La obra aborda directamente la propuesta de Unidades Didácticas como manifestación del tercer nivel de concreción curricular, que compartimos en el Departamento de Didáctica de la Expresión corporal al que pertenece el coordinador de la obra y que con tanto cariño ha acogido este trabajo. La Unidades Didácticas que se presentan tienen una sólida fundamentación teórica, basado en las aportaciones más novedosas en cuanto al desarrollo motor de los niños de 3 a 6 años. Su estructura global responde, muy acertadamente, al enfoque constructivista que inspira toda la reforma educativa y que compartimos totalmente. Los elementos básicos del currículo, objetivos, contenidos y criterios de evaluación, así como las sugerencias metodológicas, se adaptan perfectamente a cada uno de los tres años que consta la Educación Infantil a los que va destinada. Resulta, asimismo, muy atractiva y sugerente, la riqueza de recursos y la variedad de materiales que enriquecen estas propuestas didácticas. Estoy convencido que esta obra supondrá un instrumento precioso para el trabajo de las maestras y maestros de Educación Infantil en su tarea de cada día. También será de gran utilidad para los alumnos y alumnas de las Escuelas y Facultades que han optado por orientar su futuro profesional a este maravilloso mundo de la educación en que estamos gustosamente inmersos. Lo que aquí se ofrece es el resultado escrito de un fructífero trabajo de maestros y maestras de Educación Física, Educación Infantil y Educación Musical coordinados por Pedro Gil Madrona, Profesor Titular de Didáctica de la Expresión Corporal de la E. U. De Magisterio de Albacete. En este caso, además, quiero subrayar que se trata de una trabajo de investigación-acción donde la teoría del Departamento Universitario se ha llevado a la práctica en la aulas-salas-gimnasios, ofreciendo una serie de recursos, de prácticas motrices, secuenciadas por medio de unidades didácticas, en el ámbito de la Educación infantil. ORIENTACIONES, RECOMENDACIONES Y SUGENCIAS METODOLÓGICAS. UNIDAD DIDÁCTICA PARA 3, 4 Y 5 AÑOS: DESCUBRO MI CUERPO UNIDAD DIDÁCTICA PARA 3,4 Y 5 AÑOS: LLUEVE, HOJAS SECAS, EL OTOÑO. UNIDAD DIDÁCTICA PARA 3, 4 Y 5 AÑOS. LAS FIESTAS: LA NAVIDAD, EL CARNAVAL Y EL CUMPLEAÑOS UNIDAD DIDÁCTICA PARA 3,4 Y 5 ANOS: LOS ANIMALES DOMÉSTICOS Introducción. Presentación. Justificación. Objetivos generales de etapa. Objetivos didácticos de las áreas de identidad y autonomía personal, medio físico y social y comunicación y representación: tres, cuatro y cinco artos Contenidos de las áreas de identidad y autonomía personal, medio físico y social y comunicación y representación: tres, cuatro y cinco años. Temas transversales: educación ambiental, educación para la salud, Educación moral y cívica, educación para la igualdad de oportunidades. Recursos y materiales y organización espacio-temporal. Evaluación Actividades o tareas motrices de enseñanza-aprendizaje: las sesiones de educación física. Criterios e indicadores de evaluación de los aprendizajes motrices por parte de los alumnos.

Young children and teachers both have active roles in the learning processHow do preschoolers learn and develop? What are the best ways to support learning in the early years? This revised edition of The Intentional Teacher guides teachers to balance both child-guided and adult-guided learning experiences that build on children's interests and focus on what they need to learn to be successful in school and in life.This edition offers new chapters on science, social studies, and approaches to learning. Also included is updated, expanded information on social and emotional development, physical development and health, language and literacy, mathenatics, and the creative arts. In each chapter are many practical teaching strategies that are illustrated with classroom-based anecdotes.The Intentional Teacher encourages readers to- Reflect on their principles and practices- Broaden their thinking about appropriate early curriculum content and instructional methods- Discover specific ideas and teaching strategies for interacting with children in key subject areasIntentional teaching does not happen by chance. This book will help teachers apply their knowledge of children and of content to make thoughtful, intentional use of both child-guided and adult-guided experiences.

An up-to-date, accessible guide for parents of bilingual children.

This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.

The past ten years have seen an explosion of useful research surrounding human motivation and emotion; new insights allow researchers to answer the perennial questions, including "What do people want?" and "Why do they want what they want?" By delving into the roots of motivation, the emotional processes at work, and the impacts on learning, performance, and well-being, this book provides a toolbox of practical interventions and approaches for use in a wide variety of settings. In the midst of the field's "golden age," there has never been a better time to merge new understanding and practical application to improve people’s lives. Useful in schools, the workplace, clinical settings, health care, sports, industry, business, and even interpersonal relationships, these concepts are profoundly powerful; incorporated into the state-of-the-art intervention programs detailed here, they can enhance people's motivation, emotion, and outlook while answering the core questions of any human interaction.

This book constitutes the refereed proceedings of the 7th International Conference on Concept Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring.