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Stefanovouno's Kindergarten Pouta Lamprini (1)

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Δικό μου πιστοποιητικό

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Stefanovouno's Kindergarten Brain Team 2 Lamprini Pouta

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Νηπιαγωγείο Στεφανόβουνου-Γαλανόβρυσης

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Με τα παιχνίδια νοημοσύνης, οι μαθητές μπορούν να αναπτύξουν μια θετική στάση απέναντι στο πρόβλημα γρήγορα και αποτελεσματικά χρησιμοποιώντας τα βήματα της επίλυσης. Με αυτόν τον τρόπο αυξάνεται η αυτοπεποίθησή τους και επηρεάζεται θετικά η επιτυχία τους στα ακαδημαϊκά μαθήματα. Ειδικά στην προσχολική ηλικία και τα πρώτα χρόνια του δημοτικού, είναι πολύ σημαντικό για την ανάπτυξη του παιδιού να αναπτύξει γνωστικές δεξιότητες, να παίζει παιχνίδια νοημοσύνης με την οικογένειά του στο σπίτι ή με τους φίλους του. Τα παιχνίδια μυαλού και νοημοσύνης μπορούν να χρησιμοποιηθούν ως αποτελεσματικό εργαλείο για την ανάπτυξη των γνωστικών ικανοτήτων των μαθητών.

Υποσελίδες

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Νηπιαγωγείο Στεφανόβουνου-Γαλανόβρυσης

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Με τα παιχνίδια νοημοσύνης, οι μαθητές μπορούν να αναπτύξουν μια θετική στάση απέναντι στο πρόβλημα γρήγορα και αποτελεσματικά χρησιμοποιώντας τα βήματα της επίλυσης. Με αυτόν τον τρόπο αυξάνεται η αυτοπεποίθησή τους και επηρεάζεται θετικά η επιτυχία τους στα ακαδημαϊκά μαθήματα.

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Curriculum  total

The content of learning in kindergarten is organized in four (4) Thematic Fields based on the holistic approach to learning, with the aim of highlighting interdisciplinary connections and enhancing interdisciplinary integration.
Topic 1: Child and Communication
Language and Information and Communication Technologies (ICT),

Topic 2: Child, Self and Society

Topic 3: Child and Positive Science

Topic 4 Child, Body ,Creativity and  Expression

In the model adopted in the Curriculum, a toolbox of four (4) sockets is proposed, in each of which there are three (3) categories of basic skills.

a) thinking tools: 1. critical thinking, 2. creativity, 3. problem solving and thoughtful decision making

b) science and technology tools: 1. innovation, 2. computational thinking, 3. design and construction skills

c) life tools: 1 personal empowerment and social responsibility, 2. citizenship, 3. flexibility, adaptability and resilience

d) learning tools: 1. communication, 2. collaboration, 3. I learn how to learn - metacognition.

BRAIN TEAM -2  is a well structured project with certain rules and boundaries. The goals that mainly are going to be covered are:

Κnowledge

• Recognize vocabulary

(functional, vocabulary, vocabulary with high frequency words, terminology of cognitive objects) found in oral texts and in various communication contexts.

•Distinguish between different types of oral texts (descriptions, reviews, announcements, instructions, reports).

•Ask questions using the appropriate question words.
•Recognize basic forms of digital information (text, image, sound

Recognize what identifies the identity and role of speakers, the topic and its intentions message / text, and the context of the communication

•Recognize the stages of solving a problem (modeling)

Skills

•Make descriptions in logical order and consistency

• Ask questions using the appropriate question words

• Formulate and summarize arguments to substantiate views

• Represent the computer as a single system and match its parts with their function.

• Search and select appropriate information on the internet.

• Perform simple ICT functions / actions to complete tasks / activities

• Analyze and divide the mathematical problem into steps according to the conditions and context of the problem

• Ask for and provide assistance when needed.

• Support and justify their views .

• Ask questions about things they do not know.

• Complete their activities / projects and evaluate the result of their efforts by setting new goals.

• Try new solutions by evaluating the result of their choices.

Attitudes

• Adopt a critical attitude towards information and opinions of others

• Adopt the rules / principles that govern language as a structure and as a communication system

• To adapt the communication codes to the requirements of each situation and socio-cultural conditions

• To show respect and interest in relation to the different ways of communication.

• Recognize ICT based on their characteristics and purpose

• Recognize basic forms of digital information (text, image, sound)

• Recognize the computer as a single system (central unit, main input and output units)

• Describe simple synchronous and asynchronous communication and learning tools that are useful to them .

• Accept critically different forms information and new frames communication and collaboration that are created with ICT

• Appreciate the value of digital information as a means expression and communication.

• Compare different solutions to a problem

• Evaluate the different approaches - problem solving procedures

• Appreciate what makes them special and respect the uniqueness of others

• Respect the space and boundaries of others.

• Take initiatives and responsibilities.

• Contribute to collaborative activities.

. CHILD AND POSITIVE SCIENCES

• MATHEMATICS

Skills

To identify and describe different places, directions and routes in space using different reference systems

•  Identify and describe different locations, addresses, and routes in square environments

•  Describe addresses, routes from different locations, using mental image
Numbers-Operations and Algebra

•  i. Familiarity of children with numbers and symbols

•  ii. Elaboration of quantitative mathematical relations

•  iii. Elaboration of qualitative mathematical relations

•  Investigate relationships between numbers and sets, symbols, shapes, etc., as well as their forms of symbolic representation

• Skills

Thoughtful Mathematics familiarity with the reasoning of probabilities

• Recognize the steps of solving a problem (modeling)

Investigate relationships between numbers and sets, symbols, shapes (focus on a property of an object, eg color, do simple mathematical operations, make comparisons, eg sizes)

• Properly formulate the questions of a mathematical problem, which can be answered with (categorical) data (eg what is your favorite color, which of the ideas expressed, do you prefer)

•   Analyze and divide the mathematical problem into steps according to the conditions and context of the problem

•   Construct single or double entry tables to organize their data

•   Construct graphs (diagrams and pictograms) using symbols and objects related to various educational and everyday situations

To "read" information in pictograms and diagrams and to evaluate the solutions / answers to the problems they have worked on according to the questions they have asked at the beginning

Attitudes

•   Gradually adopt the problem-solving methodology (algorithmic thinking) to analyze and interpret educational and everyday situations inside and outside the classroom

•   Use knowledge and make assessments to make assumptions about a problem they have to solve

•   Compare the different solutions of a problem

•   Evaluate the different approaches - problem solving procedures

•   Gradually adopt probabilistic thinking to analyze and interpret educational and everyday situations

The social environment of the kindergarten is defined as a collaborative space, where all those involved in the learning process, students, teachers, parents, etc., work together harmoniously providing support and reinforcement to each other. Kindergarten teachers create the right conditions for the promotion of a safe, positive and beneficial school climate, for all those involved in the learning process, when:

-  They create opportunities for harmonious interaction and cooperation between children, promoting the development of respect and acceptance of diversity.

-  They develop cooperation networks between teachers. Harmonious cooperation between teachers consolidates the collaborative culture of the school, enhances the personal development and professional learning of teachers and improves the learning and developmental outcomes in children.

-  Collaborate with student families and the wider community. The main goal is to strengthen parental involvement and consolidate a positive climate of interaction, which is characterized by trust, understanding, respect and acceptance. Kindergarten teachers, due to their professional position and specialization, have the key role in promoting a collaborative climate with families.

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Συνδιάσαμε το παιχνί

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Συνδιάσαμε το παιχνίδι με άλλες δραστηριότητες από το χώρο των μαθηματικών, της γλώσσας, του περιβάλλοντος και άλλων. Τα παιδιά εξασκήθηκαν στις δεξιότητες μνήμης, παρατήρησης και προσοχής.

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Συνδέσαμε το binary 

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Συνδέσαμε το binary game με άλλες δραστηριότητες μαθηματικών και της γλώσσας.

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Stefanovouno's Kindergarten Brain Team 2 Lamprini Pouta

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Ζητούν και παίρνουνβ

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Ζητούν και παίρνουνβοήθεια όταν χρειάζεται.
• Υποστηρίζουν και αιτιολογούν τις απόψεις τους.
• Κάνουν ερωτήσεις για πράγματα που δεν γνωρίζουν.
• Δοκιμάζουν νέες λύσεις αξιολογώντας το αποτέλεσμα των επιλογών τους.
. Επεξεργασία ποσοτικών μαθηματικών σχέσεων
• Επεξεργασία ποιοτικών μαθηματικών σχέσεων

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-Αναλύουν και διαιρο

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-Αναλύουν και διαιρούν το μαθηματικό πρόβλημα σε βήματα ανάλογα με τις συνθήκες και το πλαίσιο του προβλήματος -Δοκιμάζουν νέες λύσεις αξιολογώντας το αποτέλεσμα των επιλογών τους.

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Stefanovouno's Kindergarten As easy as ABC

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• Τα παιδιά κάνουν π

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• Τα παιδιά κάνουν περιγραφές με λογική σειρά και συνέπεια • Κάνουν ερωτήσεις χρησιμοποιώντας τις κατάλληλες λέξεις ερωτήσεων • Διατυπώνουν και συνοψίζουν επιχειρήματα για την τεκμηρίωση απόψεων.

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• Ζητούν και παρέχου

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• Ζητούν και παρέχουν βοήθεια όταν χρειάζεται. • Υποστηρίζουν και αιτιολογούν τις απόψεις τους. • Κάνουν ερωτήσεις για πράγματα που δεν γνωρίζουν. -Να προσαρμόζει τους κώδικες επικοινωνίας στις απαιτήσεις κάθε κατάστασης και κοινωνικοπολιτισμικών συνθηκών -Να δείχνουν σεβασμό και ενδιαφέρον σε σχέση με τους διαφορετικούς τρόπους επικοινωνίας. - Αναγνωρίζουν τις ΤΠΕ με βάση τα χαρακτηριστικά και το σκοπό τους • Αναγνωρίζουν βασικές μορφές ψηφιακής πληροφορίας (κείμενο, εικόνα, ήχος)

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Προσθέστε λίγο κείμενο

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Stefanovouno is a village with 417 inhabitants located next to the village of Galanovrisi with 358 inhabitants at a distance of 4 kilometers from the town of Elassona.

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I am a preschool teacher and have been working in public education for 17 years. I like to deal with new programs, meet colleagues from all over the world and share experiences and concerns with them. Last year we started the Brain Team 1 project with the same group and I really liked it! I believe that this year will be an even better year of cooperation and we will all have a great time together!!

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φωτογραφία μου

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Stefanovouno's Kindergarten Pouta Lamprini (1)

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1η έρευνα γονέων

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ABOUT THE PROJECT

With intelligence games, students can recognize and develop their intelligence potential, produce different and original strategies against problems, make fast and correct decisions, develop a systematic mindset, create different perspectives, produce skills to work individually or as a team, in a competitive environment within the scope of intelligence games, and solve problems. It is aimed to develop a positive attitude towards the problem quickly and effectively by using the solving steps. In this way, students' self-confidence increases and their success in academic courses is positively affected. Especially in preschool and the first years of primary school, it is very important for the development of the child to develop cognitive skills, to meet with intelligence games at an early age, to play intelligence games with his family at home or with his friends at school. Mind and intelligence games can be used as an effective tool in the development of students' cognitive capacities.

TARGETS

To facilitate learning by keeping the intelligence active. To gain the ability to act in a planned manner. To strengthen the foresight. To provide the acquisition of new abilities. To gain an investigative personality by avoiding memorization. To teach not to be discouraged by failures and to try again. To understand and learn the rules. To gain the habit of systematic thinking. To ensure that leisure time is spent with both fun and learning. To help increase social success. To spend quality time with family in a joint and planned manner. Enabling working. Preventing forgetfulness and increasing concentration. Developing the ability to produce solutions and thinking multi-dimensionally. Ensuring recognizing the limits of talents. Increasing academic success and making them better understand new generation questions.

WORKING PROCESS

Our project is planned as 5 months. Volunteer students will be allowed to participate in the project, and it is planned to hold regular meetings every month during the project. Task sharing and timetable will be clearly stated in the project plan, by sharing the tasks equally with all partners in the project. Students will be provided to use the web 2 tool. Intelligence games played using pencil and paper will be preferred, and mind and intelligence games played in digital environments will also be used. Students will also be given the opportunity to design intelligence games suitable for their level. Project evaluation will be made by applying pre-test and post-test to students and teachers. During the project process, dissemination activities will be carried out by using school websites and blog pages.

EXPECTED RESULTS

At the end of the project, a blog page and a book on collective intelligence games will be created. With intelligence games, students will better recognize their abilities and potentials in individual and group work, develop them and increase their self-confidence, gain systematic and disciplined working habits for success, and develop their attitudes and behaviors to create alternative solutions and strategies without giving up in case of failure. In addition, with mind and intelligence games, students will gain the ability to concentrate and make positive contributions to their lessons. Children who play intelligence games will become individuals who love to research in order to develop their talents and creativity with a curious and questioning attitude, not rote learning.