Çanakkale Onsekiz Mart Üniversitesi
Güçlü Çocuklar Projesi
Erasmus + Strong Kids
Number 579745-EPP-2016-1-TR-SPO-SSCP
Coordinator: Çanakkale Onsekiz Mart University ÇABAÇAM
(Multi Purpose Early Childhood Education Centre) - Turkey Partners: Belgium – Germany - Italy – Latvia
Lesson plan CABACAM pilot project
8 weeks Pilot project:
Example of a pre-test: (more information of the test will be provided on the internet page)
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Name and family name of the child: Ali HAMİŞ Date of birth:01.01.2011 Weight: Height: Body mass index: Practitioner: Date: 18.04.2017
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< >/3. Week gymnastic/sport movements and Parcour (Germany - Julia / Turkey – Anja/Aybüke/Deniz)
Name
Fire-Water-Storm
Age
3-13
Number of children
open
materials
none
description
Kids running through the gym.
Different commands with certain exercises
alternatives
Create new commands, add colours (kids should touch s.th. in the gym or on their clothes)
Name
Keep your playing field free
Age
2-13
Number of children
open
materials
balls, sponges, balls of paper, …
description
2 team, seperated by a bank.
Every team gets the same number of playing material.
Till the end oft he game they have to get most ballst o the other field.
The team with less balls ist the winning team.
Name
Rabbit & Hunter
Age
4-13
Number of children
Max. 25
materials
balls
description
Kids running through the gym.
One ore more kids are hunter, try to throw off the „rabbits“
Name
Catch the tails
Age
3-13
Number of children
25
materials
Tails (cloth or ropes)
alternatives
Everyone catches everbody
description
Kids running through the gym.
The hunters try to cath the tail. Catched kids are eliminated.
Name
Obstacle parcours
Age
4-13
Number of children
20
materials
Various (e.g. banks, stools, carpet tiles, ropes, tunnels, pylons,… )
description
Create a parcour with different materials, the kids should go through
alternatives
Build more equal or different parcours for more children, competition with teams, go through with different kinds of walking
Name
Pull out the carrots
Age
4-13
Number of children
Max 15 per circle
materials
none
Name
Rope skipping
Age
6-13
Number of children
Max. 15 or more circles
materials
A long rope, s.th. to put weight on at one end
description
All kids standing in a circle. The trainer is in the middle and spins equally a rope. The kids have to jump over o rare eliminated.
Name
Star run
Age
4-13
Number of children
One at one time
materials
4/6 carpet tiles
Name
Smiley / Stuffed animal
Age
-
Number of children
-
materials
A yellow painted paper-smiley with one happy an one sad side
Any stuffed animal
description
Smiley: at the end oft he lesson, the kids sit down in a circle. After another everyone gets the smiley and shows the side it feels an gives a short explanation.
Stuffed animal: every group has a stuffed animal which is given to one child that tries very hard
Name
Coloured dice
Age
-
Number of children
-
materials
One coloured dice
description
Give 6 exercices or bouild 6 station for every colour of the dice. The kids role the dice an do the particular exercice. No one has to wait.
Parcour (training basic motorical skills in form of different tasks on material like trampoline/bars/beam etc) – each lesson gets a topic ) for example – animal life and the motoric tasks are combined with a small story ( ‘The animals got out in the forest and they now need your help to go back home – help them to find their way back’ – children are solving the parkour and bringing small puppets back to their house)
Telling the story before the parcour
Moving around the parcour
All kids can move at the same time
Week4: Topic: feet and walking (Latvia/Sandra)
Sports playing lesson "Flatfoot prevention exercises in preschool"
for 5-6 years old children
Hare comes to the doctor and says that he has read the magazine article about flat feet and he became very interested: whether he also has such a problem - the flat foot. His feet also often hurt, as it is written in the journal.
Bunny: Hello! (Moaned with the magazine)
Doctor: Hello! What happened? What’s the trouble?
Doctor: Come on, ow we gonna examine and check whether you have a flat foot. (Testing, examining and finds that there is no flat feet, but recommends preventive curative physical education)
Doctor with a help of plantograph is testing bunny’s feet. After examining the foot footprint, the doctor tells bunny that to treat flat feet is more difficult than to fix it, so it is very important to focus on the prevention of flat feet. For the prevention of flatfoot should be used special footwear, corrective inserts, foot deformation-enhancing gaiters and different exercises to train the foot and leg muscles.
BunnyWhat should I do now?
Doctor: Do not worry, come with me to the kindergarten "Rotaļa", there you will find out what we need to do.
They go to the children of the group "Dindaru - Dandari" and PE teacher. Greet. Bunny tells them that he visited a doctor and she suggested him to train leg muscles and feet. PE teacher offers the bunny to join in, as children have a practical lesson on prevention of flatfoot.
Warm-up.
Children together with the teacher march and imitate her movements:
< >Normal walking (back straight, raising the legs, arms bent at the elbows).Go as Roosters (raising knees high, hands on hips).Go as Bears (legs broadly, arms laterally, transfer the body weight from one foot to the other).We met a fox - go easy on the fingertips.Run mouse – quiet running as mice on fingertips; When the teacher says "meow" - children stops and squat.Walk.Main part:
Inventory: a long rope; mats with an uneven surface; cones; quotes; filled boxes; rings.
Task: Go over the rope sideways – put feet on the rope side by side, hands on hips. Go straight through the mats. Run zigzag among the cones. Go directly through massage footsteps. Go over the filled boxes. Jump from one circle to another.
Play "Bunny’s going to covey".
There are round mats with different article (by the number of children) on the floor - "bunny" houses. Children are the bunnies. After the teacher words:
"Bunnies’re going to covey
To green forest meadow,
reap the grass and enjoy, (children imitate the movements)
listen carefully whether the wolf comes or not? "
After the word "wolf" bunnies hide in the houses (position on a massage mat). Game words are repeated 2 times.
Hall put a circle seats, according to the number of children.
Warm-up.
Children walk with a teacher. Walking with rolls from the heel to the fingertips. Walk on tiptoe (small steps, hands on hips). Walk on heels. Normal running. Running with high raising feet. Jump with springboard (jumping up to the one and the other leg pushing off the floor). Zigzag race between chairs.When the music stops sounding – children have to hide behind the seat (to stand behind the seat and to squat).
1. Starting position, standing:
1 - Ascend on tiptoe, hands up, to stretch.
2 – Starning position.
2. Starning postion. Standing, legs together (behind the seat), hold the backrest by hand.
1 – Squat.
2 - Starting position.
3. Starting position. Sitting on a chair, hands on knees. "Drums"
1 – Strike a certain rhythm with one, then another, and two toes together. Heels pressed to the floor.
4. Starting position. The toes pressed to the floor.
1 – Strike the rhythm with heels.
5. Starting position. Sitting on a chair, legs feet in width. "Tunnel".
1 - Children pulls the toes to the heels (only toes and heels remain to the floor)
6. Starting position. sitting on a chair, knees and feet together, hands on knees
1 - Counting 1- 2- 3- 4 children do the movements with feet (toes, heels).
2 - Counting 5- 6- 7- 8 the same, but the way back.
Tasks - Games
1. "Neat feet"
Starting position. Sitting on a chair (in pairs). One ring for a pair. In each round the teacher spreads caps, blocks, chestnuts. Every child at the seat has got a bucket. The children with the help of their toes (on the teacher’s signal “neat feet”) alternately with the left and right feet collect items from the ring and put them in a bucket.
2. "Write a word" Starting position. Standing. Every child has got a ball "hedgehog" on the floor. The child puts one foot on the ball and with the help of the leg writes his or her name. Then a child does the same with the other leg.
3. Starting postion. Sitting (children sit in a circle), support on hands. Teacher puts on the floor 3-4 filled bags in front of the children. Children with their feet take the bag and pass the next child (or place it on the floor).
4. St. p. Children sit on the chairs, knees together, heels slightly apart, heels on the floor, toes on a plan shawl. After the teacher’s word "crab" children with their toes pull the shawl at the bottom under the arch of the foot (heel is not on a shawl, and all ten toes are located on the same line so that the small toes would participate in the pulling). At he end of a shawl there is one heavy object (a bag of sand).
5. "Take the shawl" Children are in a circle. Each child has got a shawl in front on the floor. After the whistle signal the shawl should be taken with a toe and jumping on one leg, a child should carry it to the other side of the hall.
6. "Pass through the swamp". Children stay in a queue . Everybody has got two round mats (Ciņi). After the teacher’s words " pass through the swamp!" Children move on the mats, jumping on them.
7. "Make a snow ball". Across the hall papers are placed. The music is playing, the children jump with both feet. When music stops – children have to stand on the paper and with the help of the foot make a snow ball (children can take it with fingertips and put down them to the basket). Music continues to play, children walk on tiptoe, the music ends – a child stands on one paper and with the help of feet tear it into small pieces.
The Bunny sits. He has car keys, mobile phone. He talks on the phone, sits down, starts playing computer games and so on.
The Bynny says that hurt him, asking children what he does wrong?
The Bunny: My legs hurt, my feet, my back hurts a lot. I do not understand why? What am I doing wrong? I wear modern shoes, but I take care of my feet – I do not walk, but I go by car every day I. I do not ebusy my feet, but give them a proper rest. I play computer games all day, and the legs relax, why do they hurt? And my back also hurts! What am I doing wrong?
Children and teacher: You hove to do a sport! You should train your feet muscles, make feet massage and walk barefoot in the summer, you can pour your legs with cold water and wear special shoes. You have to go for walks, hikes and excursions.
5/6 week – outdoor pedagogics (Italy - Sandra)
Psycho-motor development and childhood faculty
Physical activity and children's main faculties: Freedom -Curiosity - Attention - Creativity Conquest - Willingness to do new things – Problem solving- Movement - Fantasy Imagination - Put oneself into play - Overcoming obstacles -Autonomy - Sense of space Knowing how to coordinate the memory of motor/movement - Communicating with others.
A) 2 Hours of outdoor education for teachers: what to do with children 4-6 y. o.?
1 hour in the garden 1 hour to the beach or on the hill or into the wood, outside of school, open air activity/external activity
First Activity in the garden: The Nature is my Master - The importance of nature as teacher of life in child development
Title: We love and respect the nature Goals: to promote the children's ability to listen and express themselves by developing the interest in living things and natural materials, encouraging curiosity and the ability to understand and find explanations of the observed processes, encourage the free movement
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Objective: to know the main aspects of the natural environment, exploring objects and materials through concrete activities and observation of the garden, plants, small animals as part of our world, setting the stage for a scientific reflection of natural richness. Topic: The children of the forest and the experience of sunlight; water; air.
Activities: • Presentation of the project with children in circle; • We know the children of the forest through photos and videos; • We want to write a letter to know them better, asking for information about their school, the activities that take place during the day and drawings on their ideal school; • Drawing on their ideal school to be sent to the children of the forest. • What is the school in a natural environment; • Going outdoors and leave children to build the school they like with free movement, discussion, creativity. Tools and natural materials: Sheets, colors, ground, water, branches, grass, stones, mud. Strategies: Group discussion, individual work, team work. Place: garden Time: 1 hour Specific objective: Explore the natural environment through the five senses, observing and discovering the natural materials.
Second Activity: to the beach or on the hill or into the wood, outside of school, open air activity/external activity
Title: The orientation discovery: map, compass, rope Goals: to promote the children's ability to move and orient in space, learning direction and different position of their body to reach the goal, reading map and develop interest in discovering paths, encouraging curiosity and develop the skill to investigate the different ways to walk, to understand and find explanations of the distance and speed. Objective: Children’s orienteering in an outdoor environment, become aware of a path outdoors knowing locate the beginning and end of the journey in accordance with the succession and stages without losing the reference points, translating topological references experiences. Topic: Outdoor experience of orienteering Activities: • Read a map drawn with the starting point, the route and the arrival. • Insert the recognition symbols on the map and in the path
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• Save the map with team mates • Know how to move forward in the ground in several ways, walking, running back and forth, sliding, crawling, jumping • Knowing how to explore space with the body • Rolling, crawl, walk forth and back, run back and forth, slide prone and supine • Body orientation • Moving taking into account the direction and speed of the others • Reaching the goal • Return to the starting point with different movement. Tools and natural materials: Map, compass, rope, symbols, drinking water, equipment to easily walk, bonnet. Strategies: Group discussion, individual work, team work. Place: beach/hill/wood Time: 1 hour Specific objective: explore the environment through the body orientation and become aware of the sense of space, sense of balance, sense of the presence of others who are near and far, sense of discovering the places, making experience of team work. Additional element: treasure hunt.
RATIONALE
The place of nature in child development and the benefits derived from contact with nature
• Language development • Development of the expressive capabilities • Development of the perceptual sense • Development of motor skills • Strengthening the sense of identity and interpersonal relationships • Development of scientific thought, critical, creative • Exercise of the joy of making and fun • Knowledge and experimentation of concepts of care and respect for people and things
Perception of self and the environment The gestural communication with mimic activities taken from nature:
1. How is the wind?
2. How do you feel the sun?
3. Can I feel my body?
4. Can I stretch out on the lawn and thinking?
5. Can I wrap myself and unravel how does the snail?
6. Can I jump like the frog?
7. Can I smell the bark?
Experimentation, exploration, discovery, hypothesis, research:
1. What is behind the tree? 2. What can I find by digging in the earth? 3. Where is the house of ants? 4. How many types of trees do I know in my garden? 5. The flowers in the garden are the same as those we see outside of school? 6. I can reach the sky? 7. Can I grow a seedling?
B) Questions: assessment for teachers of the four weeks
1. Education in the Nature. To what extent do you value the natural education in your class as an opportunity to experience, growth and learning of children? 2. Experience life. Today learning is not limited to one place, outdoor education concerns the bio-psycho-physical wellbeing of the child. Do you give the children the opportunity to open the doors going out and building knowledge, confidence and belonging to the world we inhabit? 3. Integral School. Do you have created opportunities for play, exploration, discussion, learning for children in and out of your class and your school? 4. The schedule of activities. Did you committed to making sure that boys and girls could go out once or several times a day, during the week, during the last month and can you describe what you were able to observe and record in term of positive effects of outdoor activities for the welfare of the child? 5. Interest and motivation to learn. Can you describe how learning outdoors leads children to treat themselves, to establish good relations with peers, to be happy of their activities? 6. Training of teachers. Have the teachers dedicated time to their training plan and prepare for outdoor activities for children? 7. Exploration of children. How have you taken the children in their desire to explore the world around them? 8. The participation of parents. Have you promoted opportunities for discussion with families to explore together outdoor education benefits for the bio-psycho-physical development of the child? 9. From outside to inside. Did you allow children to bring in the classroom the questions they have when they were outside the school and did you record what the children have seen, heard, experienced, thought?
10. Natural materials. Have you constantly improved the external environment with progressive attention to natural materials that children can find and through which they can invent games and movements, develop the imagination and the imagination? 11. Shared responsibility. Have you noticed the growth of shared responsibility in the activity outdoors? 12. Dialogue with the outside. Did you call the child's dialogue with nature, the elements, the sounds, colors, tastes, smells, and did you build significant relationships of movement and respect for nature? 13. Faculties of childhood. On a scale from 0 to 5 tick how the following child's faculties were present in your weekly activities of physical education? Meaning of the numbers: 0 none; 1 seldom; 2 sometimes; 3 quite often; 4 often; 5 always
Freedom 0 1 2 3 4 5
Curiosity0 1 2 3 4 5
Attention 0 1 2 3 4 5
Creativity 0 1 2 3 4 5
Conquest 0 1 2 3 4 5
Willingness to do new things 0 1 2 3 4 5
Problem solving 0 1 2 3 4 5
Movement 0 1 2 3 4 5
Fantasy 0 1 2 3 4 5
Imagination 0 1 2 3 4 5
Put oneself into play 0 1 2 3 4 5
Overcoming obstacles 0 1 2 3 4 5
Autonomy 0 1 2 3 4 5
Space of space 0 1 2 3 4 5
Knowing how to coordinate the memory of motor/movement 0 1 2 3 4 5
Communication with others 0 1 2 3 4 5
C) Focus group, questions for teachers to discuss together
1. Because the outdoor education develops the child's personality in an integral way? 2. Which of the outdoor activities proposed do you believe that better enable children to respect themselves, others and the environment? 3. Do you think that the parents' participation is important for the success of outdoor education? 4. How gradual psychomotor activities, balanced and proportional to the state of children's development educate: 4.1 to become aware of themselves, their abilities and motor skills? 4.2 to compete with their own motor and physical ability? 4.3 to understand themselves in relation to others?
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4.4 to understand themselves in relation to the environment? 4.5 to overcome the motor inhibitions that could adversely affect their bio-neuro-psychophysical development?
7 week - Social interaction in class (Maggie)
Grup oluşturma Oyunları: İlk Adımlar / First Steps to Being a Group
Hareketle Tanışma, Kaynaşma / Movements to Meet and Blend
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Hedefler |
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Aktivite Activity |
MEKAN ve HAREKET: Bireysel alan kabarcığım - My Space bubble |
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Yaş - Age |
4 + |
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Çocuk sayısı No. Children |
Açık Any group |
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Malzeme - Materials |
Ritmik Musık (yavaş - orta tempo) Rythmical music (andante – allegro) (walking pace - lively) |
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Açıklama Description |
Bireysel alanı keşf etme - Exploring our space bubbles Belirlenen bir alanda yerinde dönme, farklı şekil alma, ileri ve yön değiştirerek yürüme, yükselme, alçalma Axial movements in place, shape, locomotive, path, direction, level |
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Alan içinde hareket/sizlik - Moving alone and being still in my space bubble
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Extensions |
Alanlar karşılaşıyor - Meeting others in their space bubble
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İkili alanlar olusuyor – Two bubbles joining
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Şekilli grup oluşturma – Making shapes in a group
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Karşılıklı ikili heykeller – Twosy shapes together nesne oluşturma
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Dörtlü alanlar - dörtlü şekiller / Foursy shapes together
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Yansıtma/Reflection |
Başkasının kabarcığına dokunmadan yürümek kolay mı zor mu? |
8. week – after test (motorical testing after program)
Results:
10 children were tested in a pre- and after motoric test.
Station 1 – balance on a beam standing with 1 foot (time in sec.)
4 kids better/5 worse/ 1 same (comparing to pre-test)
Station 2 – jumping with 2 feet (strength) (distance in cm)
8 kids better/2 worse (comparing top re-test)
Station 3 – throwing balls as far as possible (in cm)
6 kids better/4 worse
Station 4 – throwing a ball through a hoop and catching the ball (eye-hand coordination)
7 better/3 worse
Station 5- laying on the back /standing up /running/taking a ball/ go back in start position (quickness)
2 better/8 worse
Station 6 – distance run – as quick as possible
3 better/7 worse
Station 7 flexibility with straight legs/hands to the floor
6 better/4worse
Station 8 – jumps (left/right) – in a short time
8 better/ 2 worth
In 6 of 8 disciplines the 10 children showed better results then in the pre-test. Especially in jumping exercises and arm-coordination and strength they showed a progress. Also in flexibility 6 kids showed a better result then before. Just 2 stations showed worse results then before. Which were station with a high amount of repeating. (explaination: Our team observed that kids got bored of the test and motivation went down – which could be a reason fort he worse results. Also the test was made at the end of the day, so maybe kids were already more tired then in the pre-test.)
Generelly 8 weeks is a reall short term to control motorical skills like flexibility or strength. But it can be admitted that already a improvement can be seen – so over a longer time period like one school year better results can be anticipated.
Suggestion: test should be done under more similar circumstances
According to the test results we are planning to include in our 2 pilot in CABACAM more exercises to specificly train skills like:
< >FlexibilityEye-hand coordinationQuickness (jumping/running)strength