hector Cabrera, a Paralympic athlete who has a visual disability (Stargardt syndrome) came to visit us. He has shown us through a video what are the difficulties he encounters in his day to day and how he faces them, and his experience of overcoming in the field of sport
28/11/2022
HÉCTOR CABRERA
INDEX
The interdisciplinarity can be seen in the video "Ways to educate, City of the Sea", where it is a school that carries out this type of education, since the same activity combines different disciplines (RTVE, 2018).
I want to relate the subject of interdisciplinarity to my student experience, since I have never had the opportunity to live an interdisciplinary learning, all subjects were independent of each other. Each discipline gave the content only to pass the exams, but it was not really possible to make a real learning. Personally, I think that carrying out interdisciplinarity where various disciplines are coordinated is beneficial for students, as more active and motivating teaching is put into practice with the aim of making pupils achieve more meaningful learning.
Finally, Irene presented us with a dynamic that was a theatrical performance, where a situation that appeared one of the emotions had to be chosen and staged.
activity
Next, we did an interdisciplinary activity that combined the discipline of Physical Education with Sciences.
12/12/2022
read
I want to relate the subject of virtual reality to my experience during my student period. Personally, I have not had the opportunity to experience moments with virtual reality activities, all subjects were given using a traditional methodology, directed and structured classes, where the contents were given through textbooks. I personally think that this resource of the Merge Cube can be interesting to use in a playful way, and at the same time can be an educational tool for students to learn knowledge more meaningfully.
virtual reality
Once we explained the dynamics we gave way to the practice, we did three activities with three different applications: Object viewer app, Merge explorer app and Moment ar app.
This last session was held in the Florida pavilion where we did a virtual reality exercise that was to download a very useful tool such as the Merge Cube, a cube with several QR codes in order to explore and discover the surprises it hides inside.
Virtual reality
INDEX
I have enjoyed the subject and I take each of the experiences lived during these months, making all of them a personal and professional learning at the same time.
During the months of October, November and December I have learned a variety of strategies, resources and instruments to know how to carry out in the future as a teacher different practical sessions of Physical Education. Also, I have changed the vision I had about this discipline, since it is not only about running but there is a wide range of recreational activities to develop with children globally all their motor skills.
Conclusion
INDEX
- Giménez, A. M. (2003). Nuevas propuestas lúdicas para el desarrollo curricular de Educación Física. Editorial Paidotribo.
- Ocete, G. V., Carrillo, J. A. O., & González, M. Á. B. (2003). La realidad virtual y sus posibilidades didácticas. Etic@ net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento, (2), 12.
- Omeñaca, J. V. R. (2011). El cuento motor en la Educación Infantil en la Educación Física Escolar: Cómo construir un espacio para jugar, cooperar, convivir y crear. Wanceulen SL.
- Ortiz, M. L. J., & Contreras, A. G. (2014). El cuento infantil: facilitador de pensamiento desde una experiencia pedagógica. Praxis & Saber, 5(10), 151-170.
- RTVE. (2018, 10 febrero). Maneras de educar: Ciudad del Mar, Torrevieja. RTVE.es. https://www.rtve.es/play/videos/maneras-de-educar/ciudad-del-mar-torrevieja/4470483/
- Abad, J., & de Velasco, Á. R. (2021). LA CREACIÓN SIMBÓLICA DE LA INFANCIA EN LAS “INSTALACIONES DE JUEGO”: VÍNCULOS RELACIONALES ENTRE ARTE CONTEMPORÁNEO Y EDUCACIÓN INICIAL. Humanidades & Inovação, 8(33), 107-123.
- Arufe-Giráldez, V. (2020). ¿ Cómo debe ser el trabajo de educación física en educación infantil?. Retos: nuevas tendencias en educación física, deporte y recreación, 37, 588-596.
- Caro Babiano, Á. (2019). Importancia de la alimentación saludable en Educación Infantil.
- De Velasco Gálvez, Á. R., & Molina, J. A. (2021). Objetos y creación simbólica en las instalaciones de juego. Revista del IICE, (49), 93-106.
- Escuela Llaima. (2014, 28 noviembre). Kínder Ay B “Cuento: Motor Rescatemos la Navidad”. YouTube. https://www.youtube.com/watch?v=0SJ66T9GBGk
- García Arranz, S. (2021). El masaje infantil: una propuesta de intervención educativa en un aula de 3 años.
Bibliography
THANK YOU VERY MUCH!