Respect for other people's things implies to know and to feel that we should not use what is not ours, and if in a specific moment we need what does not belong to us, we cannot take it if we do not count on the approval of its owner. But it is also something else. It is to know how to appreciate, to recognize and to take care of the work of others, for example not to destroy the material goods that other people make and that we use ourselves, such as the cleaning of the city, the care of the trees in the park, etc. Something very important to consider in this value is what was said in the middle of the 19th century by the Mexican president Benito Juárez, who expressed his famous phrasew, which is still taught in many schools, "The respect to other people's right is peace". With simple words, through activities for his age, the child has to relate the respect to other people's belongings to peace. Respect is a value to be formed from the first ages of life, the little child does not have the notion yet of what belongs to him or not, he does not even know that he is an independent being from the others, but as his intellect advances, and develops emotionally, he understands what is his and what is not, although he goes through a long stage in which he wants everything for himself. However, it is necessary to teach him that he must not take in a violent way from his friends what belongs to them, nor to take in any case what does not belong to him without the consent of the owner, to take care and to respect, for example, the work of the person who cleans the school, the gardener who takes care of and plants the flowers of the garden, among others. In order to work with the children the notions of respect for other people's things, it is necessary to understand that at this age, although they know how they must act, it is not possible for them to always follow the norms, that is, that their conduct can vary according to the degree of interest or attention that the situation awakens in them, it is for that reason that it is not enough to give them knowledge, but we must awake the interest to behave as desired, in this way one will also work on the formation and development of the children’s emotions and feelings. This means that the process by which the child feels the necessity to act following a norm is slow and will depend on how one works to obtain it. The understanding of what is considered good or bad actions in the performance of others is important for the formation of the children from 3 to 6 years old. For this, one must take advantage of certain situations that appear during the course of the day in the centre to make them notice these actions in others. |
ACTIVITY
No 1 |
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Summary of the activity: There will be a dramatization of a story about the consequences of taking other people's things and a drawing contest and stories on the subject "Respect for other people's work", and finally there will be an exhibition with the works selected as winners of the contest. Objectives:
Procedures:
Material Resources: Colour pencils, temperas, watercolours, sheets, costumes for the little mice, bee, bear, cricket, and a big bag.
Development of the activity: The educator will begin to tell the story:
2nd Part
3rd Part They are people who deserve to be fined as the grass, the flowers, the school are the product of other people’s work, and it is necessary to respect it. Later he will let the children give their opinions on the subject, to tell their experiences and will ask them to participate in the celebration of a drawing contest in the classroom. The participants will do a drawing or a story on a subject suggested by the teacher: "Respect for other people's work". The children helped by their parents will bring the drawing or will make a story and they will show it in the classroom, the best drawings and stories will be rewarded.
4th Part |
CRITERIAL
ASSESSMENT |
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Observed
conduct |
YES |
NO |
Comments |
They
got the message of the "Bigotín" story. |
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They
made stories and drawings that showed feelings of respect for other
people's belongings. |
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They
criticized the behaviour of the bear. |
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They
made comments on what to do to respect other people's belongings. |
ACTIVITY
No 2 |
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Summary of the activity: The teacher will talk with the children on the work of the police, who maintains order and watches over the belongings and the tranquillity of the members of the community. Later he will invite a police officer to the classroom so that he talks with the children and they ask him some questions. Objectives:
Procedures:
Material Resources: Photos or pictures of the activities of the caretakers of the public order. Videos in which these actions stand out.
Development of the activity: The police also helps the old ones and the children to cross the streets or to find their houses if they are lost.
2nd Part The police officer dressed in uniform will speak with the children on what was arranged, trying that his story awakens emotions in them.
3rd Part |
CRITERIAL
ASSESSMENT |
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Observed
conduct |
YES |
NO |
Comments |
They
behaved with respect to what they listened about the work of the police
officer. |
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Through
their expressions they showed appreciation for the work of the police
to take care of the belongings of the citizens and the community. |
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They
demonstrated interest to learn more about the work of the police. |
ACTIVITY
No 3 |
Summary of the activity: The children will create a collective poem in which they will express their ideas about what is respect for other people's belongings. Objectives:
Procedures:
Material
Resources:
Development of the activity: He will ask the children to make a collective poem, in which he will give the base, and each child will add a phrase, in order to compose a poem among all, which will be recorded so that later they can listen to the complete version. Next, he gives the beginning of the phrase "I respect other people's things because.....” Each child takes a turn to speak, and the educator records their phrases. In case a boy or girl does not know what to say the educator shows a picture that shows an action of respect for other people's things. He can also show some images of a video. After recording the poem they sit in a circle to listen to it, and to change some part if they think it is necessary; in the following days they will work to learn the poem. |
CRITERIAL
ASSESSMENT |
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Observed
conduct |
YES |
NO |
Comments |
They
were not able to say phrases to compose the poem. |
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The
phrases that they gave for the poem reflected respect for other people's
things. |
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They
needed visual support to be able to say the phrases. |
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They
made spontaneous comments that reflected the typical notion of respect
for other people's things. |
ACTIVITY
No 4 |
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Summary of the activity: With this activity we will evaluate what the children have learned in the previous activities. The activity consists of showing several pictures and the child has to construct a story on what he sees in them, the educator will ask questions or make suggestions to help him enrich the story. Objectives: To verify the children’s knowledge on respect for other people's belongings. Procedures:
Material Resources: Several decks of cards or pictures.
Development of the activity: The
children will construct a story on what they see in the picture,
once it is finished, if the children have not been sufficiently
explicit as far as the description of the observed conduct, the
educator will ask the following questions: Each child will make only one story on the picture that he chooses.
2nd Part The children will make their stories; each one will only make one story on the picture that he chooses.
3rd Part •
A combat The children will tell their stories imagining what has happened in the school, with the children and their families. |
CRITERIAL
ASSESSMENT |
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Observed
conduct |
YES |
NO |
Comments |
Through
their stories one appreciates that they have gained new knowledge
about respect for other people's rights and their work. |
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Through
their stories they demonstrated feelings of respect for other people's
rights and work. |
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They
were able to make a story in which respect for other people's belongings
stands out. |
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They
made comments with respect to respecting what does not belong to them.
|
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They proposed simple actions to respect other people's belongings
in the classroom. |