READING REPORT

READING REPORT

1. The Ages and Stages of Child Development

   • Babies 0-2 years old
     • This is a time for developing the bonds, providing the child with the inner resources to build self-esteem and the ability to relate positively to others
   • Toddlers 18 months to 3 years old
     • Time for active exploration of an enviroment
     • Language development growth
     • Preparation for school through encouragement support and guidance
   • Preschooler 3-6 years old
     • Entering a new, more academical world
     • Preschoolers are open to learning numbers, letters, beginning reading, and simple math
     • They are improving their gross motor and fine motor skills, which gets them interested in art, crafts, and all kinds of ride-on toys
     • They are also developing early sports skills, which often leads to participation in organized sports by the end of this developmental period
   • School age children 6-12 years old
     • children become gradually ready for more independence
     • Parents need to impart a moral code that the child gradually internalizes
     • parents must be able to provide praise and encouragement, but they must also allow their kids sometimes to experience the natural consequences for their behavior or provide logical consequences to help them learn from mistakes
   • Teenagers 12-18 years old
     • It is a time to begin defining one’s self and realistically contemplate the future
     • passive-aggressive behavior, self-consciousness, self-doubt, over-confidence, and moodiness
     • Skill development is accelerated to prepare for college or job training programs, and talents are perfected
     • Social skills are honed, and relationships take on more of a serious nature

2. DBA FROM TRANSITION GRADE TO FIFTH GRADE

   • DBA for is acronym in spanish means basic learning rights
   • It is a list of competences that stuents must develop during their school years
   • DBA
     • Transition grade
       • Simple tasks recogntion
       • Sound-Image asociation
       • Repeating and identifying
     • First grade
       • Answers to simple tasks verbally and not verbally
       • Organices a secuence of events of a short story
       • Answers simple questions of personal information
     • Second grade
       • Expressing simple ideas
       • Organices a secuence of events of a short story and repeats the events
       • Exchanges personal information
       • Tells facts about its culture and enviroment
     • Fifth grade
       • Comprehends general and specific information in short texts
       • Produces written and oral simple texts
       • Produces and exchanges information about hobbies, likes and preferences
       • Ecplains causes and consecuences
     • Fourth grade
       • Comprehends the main idea and some specifics about a short text
       • Asks and answers some WHO WHEN WHERE questions
       • Exchanges ideas about an interest topic
       • Compares basic characteristics of objects and places
     • Third grade
       • Understands and describes details of short texts
       • Exchanges short opinions and ideas
       • Answers simple questions about short texts
       • Describes objects, people and places in a simple way

3. LEARNING MESHES

   • What are they for?
     • They serve to shape the articulation of the different modules that go from the transition grade to the fifth grade. It is done through goals, objectives, functions language, performance indicators
   • Which are their elements?
     • Modules and their respective topics. Health and life, coexistence and peace, environment and society
     • Performance indicators: They show the actions that students must take to achieve the proposed goal.
     • Homework route
       • Pre homework
       • Homework cicle
       • Post homework
     • Evaluation route
       • Diagnostic evaluation
       • Reflective evaluation
       • Design evaluation
       • Application evaluation
       • Feedback evaluation
   • Recomendations
     • Didactic ideas
     • Disciplinary conection
     • Inclussion

4. CHILDHOOD HISTORY IN COLOMBIA

5. PONOLOGICAL AND PRINT AWARENESS