Autor: C.E.I.P. Las Mellizas

De esta forma se enriquecen jugando puesto que participan mediante un rol activo. Los juegos populares son una fuente de transmisión de conocimiento, tradiciones y cultura de otras épocas; el hecho de reactivarlos implica profundizar en las raíces y poder entender mejor nuestro presente.

The traditional games practiced at school are those typical games of a region, which are made without the help or intervention of technological toys, it is only necessary to use your own body or resources that can be easily obtained from nature or household objects.

Traditional games allow pupils to learn a little more about the cultural roots of their region; For example, today in the Physical Education session with Mrs. Ana, we have been fortunate to practice with the students of 5th and 6th some such as: “las canicas” o “las chapas”, and later “el anillo”, “la billarda”, “la danza del palo”… all they are part of the Didactic Unit of traditional games. Some grandparents have been encouraged to collaborate by sharing files with traditional games!

In this way, they get rich by playing since they participate through an active role. Popular games are a source of transmission of knowledge, traditions and culture from other times; reactivating them implies deepening the roots and understanding our present better.

Is there anything more fun than planning your next trip with your friends?
This was yesterday’s task for our boys and girls of 1st and 2nd in the School Library and they have chosen quite fun getaways such as SELVO MARINA, BIOPARC, SEALIFE, SELWO AVENTURA OR TIVOLI. 🙉🙊🙈

They love to feel the protagonists of challenges like that; In what city are the places we would like to visit, when can we go with the school or how much does the ticket cost are questions that they must solve for themselves. Proposals such as this encourage critical thinking, enable direct relationship between equals, constant intellectual activity, and autonomy when making decisions. All this will also affect your creativity. What will they decide?

En el aula debatimos sobre los productos autóctonos e identificamos los que son propios de la época. Es genial que los alumnos sean conscientes que los productos que ellos plantan, cosechan y recogen, luego son los que se podrán comer en su menú semanal. Este hecho puede proporcionar una gran satisfacción y orgullo en los niños y niñas.

Por tanto a su vez favorecemos una alimentación saludable y equilibrada. Los propios alumnos conocen los alimentos que cultivan con lo cual están más abiertos a probarlos.

At school we promote an awareness of care and respect for the environment by students. Promote values such as patience, responsibility, commitment, companionship through our school garden … it is a task that enriches us all. 🙂

With the students of 1st and 2nd we try to promote collaborative and cooperative work at each garden visit by sharing tasks (planting, watering our seeds, cleaning weeds, etc.) that can be rotated. In addition, it is essential that there is a good organization and that it is the students themselves who acquire this responsibility as they obtain sufficient autonomy.

In the classroom we discuss the native products and identify those that are typical of the time. It is great that students are aware that the products they plant, harvest and collect, then they are the ones that can be eaten on their weekly menu. This fact can provide great satisfaction in students.

Therefore, we favor a healthy and balanced diet. The students themselves know the food they grow with which they are more open to try them.

En caso que la respuesta sea afirmativa debemos descartar todos aquellos personajes que no lleven sombrero, por lo que debemos estar muy atentos y concentrados.

Jugar es a ¿Quién es Quién? aporta muchos beneficios ya que favorece el desarrollo de algunas capacidades cognitivas como la memoria, la atención, el lenguaje o la lógica. Pero también permite que el niño aprenda las reglas del juego social y el respeto de los turnos. Además, aprenden de un modo lúdico y divertido a ampliar su léxico descriptivo en cuanto a físico y ropa se refiere, y es muy útil de cara a topics relacionados con la descripción de personas como de animales en cualquier idioma.

Who is who? It is a board game that we love. 🤪 The fifth grade students have played creating two teams with two players. We always dedicate a few minutes of class to games that entertain and have fun. On this occasion, our fifth-year student Álvaro has brought the game!

The objective of the game is to guess the mysterious character of the adversary before he guesses yours. To achieve this, each player must ask, in turns, different questions that can only be answered with a «YES» or a «NO», for example:

«¡Es un chico? Sí, lo es »-« Is he a boy? Yes, it is. »
«¿Lleva un sombrero?» – «Does she have a hat?»

In case the answer is affirmative, we must remove all those characters that do not wear a hat, so we must be very attentive and focused.

This game brings many benefits as it favors the development of some cognitive abilities such as memory, attention, language or logic. But it also allows the child to learn the rules of the social game and respect the turns. In addition, they learn in a fun way to expand their descriptive lexicon in terms of physics and clothing, and it is very useful for topics related to the description of people as animals in any language.