Download Centros de desarrollo del frente popular tierra y libertad

CENTROS
DE DESARROLLO INFANTIL
DEL FRENTE POPULAR TIERRA Y LIBERTAD
MONTERREY - MÉXICO
ADAPTACIÓN AL CENDI
Mayo del 2009
TRANSITION:
Transition is understood to be the action and
effect of moving from one way of being to
another very different one. Transition in the
educational setting is presented as a possible
critical point that must be addressed because of
its physiological, psychological and academic
repercussion in students.
CENDI is the first school system
institution that the child attends,
thus the importance of an
adequate adjustment process.
Within the educational process, the
adjustment to CENDI represents
the first step of a very important
stage in the child’s education and
its
correct
and
planned
organization will enable, to a great
extent,
the
child’s
adequate
involvement in education, at CENDI
and in the following stages.
CENDI’S TRANSITION PROCESS
ROOM
TO ROOM
CENDI
PRIMARY
SCHOOL
CENDI’S ADJUSTMENT PROGRAM
CENDI’s ADJUSTMENT PROGRAM
The ADJUSTMENT PROCESS starts from the moment the
child goes into CENDI up to his/her full incorporation to
the institution’s life and activities.
During the adjustment period, the child may experience
psychological, physical and emotional changes that ,if not
addressed correctly, may affect the development of
his/her personality.
THE FOLLOWING PARTICIPATE IN THE
ADJUSTMENT PROCESS :
- Parents
- Multidisciplinary team
(Psychologist,
Physician, Nutrition Expert, Head of Area, Social Work)
- Teaching staff (Teachers and Assistant Teachers)
TRANSITION FROM HOME TO CENDI:
The child’s initial adjustment to CENDI is done in the
parent’s company. This process depends on the child’s
age or emotional state, since each child’s individuality
and pace are always respected. Our experience shows
us that the younger the child, the faster the adjustment
process.
Ages
-Under 5 months
-From 6 to 9 months
-From 9 months to 2yrs
-From 2 to 3yrs
-From 3 to 6yrs
ADJUSTMENT TIME
2 to 3 days
3 to 4 weeks
3 weeks
2 weeks
1 week
Critical Adjustment
NEW DAILY ACTIVITIES FOR CHILDREN AT CENDI
Daily
Activities
Farewell
Health filter
Sleep
Welcome and
activation
Hygiene
Feeding
Pedagogic
Activities
Knowledge, learning, socialization, habits, routines,
attitudes, values
STEPS FOLLOWED AT CENDI:
- Child’s initial assessment (Multidisciplinary
team)
- Guidance and counsel to classroom staff.
- Respect of individuality.
- Allow transition objects.
- Gradual separation from parents.
- Flexible hours.
- Visit to CENDI premises.
- Introduction of staff.
Attitudes that an Early Education
Teacher must have
- Sensitive
- Affectionate
- Patient
- Tolerant
- Respectful
WHAT THE CHILD MUST ADJUST TO
The group: Daily interaction with peers, teachers and staff.
The New Space: First, to CENDI in general in the company of
child’s parents.
Getting to know the class space (objects, decorations,
furnishings), the material, dining room, the filter, the patio, etc.
New norms - habits: Wake up and meal schedules, hygiene
and meal routines.
THE CHILD WILL HAVE ADJUSTED WHEN:
-
He/she does not express anxiety.
Comes in everyday without resistance.
Is happy
Socializes with peers.
Responds in a positive way to all the activities.
Recognizes teachers.
Sleeps at regular schedules.
Goes into the dining room and eats meals.
HOW CAN WE TELL IF IT IS A
DIFFICULT ADJUSTMENT
The child has behavior disorders (crying, stands apart)
and some of the following symptoms:
-Skin paleness
-Dark circles under eyes and face limpness
-Facial expression of distress
-Cold hands and feet
-Dryness in mucosity
-Great anxiety
-Frequent diuresis
Room to Room Transition
- Prior adjustment with periodic visits to the new
room.
- Gradual incorporation to the new level’s nutrition
system
- Respect for child’s individuality.
- Training by Multidisciplinary Team and Teachers of
new Living System.
Transition from CENDI to Primary
School (6-7 yrs)
Starting primary education is often a
difficult experience for children, the goal is
to create bonds between CENDI and the
school to support them.
Primary School Orientation Program
-Programmed visits to primary schools (Jan-July)
-Practice of routines that resemble primary school
routines. (Lining up, recess, homework, etc)
-Reinforce
maturity
activities,
especially
in
mathematics-logics and reading and writing.
-Interview and surveys with primary school teachers.
- Results of survey with former students.
GRACIAS
Mayo del 2009