Learning Journey

Experience

What have we done in class?

Theoretical framework

Learning journey

Claudia Jiménez Roca

Didactics of physical education in early childhood education - A

Experience

What have we done in class?

Theoretical framework

What have we done in class?

Merge cube

Motor story

Installations

Lecture Héctor Cabrera

Conference nutrition

Practical sessions + activities

Experience

What have we done in class?

Theoretical framework

Instalations

October 30, 2023: In this session she introduced us to the concept of installation, explained how we could carry it out in the classroom, what we had to find and showed us examples she had made. At the end of the explanation, she proposed us to make together an installation in which we would later separate and play for a while. So we did, we got to work and managed to assemble it. When we finished building it, we divided into two groups, while the first one played, the second one drew everything that the other one did. Once the time was up, the roles were changed.

December 4, 2023: This day we started with the exhibitions of the pedagogical installations created by us. The following are on display:

This was the first of four sessions. The material used for this one was tinsel, confetti and cardboard cups. Once it was set up, it was presented to us and we were offered to play on it for 30 minutes. At the end, to return to calm, we drew what we had done and what we liked most about this installation.

Christmas didactic installation

Experience

What have we done in class?

Theoretical framework

This installation, as the title says, was oriented to the winter time of the year. The materials used were plugs, "artificial snow" and paper balls. At the beginning of the activity they explained it to us and proposed us to play with the material for 30 minutes. Once we finished, we drew a picture of what we liked most about the activity.

Winter installation

Experience

What have we done in class?

Theoretical framework

December 11, 2023: We continue with the two remaining installations.

This installation was made by Borja, Mireia and me, Claudia. To carry it out we used gel balls, fabrics and balloons with confetti inside. We presented the installation to our colleagues and they proceeded to play with what the installation offered them. They were especially interested in the gel balls, as it was something new. At the end of the time, we handed out sheets of paper and colors for them to write down what they liked best. Once finished, we shared it and picked up the installation.

Winter installation

Finally, we did this installation. In this one, they did not present several materials, as they made a double installation, thus using a maximum of six materials. This one was inspired by autumn, so they offered us pine cones, dry leaves, orange peels, egg cups, wine corks and different fabrics. Before we started playing we did the same with the others, they presented it to us. Once introduced, we started to play for 30 minutes.

Fall installation

Experience

What have we done in class?

Theoretical framework

Experience

What have we done in class?

Theoretical framework

Merge cube

November 6, 2023: In today's session, Irene explained what the Merge cube is, we experimented with it and with the applications designed for this resource (Object Viewer app, Merge explorer app and Moment AR app).

Merge explorer app

Moment AR app

Object Viewer app

Experience

What have we done in class?

Theoretical framework

Motor story

The following are the motor stories made during the different sessions:

November 13, 2023: At the beginning of the session, we performed our motor story. It was about a pirate story, the classmates had to perform the movements that we were saying.

November 20, 2023: We started this session with a motor story given by some of our classmates. It was very good, as we covered knowledge such as the moon, the shapes of the moon and the planets.

December 4, 2023: At the beginning of this session, the motor story took place. This story dealt with concepts such as friendship and tranquility.

December 11, 2023: This motor story was about the different animals we can find and encouraged us to recreate them.

Experience

What have we done in class?

Theoretical framework

Practical sessions + activities

This section specifies the practical sessions carried out by the students of this subject during the sessions:

November 13, 2023: We held two practical sessions:

Session 1: Body expression + body awareness

This practical session was developed by us (Borja, Mireia and me, Claudia) and consisted of working on body expression and body awareness. To work these two concepts, we made two games to warm up, two to develop and one to relax. These are:

Heating

This activity consists of the pupils walking freely around the classroom and when the teacher shouts "earth", the pupils have to move around imitating the movement of a reptile. On the other hand, when the teacher shouts "air", the students will have to imitate a bird without touching the ground, climbing on some element of the gymnasium such as a banquet, the rack or the trellis. Finally, when they shout "water", they must imitate the action of swimming.

Activity 1: Air, water and earth

This activity consists of getting into pairs. Each of the pairs will stand in a different part of the gymnasium and in each part all the participants will stand holding hands in a circle going round and round. The person in charge of the activity should shout the word "TINGO" several times in a row until he/she wants to shout "TANGO!!!!", at which point the students will run to find the other person, hold hands and sit on the floor. The last ones to sit down will be eliminated.

Activity 2: Tingo/ Tango

Experience

What have we done in class?

Theoretical framework

Main part

This activity consists of guessing the geometric figure with the body. First, we will divide the class into two groups, and we will give them an envelope with the drawing of the figure they will have to represent. Secondly, one group will start by representing the figure and the other group will have to guess it. Once the figure has been represented, they will all stand up and the teacher will ask what the name of the figure is, and if they know it, the teacher will ask them to touch an object that has that shape. When they finish, they will start over. Finally, the group that guessed will now have to make the geometric figure following the same dynamics as before.

Activity 3: Geometric shapes

This activity consists of a boy or girl chosen by the class group, who has to go outside. Once he/she is outside, the rest of the children will stand in a circle and the teacher will point to the one who will be the conductor of the orchestra. He/she will have to pretend to play different instruments. Once he/she has been chosen, the person in charge of the activity will go and find the child who is outside and will proceed to enter the orchestra. Then, the activity will start and the pupil, with the help of the teacher, will have to guess who is the conductor conducting the orchestra. In order to guess, the teacher will indicate when to change instruments, thus helping the child to guess who the conductor is. Once guessed, the roles can be changed and the game can be repeated.

Activity 4: Orchestra conductor

Calm

In this activity, the children will have to listen to the story that is going to be read to them and do all the actions that the characters do.

Activity 5: Motor story

Experience

What have we done in class?

Theoretical framework

Session 2: Emotions + Body awareness

This session was designed by Neus, Nerea, Carmen and Elisa. The contents covered were emotions and body awareness. This session was designed as follows: two games to warm up, two more to develop the contents and one to calm down. These are:

November 13, 2023: We held two practical sessions:

Heating

This game consists of moving through the space while the music plays and once it stops, the participants will have to stop. The music that will be played during the activity will be songs that will transmit different emotions. Once the music stops, you will have to say what this melody has transmitted to you.

Activity 1: Statues

For this activity, separate the class into two groups, placing one in front of the other in a horizontal line. The person in charge of leading the activity, tells each participant in the group an emotion, when they name it, they will have to run to grab the handkerchief that the person in charge has and run to their position of origin, making sure they don't get caught, because if they get caught, the point will not be counted.

Activity 2: Handkerchief game

Main part

To play this game, participants must stand in a circle. Once done, the person in charge of the activity will play a song and the participants will have to pass the ball to each other. Once the song stops, whoever has the ball will have to represent the emotion that the person in charge tells them, the rest will have to guess what they are doing.

Activity 3: The pump of emotions

Experience

What have we done in class?

Theoretical framework

This activity is very similar to the handkerchief activity. The class will be divided into two groups and they will have to place themselves on top of a line drawn on the floor. When they are assigned an emotion, they will have to look for a partner who expresses the same emotion, following the line. The first one to do it wins.

Activity 4: In search of lost emotion

Calm

This activity is done with mats. Different yoga postures are taught and the participants have to replicate them. To perform this calming activity they have to concentrate on their breathing, inhaling and exhaling when the person in charge tells them to do so.

Activity 5: Yoga session

November 13, 2023: We held the last two practical sessions:

Session 3: Temporality and spatiality + Body control and awareness

This session was created by Valli, Maria, Sonia and Blanca. They dealt with concepts such as emotions and body awareness. It was organized as follows: one activity to warm up, three to develop and one to calm down.

Heating

Activity 1: Follow the leader’s

This activity consisted of dancing to the reader's Follow the reader's song. With this song we worked on the different extremities of the body and laterality.

Experience

What have we done in class?

Theoretical framework

Main part

This part of the session consisted of following a circuit designed by them while blindfolded. The purpose of this is to know how to guide the partner in each obstacle of the circuit.

Activity 2: Circuit

The bomb is a very fun game that works on temporality and body control. This consists of making a circle, with a person in the middle, while the participants pass the ball, this person has to count to 60, once finished, the person who has the ball, will be eliminated.

Activity 3: The bomb

Activity 4: Hopscotch with footprint

Hopscotch is a traditional game, so it has been adapted to work on body control and body awareness. This consists of doing what it says on the "hopscotch", in this case put the right/left hand where it indicates, as well as the foot.

Calm

This return to calm is the same as the previous session. It consists of doing different yoga poses while relaxing music plays in the background. At the end of the session, we lay down and relaxed while we had a "massage" with fabrics.

Activity 5: Yoga

Session 4: Generic competencies + Body control and awareness.

This session was created by Melani, Marta, Guada and Sofia. In this session they dealt with generic competencies and body control. To design this session they had: one activity to warm up, three to develop and one to calm down.

Experience

What have we done in class?

Theoretical framework

November 13, 2023: We held two practical sessions:

Session 2: Emotions + Body awareness

Heating

To play graveyard, separate the class into two groups, one group on one side of the field and the other on the other. The team that starts, will throw the ball to the opposing team, if they catch it, the one who has thrown it, is "dead", in the case of not catching it, but if they hit it, the other team will be "dead". To save yourself, you have to "kill" someone in the group who has killed you.

Activity 1: The cemetery

Main part

Activity 2: The game of statues

In this game, there is a person who starts catching and the others running, when he catches one, he stays still with his legs open. To save himself, a teammate will have to go under the caught person. The last one to be caught is the winner.

The sack race is very easy to play, you just have to take a sack, put yourself inside and jump until you reach the finish line. The first one to reach the finish line is the winner.

Activity 3: Sack race

To make this game, they have made a version of the traditional one. They have placed hoops on the floor, in the shape of a circle. While the music was playing, we had to move, and when the music stopped, we had to quickly find a hoop in which to place ourselves. In the case of not finding a hoop, you were eliminated.

Activity 4: Set of chairs

Calm

In this activity we imitated yoga postures with music in the background.

Activity 5: Yoga

Experience

What have we done in class?

Theoretical framework

The following are the various games that we have been playing during the sessions of this course:

Zip-zap: this game consists of making a circle and pointing to the partner on the right saying ZIP, if anyone wants to change direction, to the left, they simply have to point to their partner on the left and say ZAP. This game is practiced quickly, since when a partner makes a mistake, he/she sits down, being eliminated, and the game continues. If you have a partner sitting next to you, you have to jump over them.

Counting with our eyes open: this activity consists of walking around the space delimited by the teachers and counting among all of us up to the number of participants in the room. It is important that no one repeats the number, in the case of repeating it, we will start again.

Counting with our eyes closed: this activity consists of the same as the previous one, only with eyes closed and making a circle. With this one, we work on attention and listening.

Special relay race: This activity is divided into two parts, the first one, a relay race in which we had to take a flashcard of the solar system and take it to the other side, when we arrived, we had to place it so that it followed the real order of the planets. At the end of this race, I started another one, but this time oriented to the different organs we have in the body. The first one to arrive and finish assembling it was the winner.

Follow my hand: This game is played in pairs. "A", with his hand, makes some movements that "B" has to follow with his face. Once the activity is finished, "A" and "B" will change roles and the one who previously moved the hand, now follows it with the head and vice versa.

Experience

What have we done in class?

Theoretical framework

Tetris Figure: It consists of dividing the class into three groups and imitating with the body the same shapes built by the person in charge of the group. The more shapes you make, the more points you get.

"The pizza": This consists of forming a circle, turning your back to your partner, and following the instructions given by the teacher. The teacher has to name the sequence to make a pizza and the students have to recreate it on their partner's back, thus performing a massage.

Calm down activities

Massage with "churro": This activity consists of massaging the partner's body with the help of a foam rubber "churro".

Experience

What have we done in class?

Theoretical framework

Lecture Hector Cabrera

December 12, 2023: The session was spectacular, one of those that leave a mark on you. Héctor Cabrera is a Paralympic javelin athlete with a long career in sports and self-improvement. He came to class to tell us about his professional and personal life, to answer questions, to explain a little about his illness, how to treat children who may find themselves in the same circumstances and to promote the book he has written. At the beginning of the talk, she showed us a video in which we could see how she overcomes the day to day with the visibility that the disease allows her and how she organizes her personal and professional life. Afterwards, she told us about all the bumps and achievements she has overcome to be where she is now, and finally we did a round of questions and she showed us her book. This book was created for the younger audience. In it, he explains his life in a way that children can understand. In the theoretical framework, I specify more information about the disease and his sports career.

Experience

What have we done in class?

Theoretical framework

Conference nutrition

December 18, 2023: This session was dedicated to attend a talk given by Irene Lopez on nutrition. In it, we learned many things about food, nutrients, the food pyramid, what are healthy foods, how to make a balanced diet, among many other things. Finally, we carried out an activity in which we had to weigh how many grams of sugar each food we had selected had. Thanks to this exercise, we were able to appreciate the amount of sugar in foods in a more visual way.

Experience

What have we done in class?

Theoretical framework

Experience

The following section deals with the comparison between what was done in class and what was experienced at school. However, in some points, I make a personal reflection, since in my center, most of the things we have done in the sessions were not done.

Relating what was done in class with what I experienced during my physical education classes at school, we did not perform any activity similar to the facilities. What we did in those classes were traditional games and dances. On the other hand, taking into account what I experienced in this class, I would recommend the use of the facilities in the centers. These are full of benefits and advantages, in it we find above all, the promotion of creativity, since the infant is not told what to do at all times. I consider this activity very beneficial both for us and for the students, since thanks to it, from our point of view, we have learned how to carry it out and we have been able to put it into practice both in the classroom and in a school center.

Installations

Through the story, this activity allows us to bring the students into the story we are telling, and therefore, they are made to participate in everything that happens. Without a doubt, I will carry out this activity in the classroom, since it is very fun, you can orient it to the theme you want and work on gross motor skills in a different way.

Through this session I have realized how we can introduce technology in physical education sessions. The merge cube is an awesome resource to work different concepts in a more innovative way. I will definitely implement this resource in my sessions.

Motor story

Merge cube

Experience

What have we done in class?

Theoretical framework

Many of the activities in these two sessions I have done at school when I was little. It should be noted that they are very fun and help you work on content that you didn't know you were working on. At a teaching level, this activity, preparing a 45-minute session with a specific topic to be dealt with, I think is very beneficial, since we prepare for the future.

Practical sessions + activities

Without thinking twice I recommend this talk, since it opens your vision to another possible disease that we can find in the classroom, exposes the reality and the ability to overcome a person day by day.

Lecture Hector Cabrera

I consider it fundamental to treat and be knowledgeable about the food we eat from the time we are small, so I think this talk is very interesting and necessary to transmit this information.

Conferences nutrition

Experience

Theoretical framework

What have we done in class?

Theoretical framework

This section contains a brief theoretical framework in which each concept is presented in a clear and simple manner:

When we talk about play facilities, we refer to the educational proposal designed for infants, conceived from an aesthetic presentation with specific objects. According to research by Abad & Ruiz (2021), this proposal "favors the relationships between a group of children and an adult referent that accompanies the symbolic processes of childhood, welcoming emotional expressions and favoring the development of the symbolic capacity, allowing the evolution of thought" (p. 107). The purpose of the installation is to represent a theme, conceived as a narrative discourse, transforming a concrete space. The materials used in this proposal must be varied, with different colors, sizes, textures and shapes. In terms of aesthetics, it is important that there is no chromatic saturation. The materials used in the installations must be familiar, versatile, attractive and simple materials, objects that have a multiple function. Regarding the quantity of materials, it is recommended not to have more than two or three (Abad & Ruiz, 2021). How to develop the play session? Before starting the session, it is necessary for the children to observe it beforehand in order to comment on it and generate the desire and anticipation of the play project. Then, they proceed to play. Once the time is over, they are invited to pick up the materials used and return to order. Finally, they express what they liked the most about it. It should be noted that the sessions usually last approximately one hour.

Installations

Experience

What have we done in class?

Theoretical framework

It is recommended that when the proposal is carried out, there be three teachers, since each one will have to acquire a different role. The first will be the safety transmitter and the observer of everything that happens in the installation; the second will be the one who will design the space and document everything that happens; and finally, the third will be the one who accompanies the game in the proposal.

Installations

The merge cube is an element which, thanks to technology, connects the physical world with the digital world. Thanks to it, we can bring children closer to any aspect of the reality that surrounds them (Guachi, 2022). Including the use of ICT in Physical Education is very beneficial because it allows us to innovate, achieve disciplinary objectives, develop basic skills, implement and enrich learning environments, diversify different tasks, personalize and adapt to the different learning rhythms and abilities of students, among many others (Díaz, 2012).

Merge cube

A motor story can be defined as an experiential story. This, through play, motivates children with the objective of discovering stories. The motor story combines games with stories, making the child the protagonist of the story, encouraging the development of creativity, the discovery of one's own body, the development of the elements, among many others. Through this activity, several areas can be worked on in order to globalize teaching, thus creating an interdisciplinary teaching (Conde, 2001). To carry out the motor story activity, the story must be narrated and the participants must imitate the actions that appear in the story. The stories have to be invented by the storyteller or adapted folk tales. As for the role of the teacher, he/she has to be the guide (storyteller) (Iglesia, 2008).

Motor story

Experience

What have we done in class?

Theoretical framework

The practical sessions were conducted with several specific contents in mind. The importance of dealing with these topics from the time they are young is explained below. Emotions: "We know that emotions are an important factor when explaining or interpreting human behavior" (Nolfa, 2002), therefore, it is necessary that children know how to express them without any problem in order to manage them in the future. To achieve this objective, through play, many activities are carried out so that they can freely express emotions and respond to them in the best possible way without impediments. Body expression: According to the research of Herranz (n.d.), body expression "is one of the bases to promote social, cognitive, linguistic, motor and affective development in students", giving them the opportunity to express themselves bodily and also "the opportunity to express feelings and emotions, as well as to stimulate their desire to discover, know and use their body to communicate". Body awareness: As time goes by, children achieve greater psychomotor development as they mature and acquire different motor skills. Thanks to the acquisition of a good body schema, they are able to transmit emotional, cognitive, linguistic and affective-social skills (Mamani, Casa, et al., n.d.).

Practical sessions

Hector Cabrera is a professional javelin player who at the age of 9 was diagnosed with a degenerative visual disease called Stargaard Syndrome. When he was diagnosed, he and his parents began to look for a solution and Hector reached a point where he said he wanted to stop the search, assume what he had and learn to live with it. Thanks to his participation in ONCE, he discovered adapted sports. After trying many sports, he realized that athletics was his, and dedicating time and desire to it, he has

Lecture Héctor Cabrera

Experience

What have we done in class?

Theoretical framework

become one of the best athletes in his modality, finding in his record: eleven gold medals, nine silver medals, twelve bronze medals and several participations in World and Olympic Games (Cabrera, n.d.). Stargardt Syndrome is a hereditary degenerative retinal degenerative disease that mainly affects central vision. People with this disease have loss of central vision, difficulties in perceiving colors, dark spots in the visual field, preserved and blurred peripheral vision. Unfortunately, there is currently no cure for this disease

Lecture Héctor Cabrera

Food is one of the most important factors in life, as it is fundamental for health and well-being. During the infant stage, they develop their tastes and begin to have preferences. Therefore, from a very young age, we must teach them and accustom them to eat a varied and balanced diet in order to avoid poor health. It is important to know that when we talk about healthy eating, we are not only talking about eating fruit and vegetables, but also about ingesting those foods necessary for the proper functioning of the body (Caro, 2018-2019). As Caro (2018-2019) states "families are a fundamental pillar to work on this aspect, so their collaboration with the school is necessary.

Conferencesnutrition

Experience

Theoretical framework

What have we done in class?

Conclusion

During this month and a half, I have learned many important things that will help me as a teacher in the future. It is worth mentioning that practicing and carrying out practical work in the classroom helps a lot in terms of confidence and motivation, because you appreciate the improvements and rectify them to achieve a better activity. In terms of knowledge, I have acquired a lot during this period. All the concepts have been worked in an innovative way, since most of the classes were lectures, games, classes in the pavilion... I certainly recommend this methodology of work, since you absorb more knowledge and enjoy feeling part of them.

Experience

What have we done in class?

Theoretical framework

Bibliographic references

Abad, J., & Ruiz de Velasco, A. (2021). La creación simbólica de la infancia en las “instalaciones de juego”: Vínculos relacionales entre arte contemporáneo y educación inicial. Humanidades & Inovação, 8 (33).

Cabrera, H. (n.d.). Biografía. Héctor Cabrera. https://hectorcabrera.net/biografia

Caro, A. (2018-2019). Importancia de la alimentación saludable en educación infantil. Universitat Jaume I.

Conde, J. L. (2001): Cuentos motores.

Díaz, J. (2012). La enseñanza de la Educación Física implementada con TIC. Revista Educación física y deporte, 31. https://revistas.udea.edu.co/index.php/educacionfisicaydeporte/article/view/14409/12657

Iglesia, J. (2008). Los cuentos motores como herramienta pedagógica para la educación infantil y primaria. Icono14, 6(1). https://www.redalyc.org/pdf/5525/552556592006.pdf

Herranz, A. (n.d.). La expresión corporal en educación infantil. Universidad de Valladolid.

Experience

What have we done in class?

Theoretical framework

López, I. (s.f.). Instalaciones pedagógicas en torno el arte contemporáneo: experiencias prácticas en educación física. [apuntes clase].

Mamani, D., Casa, M., Cusi, L., & Laque, G. (n.d.). Nivel de conocimiento del esquema corporal en niñas y niños de Educación Inicial. Revista Innova Educación.

Nolfa, S. (2002). Las emociones en el aula. SciELO, 28, ISSN 0718-0705. https://doi.org/10.4067/S0718-07052002000100002

Guachi, L. (2022). Realidad aumentada con cube merge aplicado a la enseñanza de matemática en los estudiantes de bachillerato [Trabajo de investigación]. Universidad Indoamérica.