AYUDAR TIENE SU CIENCIA

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Calle Bolivia 2335 

Col. Desarrollo las torres 91

Monterrey N.L

CP. 64760

Teléfonos:

81 8335 - 8782

81 2087 - 0874

o al 01 800 400 0085

email:contacto@edux.mx

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Colegio Ingles

 

Asesoría en la solución de problemas y toma de decisiones educativas generales, así como responsable del diseño e implementación de diversos proyectos que contribuyen al mejoramiento de la calidad educativa del Colegio Inglés.  Entre los proyectos principales se encuentran:

 

 §       Programa de Recursos o de Apoyo Educativo (Resource Program) para los estudiantes de bajo rendimiento académico, así como para la provisión de un servicio educativo preventivo para la población estudiantil general.  Dicho programa cuenta con los siguientes elementos: (1) servicios de apoyo educativo para estudiantes en forma individual y de pequeños grupos (grupos de apoyo), (2)  servicios de apoyo para maestros regulares y (3) servicios de apoyo para la integración de la participación paterna en el ámbito educativo. 

 

§       Programa Continuo de Entrenamiento y Desarrollo Profesional de los maestros de la institución.

 

§       Proyecto de Reestructuración Sistémica (Calidad Total en Educación), el cual incluye los siguientes elementos: (1) Determinación de la necesidad, misión, meta(s) y objetivos de la institución, (2) Diseño curricular de cada uno de los niveles educativos, por materia, grado y área académica, (3) Diseño de un sistema de coordinación/evaluación para los maestros de la institución, (4) Determinación del perfil académico de los estudiantes de la institución en todos y cada uno de sus niveles, (5) Diseño de métodos evaluativos para el rendimiento académico y cognoscitivo de los alumnos de la institución.

 

§       Programa de Manejo de Salón de Clase, incluyendo: (1)  un estudio descriptivo acerca de las concepciones y tipo de intervenciones de los maestros con respecto al manejo de salón de clase,  (2) guía para la reconceptualización de conceptos importantes relacionados con el manejo de salón de clase, (3) revisión y adaptación del reglamento escolar para su difusión con maestros y alumnos de la institución, (4) monitoreo de la implementación del programa diseñado, (5) evaluación y modificación del programa de manejo de salón de clase implementado, con la finalidad del mejoramiento en dicha área.

 

§       Programa Curricular y de Desarrollo del Lenguaje (incluyendo evaluación) en el área de Preescolar

Early Childhood Education Program First year 

“Discovering the world”   

 

 Early childhood education refers to the program and setting that serve young children, from birth through eight years of life.  Developmentally appropriate early education recognizes the social nature of learning, values diversity, and understands that children need an environment that allows them to interact at their own level of development with a minimum amount of adult direction (Jackman, H., 1997).  In addition, the child-centered approach establishes educational experiences that take into consideration a child’s way of perceiving and learning and develops curriculum with a child’s point of view (Gordon and Browne, 1995). 

 

The purpose of this document is to present the first year of the Early Childhood Education Program “ Discovering the world” from ages 2-6 to 3-6 years old.     Early Childhood Education Program “Discovering the world”  First year: from ages 2-6 to 3-6 years old.   General purpose Facilitate in young children from 2-6 to 3-6 years old, their integral development and the achievement of the outcome educational profile of the Early Education Program (EEP) in terms of: (1)  Fulfillment of the profile for 3.6 years old in the five developmental areas (i.e., cognitive, communication, socio-emotional, adaptive, and physical) (see Appendix). (2)   Curiosity about the world, with a capacity for warmth and intimacy and enjoy many rich and rewarding relationships. (3)  Awareness of what constitutes appropriate behavior, to have a sense of right and wrong, and to be able to make wise judgments in unfamiliar situations. (4)  Feel good about them. (5)  Persistence, flexibility and creativity as a way to solve problems and to master academic challenges.

 

 

Specific objectives:

To reach the general purpose of this program, the following objectives must be achieved:   1) Implementation of the First Year Curriculum in terms of objectives, content, materials, assessment and evaluation based upon the characteristics of 2.6-3.6 years developmental profile and the outcome educational profile of EEP. 2) Implementation of the Teachers´ Training Program and its follow-up that help teachers create an environment that facilitate the accomplishment of the developmental and outcome educational EEP goals. 3) Implementation of the Parent Support Program including conferences and support center that will support their children growth in terms of the developmental and outcome educational EEP goals. 

 

  Early Childhood Education Curriculum Discovery 1 The components of the program start with the young children profile desired at the end of the first year.  In order to achieve the child’s profile described a specific curriculum is presented.  The curriculum will be described in terms of: (1) First graders profile (exit), (2) curriculum axis, (3) content and materials, (4) assessment and evaluation, including developmental evaluation.  In this section the actions for the development of the curriculum of the Early Childhood Education Program, Discovery 1 (first year) will be described. 

 

First graders´ profile As a first step for the curriculum development, a 2.6 to 3.6 years competencies profile have been developed in terms of competencies (skills and knowledge).  The Early Childhood Education Program, Discovery 1 described here has been based upon following axis. Child centered & problem solving focus Environmental awareness Development areas (i.e., cognition, communication, socio-emotional, physical, and adaptive). 

 

Content & Materials The core of the developed curriculum has been developed by the integration of 2-6 to 3.6 years children’s needs, interest, and abilities with the goals and objectives of the program.  The components of the curriculum include: Webs, units, projects and themesLesson plans & Activity plansTransitionsMaterials & Supplies Webs, units, projects and themes.  Webs or the main goal of the program; indeed, the developmental areas are to be developed through out the implementation of units or subject areas considered to be important for this children to know.

 

Projects are in-depth investigations of a specific topic and, themes are broad concepts or topics from where activities are design. Next, webs and units of the program will be described.  Projects and themes will be included in the following section.  

 

Developmental Evaluation A developmentally appropriate practice must be based upon age appropriateness of the group and the individual appropriateness for each child. An informal developmental evaluation (Informal Developmental Inventory-IDI-) with a grading and interpretation guide is included as well on Appendix 4.  This developmental evaluation format will be developed on a bimonthly basis trough-out the year and its results will be reported to parents on a Developmental Follow-up Record Card (included also in Appendix 4).

 

In addition, a standardized instrument, Developmental Assessment of Young Children (DAYC, Pro-ed.) will be applied at the beginning and the ending of the school year, and will be reported to parents in the time planned.