Key Benefits:
Royal Decree 1330/1991 of 6 September ("Official State Gazette" of 7), established the basic aspects of the curriculum for child education, which should be part of the curriculum that the educational administrations have to define for their respective territorial areas. The additional provision of the aforementioned Royal Decree provides that the curriculum of the second cycle of Child Education shall include teaching of Catholic Religion for boys and girls whose parents so request by virtue of the provisions of the agreement between the Spanish State and the Holy See on teaching and cultural affairs.
As indicated by the aforementioned agreement between the Spanish State and the Holy See, in its article VI, it is up to the ecclesiastical hierarchy to point out the contents of Catholic teaching and religious formation, so the Conference The Spanish episcopalian has proposed the one that is now established.
On the other hand, and since in the attention of the peculiar characteristics of the students and the curriculum of the Child Education, the Royal Decree 1330/1991 did not fix a temporary distribution for the curricular areas of this level, it is It must now be given a specific time for the teachings of religion in order to guarantee and make compatible the right to receive them with the voluntary character assigned to them.
In its virtue, I have:
First. -The curriculum of the area of "Catholic Religion" for the second cycle of Child Education is included in the annex to this Order.
Second. -Educational Administrations will incorporate the curriculum of the Catholic Religion area to the corresponding Child Education in the terms provided for in Royal Decree 1330/1991, of 6 September, for which establish the basic aspects of the Children's Education curriculum.
Third.-The teachings corresponding to the area of "Catholic Religion" will be taught to children whose parents so request within the school day on a specific schedule, proportional to the one assigned to this area in the Primary Education.
Fourth. This Order shall enter into force on the day following that of its publication in the Official Journal of the State.
Madrid, 3 November 1993.
SUAREZ PERTIERRA
Excmo. Mr Secretary of State for Education.
ANNEX
I. Introduction
The educational period covered by Child Education is an integrated stage, as the development of the child is a continuous process. The years that go until the six are basic in the structuring of the personality. From the experiences of the human values that the child is experiencing, he will be able to progressively discover his transcendent dimension.
During the whole stage, and especially in the First Cycle until the age of three, the educational function of the Center is complementary to the one that the family exercises. The child's religious awakening goes together with the witness and believing attitudes of adults in their surroundings. The child lives the moment to establish his vital roots and learns a way to perceive the world and to relate to it. The religious sense of the child matures in parallel with the development of his faculties. The affective exerts an absolute dominion over him and the Father God who gives meaning to life is offered to the child ordinarily through love.
The religious experience is not spontaneous, but requires an attentive educational intervention. It is the responsibility of the Christian parents and families to create the right environment to arouse the religious awakening of their children. Given the lack of time and space for the normal development of the child in the home, the parents can delegate and in fact delegate part of their rights and obligations, also the religious dimension, in the school. The Catholic Church with its proposal for Children's Education offers parents who want it the possibility of starting their children, from experience, in a hopeful and joyful vision of life, in the assimilation of values and attitudes. -Christian, and in contact with the Catholic religious world that will allow later to build in a systematic way the Christian message.
The primary goal indicated by the LOGSE for Child Education is to contribute to the physical, intellectual, affective, social and moral development of children. The sense of transcendence helps the child, throughout his educational process, to gain access to his full personal and social balance. Therefore, in the framework of curriculum projects and programmes, it is in the interest of students whose parents so request the presence of the religious dimension, taking into account that all the activities of the Child Education Centre are education and training.
Children's education covers two well-differentiated cycles: The one between the three and three years of age. For the purposes of religious education, both are very interesting and have marked differential notes.
First cycle (cer-three years)
The three-year-old boy lives the moment to deeply establish his roots on a physical, relational and intellectual level. He learns a way of perceiving the world, of communicating with him, of starting a specific path of being a man or a woman.
The religious sense of the child matures in parallel with the development of his physical or psychic faculties. For this first cycle, no school religious education is regulated. At this stage, parents have a decisive role to play in the school. The identity of the little one is formed and transformed with them and before them.
It is the human activities at home and in the school that must be directed to God, for as believers it is understood that the whole whole of life, since its origin, has a reference to an Absolute, which gives meaning to it. At the age of three, the child can easily peep into the mystery of God when he experiences his own growth as something that transcends him and is the object of love on the part of the people around him.
Second cycle (three-six years)
The three-six-year-old lives a period of awakening his religious abilities.
The religious education of this second cycle is aimed at strengthening and expanding the different areas of the child's development, making him available for the relationship with God the Father.
The three areas of religious experience are consistent with those of the child's overall experience:
Identity and personal autonomy.
Discovery of the physical and social media.
Communication and representation of reality.
This stage organization does not imply a fragmented conception of religious reality, but quite the contrary; it contributes to giving meaning to the child's religious experience, as its autonomy and identity grows. personal and that relates to his means, to others and to God through language, play and symbol fundamentally.
Language is basic in the process of building one's identity. The child discovers with language the riches of a world of realities that surpass him. The training of the young person will be largely conditional on the development he has acquired in this field.
The game is another of the most apt activities to promote early learning. The game encourages creativity, the desire to discover and the development of other children's abilities: Admiration, enthusiasm ... It leads him to find solutions to problems, to feel protagonist, to live with other children ... None of this is alien to the religious formation that aspires, above all, to develop in the child the faculties of expression, to discover the joy of living and to sensitize it gradually with the community dimension, supported in the aspects socializing of the game.
The symbol is an essential element for the child of this age to be able to internalize and that this internalization contributes to the esteem that he has of himself. That is, the child moves the image that the adult gives to him. The symbolic function comes into play here. In religious formation the role of the symbol is irreplaceable.
Purposes of religious education in the child stage
The purposes of the three-to six-year-old child's religious education can be realized as follows:
Help the child to discover the religious elements present in the world around him (people, objects and symbols, sacred places, festivals and religious celebrations ...).
Bring the child closer to the main keys of the Christian faith through language, images and religious symbols.
Arouse in the child, starting from the fundamental human values, the basic Christian attitudes, that favor suitable modes and habits of behavior.
Exercise certain skills and abilities of the child through the resources offered by religious formation (songs, gestures, objects ...).
The child of the second cycle is offered a religious experience, which can be summarized in:
1. Observation in their surroundings of objects, people and Christian symbols.
2. Approach to the first fundamental data of the faith: God the Creator is our Father.
3. Elemental knowledge of the life of Jesus and Mary.
4. Expression of one's own religious experience (chants, prayers, body expression, plastic, etc.).
5. Attitude of love and respect to people and other created beings.
II. General objectives of Catholic religion and morals in early childhood education
At the end of child education, the child is intended to be able to:
1. To discover that Christians call God the Creator of all things, and they know that he is with all of us, he wants us and he always forgives us.
2. To know that Jesus was born in Bethlehem and is a friend of all and wants us: He died and rose to save all men.
3. To know that the Virgin Mary is the Mother of Jesus and also the Mother of all Christians, who form a great family.
4. To represent in the various languages-verbal, plastic, musical, corporal ...-some fundamental expressions of the Christian faith, discovering the religious feelings and attitudes they contain.
5. To discover that the body, with all its possibilities of expression and relationship, is a gift from God, who wants the child to grow and develop, experiencing the joy of living.
6. Observe the religious and Christian elements of the family, social and natural environment (signs, celebrations of the Christian life ...), feeling a member of the religious community to which he belongs.
7. To acquire human and Christian attitudes of respect, trust, truth, joy, admiration, etc., in their family and social behavior.
8. Exercise the first habits and motor skills, sensitive and body, to access one's own interiority, prayer, songs of praise and religious holidays.
9. Respect people and things in their environment, take care of them and worry about them, as Jesus has done and teaches us to do.
Contribution of the Religion Area to the General Objectives of the Child Stage (LOGSE, Article 8.)
The general objectives of the Catholic Religion and Moral Area make important contributions to the development of the three-to six-year-old's abilities:
In order to relate to others and to feel a member of the various groups to which it belongs (family, school, friends, neighbors ...), religious formation brings an enriched view of the family, inspired by fatherhood of God, and of human relations, under the sign of fraternity and love, respect and sincerity (Cfr. LOGSE, Article 8., (b)).
With regard to the social and cultural environment, the contribution of the Area of Religion is important in order to know and value many local and regional customs and traditions, and to discover the Christian sense of most of the parties. Children must be aware of their origin, evolution and true meaning to be placed first and foremost with increasing lucidity (Cfr. LOGSE, Article 8., (c)).
In the progressive acquisition of autonomy in its usual activities, the Area of Religion offers the child interesting possibilities for their integration into the religious community to which it belongs (Cfr. LOGSE, Article 8., (d)).
III. Content blocks
The relationship of the content blocks has been structured so that they can give religious meaning to the different areas of the child's experience.
1. The human body, creation of God.
2. Expression of the Christian fact through the abilities of the child.
3. Christian sense of daily activity.
4. Health as God's experience and gift.
5. The Christian dimension of social relations.
6. Objects of meaning and religious use.
7. Animals and plants, creation of God.
8. Confluence of the action of God and man in nature.
9. Oral expression of the Christian faith.
10. Written expression of the Christian faith.
11. Plastic expression of the Christian faith.
12. Religious chanting as an expression of faith and prayer.
13. Expression of faith through the body.
These content blocks are driven and structured internally by the following backbone:
a) God is the creator of all and Father of men.
1. God creates nature, animals and plants.
2. God creates man, gives him life and body. He calls him to collaborate with God.
b) Jesus is the Son of God and is born in Bethlehem of Virgin Mary.
1. Jesus is a friend.
2. Jesus loves us.
c) The Christian faith teaches to live.
1. The Christian dimension of social relations, the family and the closest people.
2. Christian values and attitudes of generosity, friendship ...
BLOQUE 1
The human body creation of God
Contents referred to facts and concepts:
1.1 God is the Creator of all things, also of the human body, with the collaboration of the parents (the children of three to six years ask a lot because of things).
1.2 Sexual differentiation (child-child) as a gift received from God: Respect of one's own sex.
Contents referred to procedures:
1.3 Dexterity to perceive images or religious objects by means of sight, touch, smell ...
1.4 Use of the senses in the learning of religious chanting.
1.5 Ability to perform some gestures and expressions of religious character (sign of the cross, genuflection ...).
1.6 Discover that with your hands, your feet, your word, the child can give joy or cause harm and pain.
Contents referred to attitudes, values, and rules:
1.7 Joy of living and growing together with others.
1.8 Feelings and emotions that express pain, anger, anger, sadness; or joy, peace, goodness ...
1.9 Religious Feelings of praise, trust and thanksgiving, of sorrow for having caused harm, of fear in the face of loneliness and abandonment, lack of affection and attention.
1.10 Christian acceptance of the disabled, valuing all possibilities (within the limits of age).
1.11 Attitude of help towards your companions with some physical decline.
BLOQUE 2
Expression of the Christian fact through the skills of the child
Contents referred to facts and concepts:
2.1 Christian symbols and images: The crucifix, the image of Jesus and Mary, the Child Jesus, the Bethlehem.
2.2 Some passages of the gospel such as the birth of Jesus, the lost sheep, the wedding of Cana, the choice of the Apostles ...
Contents referred to procedures:
2.3 Control of activities, movements, and tone of voice that helps personal self-mastery in religious actions and situations.
2.4 Initiation to the religious sense of certain dances and rhythms used in popular Christian festivals.
2.5 Coordination and control of gestural and psychomotor skills to express Christian attitudes of joy, fellowship, forgiveness, reconciliation, gesture of petition and praise.
Contents referred to attitudes, values, and rules:
2.6 Gratitude to God for life and the possibility of moving, jumping, playing, etc.
2.7 Collaboration in jobs, games, activities of the class or family.
2.8 Confidence in the skills of physical exercise and helps those who can least.
2.9 Acceptance of the rules governing the games (means a preparation to assume in its day the divine and human laws, the school or family provisions, the values of justice and respect to the others ...).
BLOQUE 3
Christian sense of daily activity
Contents referred to facts and concepts:
3.1 Daily activities as a means of building or destroying family life and relationships with others, according to God's plan.
3.2 Christian love manifests itself in concrete gestures: Greeting, helping, sharing your things, forgiving and being forgiven ...
3.3 Development of the logical thinking of the child in response to his
Contents referred to procedures:
3.4 Initiation of the moral conscience by comparing constructive actions with the destructive ones, corresponding to their age.
3.5 Expression of various Christian gestures of relationship with others.
3.6 Regulation of the behaviors of aggressiveness, respect to others, their desires, etc., according to the Christian model.
Contents referred to attitudes, values, and rules:
3.7 Attitude of respect towards others (parents and brothers, companions and neighbors, etc.).
3.8 Valuation of self-work and others as collaboration and help to others.
3.9 Valuation of the love of parents, relatives and teachers, when they have to correct them something.
BLOQUE 4
Health as God's experience and gift
Contents referred to facts and concepts:
4.1 Health as God's gift to man.
4.2 Means that God offers us to preserve health: The closeness of the people who care for us and want, food, clothing, cleaning ...
4.3 The human body is fragile and can suffer from bankruptcy and pain: God allows it, although it wants the human person to heal and not to be overcome by the sadness of the disease.
Contents referred to procedures:
4.4 Analyzing behaviors that help to recover health when it has been lost: Go to the doctor, follow a treatment ...
Contents referred to attitudes, values, and rules:
4.5 Attitude of acceptance of health limitations (disease, physical weakness, fatigue).
4.6 Attitude of respect for human and other human life.
4.7 Help people who need something.
4.8 Attitude of praise and thanksgiving for health.
BLOQUE 5
Christian dimension of social relations
Contents referred to facts and concepts:
5.1 The family, place of discovery and experience of religious and Christian reality.
5.2 School, place of coexistence and relationship with others.
5.3 The home, playing field, growth and love of parents, siblings, grandparents, etc.
5.4 On Sunday, the feast of the Risen Lord and of Christians. Main Christian parties.
Contents referred to procedures:
5.5 Strategy to discover God as
5.6 Regulation of the child's behaviors in relation to different people (parents and other family members, neighbors, teachers and colleagues ...), comparing them with the ideal Christian behavior.
5.7 A descriptive analysis of Sunday and the Christian holidays, comparing them with the civic feasts of their surroundings.
Contents referred to attitudes, values, and rules:
5.8 Attitude of respect, affection and availability in family and school life.
5.9 Actitude of trust in who cares for us and trusts us.
5.10 Disposition to collaborate in the work of home and school.
5.11 Joy and gratitude to God for living within a family, attending a school, celebrating the holidays ...
BLOQUE 6
Objects of meaning and religious use
Contents referred to facts and concepts:
6.1 Religious symbols: Retablos, baptism stack, church tower, bell ...
6.2 Images and religious buildings close to the child: Images of Christ, of Mary or of the saints, temples ...
6.3 Function of religious symbols: Light, water, salt, oil ...
Contents referred to procedures:
6.4 Handling of photographs, reliefs, religious images to detect their beauty, shape, size, color ...
6.5 Ability in the construction of objects and religious motifs (crosses, figures of Bethlehem, stars ...) with diverse materials.
6.6 Pool, differentiation and representation of religious objects in any set of objects.
6.7 Relationship of objects, in a broad sense (things, people, places, symbols ...), with God the Father, with Jesus, with Mary, indicating why it is done.
6.8 Classification by colors, sizes and shapes of various objects presented in a narrative of the life of Jesus.
Contents referred to attitudes, values, and rules:
6.9 Admiration for beautiful images and religious symbols.
6.10 Participation in artistic works (drawings, figures in plasticine, cuttings ...) to give to others.
BLOQUE 7
Animals and plants, God's creation
Contents referred to facts and concepts:
7.1 Living beings, creatures of God, through the collaboration of other living beings.
7.2 Services provided by plants and animals (food, clothing, defense, company ...) that God makes available to man.
7.3 Beauty of plants and animals, gift of the Creator to man, who must appreciate, respect and care for them.
Contents referred to procedures:
7.4 Perception of the evangelical data of how God takes care of birds and of the flowers of the field,
7.5 Collaboration in the care of some domestic animal or some plant to observe their reactions and admire the creative and conservative work of God.
7.6 Dexterity to represent or mimic the growth or behaviors of animals and plants.
Contents referred to attitudes, values, and rules:
7.7 Gratitude to God and admiration for creation with its variety of animals and plants.
7.8 Respect and attention to animals and plants.
7.9 Collaboration in the task of keeping beautiful the world that God has given us, starting with our surroundings.
BLOQUE 8
Confluence of the action of God and man in nature
Contents referred to facts and concepts:
8.1 The elements of nature: Mountains, forests, fire, seas and rivers ... work of God.
8.2 The care and use of nature, entrusted by God to the intelligence and action of man: Parks, houses, furniture ...
Contents referred to procedures:
8.3 Observation of the landscape-natural and urban-to detect what is the work of man and what is beyond his possibilities.
8.4 Collection of some data on the modifications that man can introduce into creation to improve it or to destroy it, according to God's plan.
Contents referred to attitudes, values, and rules:
8.5 Admiration for the beauty of a natural landscape or at significant moments (sunset, storm, waves, rainbows, snow, etc.).
8.6 Gratitude to God for the good and beautiful things of the environment in which we have lived: Sea, mountain, city or town.
8.7 The dominion and use of nature entrusted by God to the action of man.
BLOQUE 9
Oral expression of the Christian faith
Contents referred to facts and concepts:
9.1 Man's dialogue with God to listen to him, ask for help, thank him, speak to him about others or himself, tell him things ... (prayer).
9.2 He sang as a religious expression of praise, joy, gratitude, hope ...
9.3 Vocabulary simple of religious character (Jesus, Mary, Joseph, the Crucifix, the holy, the church, the mass ...).
9.4 Understanding and memorizing some important texts that refer, above all, to Jesus and Mary (phrases, verses, Our Father, Hail Mary, and some religious expressions of our Christian tradition).
Contents referred to procedures:
9.5 Construction of spontaneous phrases related to religious images or symbols, as a way of initiation to prayer.
9.6 Using stories or stories in which some biblical character or some saint is involved in the spontaneous dialogue with God.
9.7 Ability to use the greeting, welcome and farewell formulas that have Christian reach.
Contents referred to attitudes, values, and rules:
9.8 Valuation of prayer as a dialogue of friendship with Jesus.
9.9 Attitude of listening to others to receive their information, teachings, needs.
BLOQUE 10
Written expression of the Christian faith
Contents referred to facts and concepts:
10.1 The Bible, the
10.2 Relates of the birth, life, death and resurrection of Jesus.
Contents referred to procedures:
10.3 Observation and interpretation of images in an illustrated Bible (mainly from the New Testament).
10.4 Identification of some very significant written words: God the Father, Jesus the Son of God and our friend, the Virgin Mary Mother of Jesus and our Mother ...
10.5 Dexterity to represent in various ways some scenes of the life of Jesus.
Contents referred to attitudes, values, and rules:
10.6 Attitude of admiration for the book that contains the Word of God: The Bible.
10.7 Beware of books and sheets on Jesus and the saints. Training in the use of this material with the respect it deserves.
BLOQUE 11
Written expression of the Christian faith
Contents referred to facts and concepts:
11.1 Variety of religious objects in the child's environment (images, pictures, photographs, bas-reliefs, videos, films, posters, etc.).
11.2 Different Materials from which Christian artists have been served: Stone, mud, bronze, wood, etc.
Contents referred to procedures:
11.3 Elaboration of images or religious symbols based on elementary techniques (plasticine, wax, temperas, mud, etc.).
11.4 Ability to identify the subject of any painting, drawing or photograph of Jesus, Mary or the Saints.
11.5 Use of the senses in the most frequent subjects of religious symbols: Bread, wine, water, flowers, wax ... Disitinguir odor, color, volume, weight ...
Contents referred to attitudes, values, and rules:
11.6 Joy for the works of plastic expression made, own and external.
11.7 Attitude of sharing, giving away and exchanging your productions.
BLOQUE 12
Religious chanting as an expression of faith and prayer
Contents referred to facts and concepts:
12.1 Music, singing, value of silence for religious listening.
12.2 Musical instruments (panderettes, castanelles, bells, organs, flutes, rattles ...) used to express Christian joy.
12.3 Sounds emitted by nature (wind, thunder, whisper of leaves of trees ...) or by man (palmados, rhythmic beats, chants ...), to express the relationship between God and man.
Contents referred to procedures:
12.4 Ability to sing religious songs and recite short poems.
12.5 Use of simple musical instruments to accompany religious singing.
12.6 Progressive regulation of feelings and emotions in the hearing of religious music.
Contents referred to attitudes, values, and rules:
12.7 Sensibility for singing and religious music.
12.8 Valuation of the attitude of silence before God (to express admiration, respect ...).
12.9 Joy and participation in the singing of carols, halleluyas, festive songs.
BLOQUE 13
Expression of faith through the body Content referred to facts and concepts:
13.1 Gestos, postures, movements of religious expression (worship, praise, dance, supplication, admiration, genuflection, thanksgiving, petition, kiss, hug of peace).
13.2 The language of the body in some Gospel accounts.
13.3 Distinguished some liturgical postures: On your knees, sitting, standing.
Contents referred to procedures:
13.4 Interpretation of some simple assembly of body expression that highlights Christian attitudes such as joy, love, hope.
13.5 Staging of Gospel passages with gestures and movements.
13.6 Expression of feelings and emotions related to faith: Surprise, joy, request for forgiveness, etc.
13.7 Expression of prayer (raised hands or joints), of fraternity (laying hands, uniting them with others), of help to the needy (offering the shoulder, loading objects of others, smiling ...), imitating rhythmic movements, with background music.
Contents referred to attitudes, values, and rules:
13.8 Joy for the help given to others through the body (share a weight, relieve a sadness with a gesture that reveals understanding, make a pantomime to dispel an anger ...).
13.9 Satisfaction when collaborating on the interpretation of some evangelical passage or in scenes
land of Moors ...).
IV. Teaching guidelines and for evaluation
A) Teaching guidelines for the teaching of religion in early childhood education
1. In the teaching of religion the teacher must be aware of the diversity of information and resources that the student obtains in his various vital means: in the family, in the street, in the classroom from the various areas, in the media social communication ... Therefore, the teacher must use all the springs and resources so that the child can appropriate the information offered and help him to achieve the full development of his abilities.
2. In addition to this plural reality of educational agents, we must insist on the fact that the child, in schooling, adds to his normal center of gravity, which is the family, a second center of gravity: The school. This is why it is particularly important to achieve a framework for coordination and collaboration between the family and the educational team in the centre. The role of the family in the development of the child-including the religious and moral dimension-is paramount. The unity of educational criteria for parents and educators is indispensable, guaranteeing the constitutional right that parents are able to have in order for their children to receive the religious and moral formation that they agree with their own convictions.
3. Communication between parents and educators must be fluid and with institutionalized channels that favor it: Facilitate the initial adaptation of children to the classroom and the center, keep a close eye on their progress in all school grounds, go to step of the difficulties and locks ...
Parents can not only personally help their children in some school assignments, but can also collaborate in organizing and carrying out activities that affect the entire class.
4. The didactic orientations of the area of religious teaching are required by the characteristics, environmental situation and way of relating to the child of three-six years. It involves taking into account the following aspects:
a) The peculiar characteristics that the religiosity of the child of this age presents: His family experience, the knowledge of his body, the contact with the physical and social environment, the acquisition of language, the formation of symbol ...
b) The influence of the leisure activities through which modes of coexistence, elementary options, exercises of body expression, etc. are channeled.
c) The domain that affects affectivity at this stage: Relationship with parents, teachers, colleagues; dealing with the elderly; attitudes of generosity, forgiveness, service; or aggressiveness, isolation, etc.
d) The religious sense of the managing body with hands, eyes, mouth, arms, feet ... (raise your hands to praise God, bring them together to speak with Him, use them to greet, embrace, provide services). We must also educate the expression of the face (domain of aggressiveness, smile, help). Also the postures, attitudes, etc.
e) Viso-manual coordination has an interest in religious formation in order to perform and manipulate objects that familiarize the child with religious symbols and sacred images.
f) The concrete realities of the physical and social environment offer the small a field of religious significance: its neighborhood, the school, the landscape ... In all of them, he can exercise Christian attitudes and prayer and praise to God the Father.
g) Language is of particular interest. Religious teaching teaches stories, narrations, anecdotes that raise questions to the child and offers a platform to express, expand vocabulary, awaken their attention, etc.
h) Musical and artistic productions of a religious character provide the child with an educational means of his artistic sensibility.
5. The method for the child to progress in the above-mentioned aspects requires:
a) Respect your rhythm, your religious originality, different from the rhythm and the way of being religious of the adult.
b) Consider the strictly religious as the culmination of the entire educational process. The religious, in the child of three-six years, is inseparably attached to the action, as it is through this how the child develops its growth capabilities.
c) To become aware of the experiences that the child lives of his growing self, of his family environment (conditions, limitations, deficiencies), of the extent of his cultural and social world, of his possibilities to open up to the cosmic and human reality.
(d) Understanding the aspects of globalization absolutely indispensable at this age. Globalization is an interpretative synthesis of the real and helps the progressive maturation of the child. It means to start teaching for the whole, for the whole. It is, for example, the process followed in the learning of reading and writing from the phrase or the word, and not from each isolated letter. He therefore tries to organize the teaching with a totalizing and unitary criterion and to carry out it, trying that, with a single act, the educator comes close to a knowledge or to his activities not fragmented in diversity of subjects.
It is evident that globalization seeks the integration of teachings and, in such integration, plays an important role in religious formation.
Religion can be a binder of the experiences, activities and acquisitions that the three-year-old child carries out, preparing him to capture a day's meaning of life and the ultimate meaning of human existence. This cycle is only about making an approach, an incipient discovery of the religious fact, that leaves the door open to the further discovery of the greatness of the human being according to God's plan.
B) Guidelines for assessment
6. The evaluation in childhood education is understood not as an evaluation of the child, nor of the dimension of knowledge acquired, but of the process itself and, fundamentally, as self-assessment of the educator on its own objectives. This age does not allow for deep activities or personal positions in the face of the faith. But it should be evaluated:
Certain basic attitudes of attention, interest and collaboration.
That the child perceive himself as effective, competent and capable as a member of the great family of Christians in the case of the baptized.
Initial knowledge about God as Father, Jesus as brother and friend, Mary as Mother of Jesus and ours.
It will be taken into account when making the initial assessment based on the information the child brings from his family and social environment.
After, on an ongoing basis, the training evaluation will allow the successive activities to be adjusted to achieve the proposed objectives.
The final evaluation must respond to the preventive and compensator character of the child stage, before accessing the primary.
As early childhood education is not compulsory, there is no need to consider minimum standards for all children at the end of the stage. But if religious teaching is to be a base and an interesting help to face the children, the next school stage.
