Values development in third grade students at Nuestra Señora del Rosario School

David Guillermo Camargo Rojas

Brayan Steven Cárdenas Orduz

Nuestra Señora Del Rosario School

Foreing Lenguages

Sogamoso

2019
 Resumen

La educación en valores suscita un gran interés social y educativo hasta el punto de estar

presente como un contenido específico en los currículos escolares de todos los niveles

educativos, En los últimos años se han producido importantes modificaciones en los escenarios

escolares. En efecto, de ser espacios destinados a la difusión y transmisión de saberes y a la

asimilación, por parte de los estudiantes, de contenidos conceptuales, han pasado a convertirse en

ámbitos de promoción de actitudes y valores, con fines orientados a promover conductas de

respeto, tolerancia y cooperación con el entorno social y cultural.

Este proyecto busca que la educación en valores, cultural e interpretativas de cada grupo

de estudiantes de la institución llegue a su máximo nivel de formación mediante actividades

Ludico-didacticas durante las sesiones del proyecto , proyecto en el que el objetivo es dejar a un

lado la monotonía de la educación corriente y volverla más didáctica de una manera en el que los

estudiantes no miren el aprendizaje como una obligación , dándole fundamentación al la

importancia que tiene manejar la parte emocional de los niños, como base para su aprendizaje

general, y desarrollando su interés por aprender y interpretar lo que aprende y rodea, así junto a

elementos básicos como equipos sectores de la institución, se lograra un buen desarrollo del

proyecto.

Palabras claves: modificaciones, fundamentación, suscita, currículos

 Abstract

Values education arouses great social and educational interest to the point of being present as

a specific content in the school curricula of all educational levels, In recent years there have been

significant changes in school settings. In fact, if they are spaces destined to the dissemination and

transmission of knowledge and to the assimilation, by students, of conceptual contents, they have

become areas of promotion of attitudes and values, with aims aimed at promoting respect

behaviors, tolerance and cooperation with the social and cultural environment.

This project seeks that the education in values, cultural and interpretative of each group of

students of the institution reach its maximum level of training through Ludico-didactic activities

during the sessions of the project, project in which the objective is to leave aside the monotony

of current education and make it more didactic in a way in which students do not view learning

as an obligation, giving foundation to the importance of managing the emotional part of children,

as a basis for their general learning, and developing their interest in learning and interpreting

what he learns and surrounds, so along with basic elements such as equipment sectors of the

institution, a good development of the project will be achieved.

Keywords: modifications, foundation, raises, resumes

 Table of contents

Introduction......................................................................................................................................8

1. Problem Statement.................................................................................................................10

1.1 Problem...............................................................................................................................10
1.1.1 Description of the problem............................................................................................10
1.1.2 Problem formulation......................................................................................................11
1.2 Objectives.............................................................................................................................11
1.2.1 General objective...........................................................................................................11
1.2.2 Specific objectives.........................................................................................................12
1.3 Justification.....................................................................................................................12
2. Referencial framework..............................................................................................................14

2.1 Theoretical framework.........................................................................................................14

2.1.1 value concept.................................................................................................................14
2.1.2 characteristics of the values...........................................................................................16
2.1.3 universal values ............................................................................................................18
2.1.4 conception os Respect ..................................................................................................20
2.1.5 Conception os Tolerance...............................................................................................22
2.1.6 Sensorimotor Period......................................................................................................25
2.1.7 Properative Period........................................................................................................26
2.1.8 Concrete Operating Period.............................................................................................26
2.1.9 Final or formal operating period...................................................................................27
2.1.10Fundamental Family Roles For Values....................... ....................... .........................27
3. Methodological framework.................... ....................... ....................... ...................................30
3.1 Kind of Investigation...........................................................................................................30
3.2 Approach..............................................................................................................................31
3.3 Delimitation.........................................................................................................................31
3.4 Population............................................................................................................................32
3.5 Sample..................................................................................................................................32
 3.6 Data Collection Instruments.................................................................................................32
3.6.1 Observation...................................................................................................................32
3.6.2 Interview........................................................................................................................33
3.6.3 Field diary......................................................................................................................33
3.7 Project Engineering..............................................................................................................35
3.7.1 Observation...................................................................................................................35
3.7.2 Diagnosis.......................................................................................................................35
3.7.3 Planning.........................................................................................................................35
3.7.4 Action............................................................................................................................36
3.7.4.1 Simulating critical thinking ……………………………………………………...36
3.7.4.2 Lifeboat……………..............................................................................................37
3.7.4.3 Negotiathing………...............................................................................................38
3.7.4.4 What I Love Doing………………………………………………………………39
3.7.4.5 The Squadron……………………………………….……………………………40
3.7.4.6 News To Reflect……………………………………..…………………………..41
3.7.4.7 Flags…………….………………………………………………………………..42
3.7.4.8 The Globe of Values..............................................................................................43
3.8 Analysis Strategy.................................................................................................................44
3.9 Schedule...............................................................................................................................45
3.10 Budget................................................................................................................................46
4. Analysis of Data........................................................................................................................47

4.1 Simulating critical thinking .................................................................................................47

4.2 Lifeboat................................................................................................................................48
4.3 Negotiathing….....................................................................................................................49
4.4 What I Love Doing..............................................................................................................50
4.5 The Squadron.......................................................................................................................51
4.6 News To Reflect..................................................................................................................52
4.7 Flags.....................................................................................................................................53
4.8 The Globe of Values. ..........................................................................................................54
5. Conclusions................................................................................................................................55
Annexes.........................................................................................................................................56

List of tables

3.9 Schedule
3.10 Budget
 List of graphics

1. Critical…….…………………………………………………………………………………...47
2. Lifeboat………………………………………………………………………………………..48
3. Negotiathing.………………………………………………………………………………….49
4. What I Love Doing…....………………………………………………………………………50
5. The Squadron……...…………………………………………………………………………..51
6. News To Reflect…...……………………………………………………………………….....52
7. Flags…..………………………………………………………………………………………53
8. Values ………………………………………………………………………………………..54
 Introduction

Currently, society is constantly changing, and it is evident that norms and values are changing

more quickly, values are a transcendental part in the life and development of the human being,

they begin in the children from home, mainly influenced by what they experience. and they

observe, and so on, it is necessary to recognize that children's attitudes are marked by what they

experienced in their first years of education, and it is necessary to emphasize the educator's

method of imparting learning, thus, it is emphasized that currently, the education enables the

formation of people able to coexist in communion badaso in tolerance, participation, freedom

and above all respect, focused on a reality that integrate coexistence and community through the

coherent ethics that frame and generate a common sense directed to an education based on values

in all senses.

The difficulties and problems of relating within the classroom and outside of it, affect the

learning process and child coexistence, therefore, this problem is growing, and taking into

account that it is at this stage of life where educators can contribute by didactic, creative and

pedagogical means, not only limited to the cognitive, but, to the effective, contributing to better

relationships and encouraging an adequate management of emotions and reflection, being by

nature the human being a being that always will be relating, taking into account this, The

construction of values is a fundamental task in the upbringing, Values give meaning to life, are

the orientation of our existence, the guide that shows the path of the vital process, thus, training

in values is to train ourselves for life, is to plant the goals that will serve as a guideline for living

values are acquired freely, more by imitation than by prescription. Adults have a great

responsibility to children: to be good role models. For all this we must show the students and

children about the importance of training and putting values into practice and reinforcing them

every day to face this society.

The present investigation has the purpose to reinforce the values of 3rd grade of Nuestra Del

Rosaria School through play activities, socializing tolerant behaviors, norms of behaviors and

healthy coexistence that will help improve interpersonal and intrapersonal relationships with

students. Talking about values nowadays is not an easy task; but neither should we decline in the

tireless struggle to acquire and strengthen them in the children that will be the present and future

of Colombia formed by men and women who are on their way to the goal of total fulfillment, on

the basis that education must be aimed at fostering citizen coexistence, to strengthen the

sovereignty of the people through a deep and reflective training process, and to encourage the

development of a participatory pedagogy, in which students are encouraged to get involved in

the problems that affect society and in society. decision making related to these. It is then, to

enhance the reason of children as the main source of energy and power to discern, properly

establishing their own development to determine the normative action in their social and

individual behavior. The personality and behavior of students. In this project, the strengthening
of pedagogical values such as love, tolerance, respect, solidarity, self-esteem development and

self-confidence to develop an integral attitude among public school students is proposed.

 1. Problem Statement

1.1 Problem

The need to reinforce the values in 3rd grade is evident in their way of relating and

interpreting what surrounds them, presenting themselves in the stage of life where the example is

fundamental to influence their way of acting, in this way the need to base values depend, as

almost everything in children's lives, on feeling comfortable and safe, developing stable social

bonds and having self-confidence. Only on a basis of love and security can learn to internalize

the correct ethical values, a teaching in the school that transmits tolerance, solidarity, trust and

sincerity soaked to the children of all these values and learn to act respecting them always, thus,

the values imparted by a moral education from an early age will allow you to become integrated,

live in harmony with others and distinguish the good and bad for him and others.

1.1.1. Problem Description

For this reason, the problem in the intitucion is the lack of activities and methodologies that

can teach, apply and reinforce the necessary values, since the institution does not have a ludic-

pedagogical methodology to help students develop their values through a interesting and

compatible to their level of learning, taking into account the importance of values, ethical and

moral development for the development of students in this stage of learning, being essential for

their future, being fundamental to interact with others, with what it surrounds them, of the

capacity they have to interpret the things and situations that they will have to face throughout

their lives in all kinds of situations, in order to avoid the danger of forming insensitive, egoistic

and big people in the brain but lacking in moral and ethical reasoning.
 1.1.2 Problem Formulation. ¿ Why do students from grade 3rd of Nuestra Señora del

Rosario school not count with proper training in values, ethical and moral development ?

1.2 Objectives

1.2.1 General objective

Develop and implement ludic-pedagogical strategies aimed at promoting the formation of

values as bases for the future of students.

1.2.2 Specific objectives

1. To favor the processes of construction of personal and social identity through experience

and implementation of activities that favor the education in values in the classroom as experience

or group dynamics.

2. To achieve a more respectful and effective classroom climate through activities that

encourage the expression of ideas through discussion of moral dilemmas.

3. To promote the education of values through a ludic-pedagogical methodology taking

advantage of the materials available in the institution for the school and family construction of

students.
1.3 Justification

This project arises from the need to train today's students in values, as it is evident that

currently requires commitment and great responsibility, arising the implementation of strategies

by means of educational-pedagogical activities, for training in Ethical and moral values as a

fundamental element for integral development, it is a work with a lot of effort and dedication that

becomes a dream for wanting to reach day after day, since these are fundamental to obtain a clear

and defined personality, own criteria, and above all to obtain a better coexistence with its context

both families, school and social.

Considering that nowadays the social environment is in a quite complex situation due to the

absence in the formation in values, and taking into account that this work is not only with the

students in the educational community in general, it is with the parents of family, since of these

last ones the solid bases of a good formation arise from the home. It is therefore of great

importance to cultivate in children since childhood, the free expression and practice of some

fundamental values creating spaces that offer the possibility of being autonomous and learn to

solve problems without having to take bad actions, and achieve behave adequately in the society

in which they operate.

Values are some attitudes, a disposition to act according to certain opinions that are

manifested spontaneously. The first and most important instructor in the training is the teacher,
parents, and environment in which they are. At the moment the child chooses to feel that he is

someone within the same social environment in which they develop and socializes with others,

he identifies social, ethical and moral valroes; acquiring actituted and behaviors where it is

sought to enter the process of intervention in the formation, rescue or loss of valroes; for this you

must have a proper orientation and also be constant; generating, coordinating and advising

through awareness-raising workshops through educational-pedagogical activities and obtaining

actions to improve quality.

In this way, a solution to the problem that arises. Bearing in mind that this research aims to

support students, strategies through educational-pedagogical activities that allow them to achieve

a better relationship with others and for this to promote the overall development of children; and

also to support the institution to improve the values in its students.

 2. Referential Framework

2.1 Theoretical Framework

In order to present the study that is intended to be carried out, a theoretical framework has

been developed that consists of several sections. In each of these sections, some conceptual bases

have been laid down with the purpose of knowing more about the involvement of Values

Education. In this way to be able to clarify some doubts that usually revolve around this type of

education, since it may be a somewhat abstract topic, for this we consider it necessary to deal

with as clearly as possible the essential concepts about the subject. Therefore, the essential

conceptual foundations for the development of the work as a whole will be addressed first. In

this sense, some of the concepts to which special attention is going to be paid are among others;

the concepts of value, education in values, the crisis of values, and secondly, aspects related to

this context, with the intention of analyzing the current values, the sense of learning centered on

an Education in Values and the role of the family.

2.1.1 Value concept. Giving an exact definition to the values is something totally complex,

therefore different authors cite the values in different ways but with similar characteristics, when

referring to the term value in the ethical aspect, one or more definitions will be found, without

ceasing side the existence of different categories of value, which do not concern at all the present

work; however, they should be taken into account so as not to fall into those categories.

Meanwhile, the meaning to be defined and retaken for this work is that which is determined by
the discipline known as the theory of values or axiology, which indicates that this term has its

foundations in certain philosophical currents of the nineteenth and twentieth centuries.

     The word value can have an "<abstract or concrete character>, [...] as the abstract name

designates the quality of being worthy or of being valuable; in this sense, it often amounts to

merit or goodness, where evil is considered a <disvalue>; [...] but it is also used in a broader

sense to refer to both evil and good, in the same way that we use the word temperature for both

heat and cold ”(Bunge, 2002, p.203).

     Then the <bad> is considered as a negative value and the <good> as a positive value,

therefore we can say that the value is combined with both determined and good and bad

principles, of which two of the values designated as positive or otherwise understood as <good>.

Continuing with the definition of value and retaking the two qualifying adjectives mentioned

(good and bad), which are attached to the term value and referred to the moral aspect. It should

be clear what is the meaning that is being applied to these terms of "good" or "bad", thus

focusing it from the point of view of Vinuesa (2002, p.49). Who mentions that the term good is

difficult to establish as it derives from the subjective, since it could only be affirmed that this is

part of the moral vocabulary, where morality is conceived as the “set of behaviors and norms that

are usually accepted as valid, for which ethics are that reflection on why we consider them in

such a way returns ”.

There are different and extensive meanings assigned to the term value, so as mentioned above

it is difficult to specify, but what can be achieved is to present definitions that are more oriented

to the subjective and the absolute, understanding as absolute what is called as <objective>.

Although there are several authors who expose their definitions, Windelband (cited in Vinuesa,
2002, p. 52) suggests that the value is the “must be of a norm that may also have no realization of

facts, but it is the only one that can give truth, goodness and beauty to the judgable things ”, in

such a way it is considered that the values are not things or super things, they have no reality or

being, but that their way of being is the duty to be. On the subjective side, RoKeach (cited in

Vinuesa, 2002) mentions that values are related to beliefs, therefore to the subjective; although

there are other theorists who relate values to expressed behaviors, while a value is a conception

of the preferable. Thus, RoKeach, cited in Vinuesa, (2002, p.53). Defines value as: “a mode of

preference that includes the quality of the obligation, which is learned within the social system;

that is, [...] because of the social influence towards modes of conduct and final states that are

considered good for the group”.

While Fierro (2003, p.129) integrates both beliefs and attitudes into the concept of value,

commenting that “values are structures of beliefs and attitudes, linked to objects, situations or

goals that serve as a normative guide to action” . Having mentioned the different definitions that

are assigned to the term <value>, in relation to the moral it can be said that values are those

norms of behavior that serve as a guide to human beings, so they will be influencing our actions,

giving way to what it should be, recharging from what is called as <good> and trying to move it

away from what is called as <bad>. Taking all of the above, without ignoring that human beings

belonging to a society require in order to have a socially harmonious life that these values are

used in a mandatory manner, imposing the proposal of being.

2.1.2 Characteristics of the values. It is also necessary to consider in this analysis, that the

values require certain characteristics, some of the multiple proposals are retaken from those

mentioned by Casals (2002, pp. 44-50). Which will be stated below, since for purposes of this

research, these are clear and easy to understand and apply.

● The values are not transferable. Since each of the individuals makes them his own, that

is, he builds them himself. In pedagogical terms, it can be said that values have to be

assimilated by meaningful learning, through constructivist theories, which are considered

to provide the necessary tools to educators, to serve as a guide in the teaching-learning

process for the acquisition of values.

● Values are closely related to someone who values. This is why it is said that objects

have value only because of their relationship with the person, that is, that values would

not exist without people, so they are dependent on.

● Values are not static and immovable. on the contrary they are alive and have constant

changes, this means that both human beings and the 8 values, throughout history undergo

various changes, taking into account that there are also differences between cultures,

among themselves, etc. Thus, they will not be the same values to apply at an early age as

in an adult age, so these values will not be static and immovable.

● Values are everywhere. That is, humanity cannot live without values, so the importance

of reflecting on values, which are what give life and harmony to the interaction in

societies.

● Unappealable link between values and feelings. This is because as human beings we

cannot talk about values without detaching ourselves from our being, therefore from our

feelings, which makes it difficult to define these categories, since they are built by us.

Therefore, each individual has a different way of analyzing the issue of values. While our
 ideas and reflections intervene in everything that has to do with the social, they are also

fed back by the internal of the subject, such as: tastes, preferences, interests and feelings.

● Values are deep convictions of human beings that determine their way of being and

guide their behavior. Some examples of this are: generosity in the face of selfishness,

justice in the face of abuse, love in the face of hate, etc.

● The values are closely related to aspects such as attitudes and behavior. Therefore,

values are conceived as beliefs or convictions that something is preferable and worthy of

appreciation. While an attitude is a willingness to act according to certain beliefs, feelings

and values, in turn attitudes are expressed in behaviors and opinions that manifest

spontaneously.

2.1.3 Universal values. Universal values are a set of rules of coexistence, valid in a

determined time and time, so we can say that the values of twenty years or more, they are not the

same that govern today, since the needs are other or perhaps the moral problems are greater than

before, so you can also say that universal values have increased over the years and this always

combined with the objective that values in human beings, which is the of forming integral human

beings who know how to live in peace and harmony, so that they can Develop as a species. On

the other hand it is said that the values that are called <universals>, they are mentioned as such

since these are inclusive, because in a dialogue that appeals to reason we would hardly find

detractors to the same; they are values that we all want to enjoy, regardless of our culture,

religion or political conviction.

 A series of values that are called universal are listed below. (universal values, 2014), in this

regard Romero (1998) mentions that having a consensus of universal values does not imply that

there are no doubtful areas, that is, perhaps one or two values mentioned below, may or may not

remain there for different reasons or otherwise there may be other values that could also be

called universal, so it is difficult to find an exact consensus of universal values.

● Friendship. It is the affection or estimate between individuals that allows them to

establish closer links of coexistence.

● Love. It is a principle of linking between the elements that form the universe; on the

other hand it is a manifestation of human beings towards good and beauty absolute.

● Goodness. It is a quality of an object or person, which the will considers as an end

addressable to the sense of good.

● Trust. Attitude of hope and security towards a person, thing or towards oneself and

within the religious aspect can be considered as an act of faith.

● Fraternity. It is the union between men, always towards good.

● Honor. It is the sense of man's own moral dignity.

● Honesty. It is the quality that makes us produce or act with rectitude and integrity.

● Justice. It is to give each individual what he deserves, this corresponding to his works.
 ● Freedom. It is to act with autonomy and free will; is to do what one desires without

harming anyone.

● Peace. It is the set of conciliation acts that make living together possible harmonious

among the members of a society or family.

● Respect. It is the attention and courtesy that is used towards people because to recognize

their particular qualities, merits, situation or value.

● Tolerance. It is a condescending attitude towards different positions and opinions. to

own.

● Courage. It is an attitude of fortitude that allows us to face decisively and without doubt

all the acts of our life.

● True. It is the accuracy, sincere and obvious agreements, where there must be a

congruence between what is said with what one feels, thinks or does.

2.1.4 Conception of Respect. Respect comes from the Latin respectus and means <attention>

or <consideration>, for On the other hand, respect is a value that allows man to recognize, accept

and value the qualities of the other, that is, respect is going to be that value that is going to take

us to see ourselves as equals, to realize that as long as we respect each other we will be respected

in the same way, therefore everyone deserves to be respected for what it is and not only for what

it is worth; “Because we are people, we are all intrinsically equals; there is no place [...] for
manipulative, discriminatory selfish attitudes, that falsify the action of others; [...] unevenly

dignifying all of us even because of being people ”(Carrillo, 2003, p.26). Before this it is

necessary know and recognize the meaning of respect not only as a personal value, but also as an

attitude for life.

Another of the important definitions given to the present value in question is the of: “be

considered as the platform for all learning, both cognitive, social and moral [...] and is at the base

of all rights children and all human rights” (Schmelkers, 2004: p.40). So the relevance of said

value is very large, since it helps the cognitive development of the human being, that is if we are

not linked to that value it would be impossible for us to let's develop intellectually, because we

wouldn't have the basis for this to pay off

By practicing the value of respect, we may place ourselves in two aspects of that term: the first is

passive respect, in which the other is considered as possessor of the dignity that corresponds to it,

avoiding any source of imbalance, is there where the law of reciprocity is implied, that of

respecting to be respected. While that in the active aspect, respect is fostered for all people, all

levels, without taking into account other aspects. After defining the value term <respect>, it can

be concluded that it is necessary to identify the required characteristics that can be developed in

the students, to talk about these as characteristics assigned to a respectful person in all their terms

Characteristics of a respectful person (Romero, 1998, p.39):

● Value the other without considering himself superior to anyone.

● Listen and respect what the other tells us.

 ● Seek balance and communion in our word.

● Intensify our support to those in an unfavorable situation.

The characteristics mentioned above will only be the result of a training value, to which

Sylvia Schmelkers (2004) mentions, that this formation “does not can be achieved prescriptively;

this implies the development of a subject autonomous, able to build their own value structures

and their own criteria to judge their actions and those of others ”(p. 28). So there is no mention

that the didactic activities that are intended to provide to sixth grade teachers The primary

objective is to internalize the values of the students of respect and tolerance, this through

individual reflection and collective dialogue.

2.1.5 Conception of Tolerance. González and Díez (2000), points out that the verb <tolerar>

“is not to accept everything; is respect to the human being as such by the fact of being it, but not

giving as good that which it is ”(González and Díez, 2000: p.28). With this it is clarified that one

should not be tolerant of everything, that is to say this value has limits, since if these did not exist

it would be impossible rule out unacceptable behaviors.

Sometimes a poorly understood tolerant posture leads us to comfort and ease, that is, it does

not invite us to reflection, for this you must first have the arguments, own criteria about life to be

more prepared, to understand why different positions arise and understand them in context.
 The aforementioned is something complex to land in the educational field, in This case will

be with children in the sixth grade of primary school, whose criteria and arguments about life

and how things should be, they are very variable in comparison of an older person, however this

does not detract from the responsibility of their acts towards people and their tolerance towards

them, since at this age their Value judgments begin to be present as mentioned by Gesell (1990):

who mentions that at this age of eleven to twelve, the boys become aware of past experiences

and possible consequences, without being carried away by immediate impulses as in previous

times. This requires that the child look for the truth and that from this questionable aspects arise,

that is where You will have to exercise tolerance.

Tolerance is also understood as “the recognition and acceptance of differences between

people; [...] is to learn to listen to others, to communicate with them and to understand them”

(Camps et al., 1998, p.65). In this sense, it is considered that tolerance is the identification of

cultural diversity, is to be open to different ways of thinking and conceiving reality which is very

important, because as individuals that we are despite belonging to the same world, each of the

members belonging to it will conceive reality from their perspective logic. Tolerance will not

only function as an attitude towards others, since this provides satisfactions to the being that puts

it into practice, such as: freedom, freedom from prejudice and the release of dogmas; well,

tolerance is definitely a positive attitude towards others, exempt from any vision of superiority.

Having been identified as essential for living together, by being called as universal, that is,

they belong to a set of values that are considered as rules governing the way of living together,

valid at a time and time determined, this always combined with the objective that the values aim

for, which is that of form integral human beings, who know how to live in peace and harmony, to

be able to Develop as a species. In other words, universal values are those that regardless of
where the person is located, these are located within the rules that must be respected to live there

and anywhere. TO Below for research purposes, some characteristics are described applicable to

tolerance (González and Díez, 2000, p.94):

● Tolerance should not be confused with selfishness or indifference, since in some cases

being tolerant is complicit in the negative.

● Tolerance is limited; if it were not so, it would cease to be; so he acquires his full sense in

relation to others, including intolerant. So, if only if practiced with the tolerant, it would

not be a value.

    

● To tolerate means to want the truth, to seek it, to know that it is not fully possessed, That

is why it is said that it is always linked to humility, defining this concept as the quality of

the character of a person that makes him downplay his own achievements, virtues, thus

recognizing their defects and virtues.

● Tolerance takes up the factors and circumstances that influence opinions, people's

feelings or actions to understand their reactions.

● Tolerance contemplates the desire to help others, trying to understand your reasons.

● Tolerance rather than lead to acceptance, guides towards a path of improvement, in this

sense tolerance education has to do with the education of sensitivity.

     The characteristics of tolerance lead us to return to a very important term for this value, as

Schmelkers (2004) mentions the importance of coexistence, which undoubtedly guides us to

tolerance. This because when children interact with each other, can put themselves in the shoes

of others, so they also begin to feel what others feel, since “coexistence allows the empathy and

provides a basis for intimate and deep relationship with others ”(Schmelkers, 2004: p.40). So if

you want to train in values it is necessary to do it in a group, since if it is only done in a unitary

way, the internalization objective would not be achieved of that value.

2.1.6 Sensorimotor Period. This period extends from birth to the appearance of language,

this approximately in the course of the first two years, "negatively you can be described as

devoid of thought or representation, that is, without language and without concepts ”(Dolle,

1993, p.79). This due to the lack of semiotic function, which allow missing objects and events to

be represented, through a set of mental images, so that they can be made external through

language. But this does not cease to be this important period, since within it period is

extraordinarily rapid development, since at this level the different cognitive structures of the

posterior intellect are elaborated. In this period different exercises and activities are carried out

that are part of the development of children, without losing sight of “the theoretical context in

which Piaget places development, that is, the adaptation of the organism to the environment,

which can be translated to simplify, as the subject-object interaction ”(Dolle, 1993, p.81).

     Where adaptation characterizes a balance that takes place between two processes that they

are: assimilation and accommodation, where the first is to integrate an object as is to the

constituted schemes, while the accommodation consists of contribute to modify assimilation

schemes, taking into account the properties of the object that cannot be directly assimilated. Now

the main achievements that the child has in this period are the execution of reflex exercises,

which are from birth to the first month of life, thus following the beginning of stable

conditioning and primary circular reactions, such as sucking the thumb, so “everything is

centered on the body and the action itself” (Piaget, 1984: p.98) Giving way to secondary circular

reactions where the beginning of the differentiation of ends and means, which will lead to

coordination of the secondary schemes, with the beginning of the search for the missing object.

2.1.7 Preoperative period. At the end of the senso-motor period, a fundamental function for

evolution appears of the superior behaviors, that is where the preoperative period begins, the

which covers from two years to seven years of age, this “function is that of to be able to

represent something (any meaning: object, event, scheme conceptual etc.) ”(Piaget, 1984: p.59).

So that in general terms it is known as the symbolic representation, where the child does not

think properly speaking, but mentally visualize what it evokes, therefore you can say that your

mind is like a series of images, of particular paintings, which are the representations with images

of the objects he has seen and the situations he has lived. The world that it surrounds it is not

divided into general logical categories, but into particular elements and individual in relation to

personal experience, that is why egocentrism Intellectual is the dominant form that integrates the

child's thinking, in this period.

2.1.8 Concrete operating period. Being the third period from seven to eleven years old,

where "they allow to perfect the constructions still limited and with partial gaps specific to

specific operations” (Piaget, 1984: p.101). So it can clearly identify the adoption of reversibility,

the appropriation of operations of classification and seriation that are beginning to be elaborated.
In this process the child will limited to the concrete, without the possibility of considering

hypotheses and making decisions in basis most likely. Thus, concrete operational intelligence

consists of classify, serialize and enumerate objects and their properties, in the context of a direct

relationship of the subject to the specific object, without the possibility of reasoning about simple

hypothesis. Also at this stage, the child sees his achievements not only by using the symbols, but

is able to use them in a logical way, through the ability to conserve and reach generalizations,

taking as conservation that capacity in the child to understand or understand that the amount

remains the same, despite that there is a change in its form.

2.1.9 Final or formal operating period. Finally, the fourth and final period is reached, which

is for. The operative period final covers from eleven to twelve years approximately, which is

"associated with pre adolescence, where you will acquire the ability to use logic abstract”

(Piaget, 1984: 133), on this same level different ones are also appreciated Changes and different

operations. Some of these are combinatorial operations, whence the reasoning capacity derives.

2.1.10 Fundamental family roles for values. Nowadays the value of educating is lost among

so much stress of daily life and forget, "that education consists in making us aware of the reality

of our fellow men” (Savater, 1997: p.39). Since sometimes saturation or comfort leads parents to

selfishness, so they come to replace with things materials, which can only bring the love and the

presence of them, so which states that “the family must be a school of values, learning them with

the daily experiences; [...] since one does not learn what is taught, one learns from what is taught

live and what is seen to live” (González and Díez, 2000, p.28). As far as it should be noted, what

Savater mentions in his Book the Value of educating (1997), regarding the loneliness and
isolation, where he mentions that education will never be given unitary way will always be

“subject between subjects”, that is, knowledge is created collaboratively as taught.

It is for these reasons, that the family's function related to the transmission of values are not

being carried out in the best way, so they are difficult situations that are lived within the school

classroom; how are the aggressions and failures of respect among the students and even towards

the same teacher. It is said that the values they learn from small; for that reason the importance

of the familiar scope, since if to educational level you want to promote values, this will not be

achieved if the family does not participate, so this important activity cannot be limited to

transmission or lessons with abstract speeches little linked to reality, situations that children

hardly get to internalize. What is required is that the education in values affects the processes of

cognitive, affective and moral formation of children and no doubt to achieve this task, it is

necessary to contribute from relationships and organizational and experiential spaces that are

shared within the family, this means that both mothers and fathers “must strengthen the action,

conscious and intentionally and transform the unconscious doing into the object of reflection”

(Carrillo, 2003, p.61).

876/5000 In addition to the resources, strategies and procedures for education education In

Securities, it is also important to take into account a series of conditions for promote such

learning, such as the environment, affectivity, interest ... Conditions necessary to make teaching-

learning of values possible. So Ortega y Mínguez affirm: - education in values, requires a

methodology The specific, but even more, it requires an environmental conditions‖, a climate of

action and participation, interest, respect, coexistence, sharing, consensus, of affectivity,

improvement, criticism‖ [...] - just expose or propose values, it is Do not necessary to experience

them, and the experience begins in the environment, in reality more next to the student. Values

are found in classmates, family, neighbors, and the acquaintances: (2011: 279) 5.
 3. Methodological Framework

3.1 Kind of investigation

The type of research that is going to be used in this project is the participation action since

they will highlight physically and formatively the values in each of the children in grade 3,

because they will be doing activities with them controlling and interacting with them. throughout

the process of activities that are carried out thus having an involvement and coexistence with the

population to study as Freire (1970) says "they have the pattern stuck in their heads and

fatalistically accept their exploitation." It is difficult to convince them of their ability to

participate in self-help efforts to improve their social status.

     The active participation of the community leads to a more authentic understanding of the

social reality they live. It is about defining the problem in the terms and under the conditions that

the members of the community experience and not from the perspective of the external

researchers. This is another difference with traditional research, because when standardized

instruments of evaluation are used, it is not part of the concrete reality of the community. By

using participatory needs assessment tolos

3.2 Approach

The focus of this project will be mixed as it will be qualitative because the qualities of each

member of the population should be explored to develop the project and cognitive ability when

performing each of the activities and quantitative as exact values will be taken in each of the

tests and activities to be developed with each student as Hernandez says (2011) "The quantitative

process, he explained, is constituted by a series of stages. Start with the idea, continue with the

approach of the problem, and follow the bibliographic review and the other phases; that is, there

is an inviolable frequency.

     Regarding the qualitative academic approaches it as a circular process, which also starts with

an idea, followed by the statement of the problem, "but then everything happens simultaneously,

while being set design are already collecting data , we are already sampling, analyzing data and

interpreting, "he assured.

3.3 Delimitation

The project will be developed at the Nuestra Señora del Rosario School, located at 17 # 8bis-

15, in the city of Sogamoso Boyacá; with a duration of 8 months from February to the end of

October of the current year

3.4 Population

The students of the Colegio Nuestra Señora del Rosario which are 30 children with a range

between 9 and 10 years of age.

3.5. Sample

All students in grade 3 .

3.6 Data Collection Instruments

The data collection instruments used observation, interview, and field diary.

3.6.1 Observation. It is a technique that consists of carefully observing the phenomenon, fact

or case, taking information and recording for later analysis.

Observation is a fundamental element of every research process; The researcher relies on it to

obtain the greatest number of data. Much of the knowledge pool that constitutes science has been

achieved through observation.

There are two kinds of observation: non-scientific observation and scientific observation. The

basic difference between one and the other is in the intention: observing scientifically means

observing with a clear, defined and precise objective: the researcher knows what he wants to

observe and what he wants to do it for, which implies that he should prepare the observation.

Observer not scientifically means observing without intention, without a defined objective and

therefore, without prior preparation.

3.6.2 Interview. It is a technique to obtain data that is consistent in a dialogue between two

people: the interviewer "researcher" and the interviewee; It is done in order to obtain information

from it, which is usually a person who is knowledgeable in the field of research.

The interview is an ancient technique, since it has long been detected in psychology and, since its

remarkable development, in sociology and education. In fact, in these sciences, the interview is

an indispensable technique because it allows obtaining data that otherwise determined very

difficult to obtain.

3.6.3 Field Diary. Field diary is an instrument used by researchers to record those facts that

are likely to be interpreted. In this sense, the field diary is a tool that allows systematizing

experiences and then analyzing the results.

 Each researcher has his own methodology when carrying out his field diary. Developed ideas,

isolated phrases, transcripts, maps and schemas, for example, may be included. The important

thing is that you can turn to the newspaper what you see during your research process and then

interpret it.

There are many tips that professionals in the scientific field make about what would be the

realization of a field diary. However, the general steps that are usually established in this regard

are to start by carrying out a general observation, record everything that is seen in that first

contact (smells, sounds, weather, actions ...) and describe the sensations and impressions that you

those elements cause the scientist who is doing that daily cited.

However, for that document to be complete, exhaustive and useful, it is also recommended to

include conclusions, differentiate what are the general elements of the elements of the study or

record the observation periods in a chronological manner.

And all this without forgetting that it is very important that the newspaper is developed

through a clear and faithful writing to what is being observed. But yes, with the personal style

that is possessed, after all, this newspaper is a document that will be useful to the author himself.

Of course, what is recorded in the field diary will not be the reality itself, but the reality seen

through the eyes of the researcher, with his perceptions and his worldview. Subjectivity comes

into play from the moment of recording the facts, and not only in their interpretation. That is why
it can be said that, although two researchers work together on the same topic, the field diaries of

each of them will be different.

3.7 Project Engineering

3.7.1 Observation. At the time of examining each of the students, the lack of the main rosary

values was evidenced, that is, that in each of their actions either play, speak or develop any

dynamic or theoretical activity, which bases the students had starting of the values taught in the

institution; On the part of the students, it was observed what thoughts they had or what values

they had at the time of carrying out their daily activities and that they learn so much about what

values they used.

3.7.2 Diagnosis. According to the observation made in the main activities, it could show the

lack of values of the rosary in each of 3-A grade students, such as respect, responsibility,

honesty, and other values taught in the home, such as punctuality, kindness. since they did not

develop these values but they lacked reaching such a point that they are not taken into account or

practiced by the children because they were left aside reaching such a point in which they did not

become fundamental and were completely ignored

3.7.3 Planning. finding the problem and being able to demonstrate the importance of

strengthening rosary values in students of grade 3-A, who learn more quickly and formatively

since their age warrants it, with which children will be able to obtain basic, fundamental and
basic values. Own that are obtained throughout their life on the basis that these will help them to

progress and improve in each of the aspects and activities of their daily

3.7.4 Action

3.7.4.1 Stimulating critical thinking. Time needed: 30 minutes, approximately. The time will

vary depending on the number of people in the group and the implication of them.

• Group size: 5 students

• Place: classroom, lounge or outdoor space in which they are comfortable.

• Materials needed: none in particular.

Steps to follow:

The group facilitator will launch a series of questions and guide the group conversation. They

can be: If you could choose to be someone, who would you be? If you see someone scratching

someone else's car and do not leave a note, how would you act? If you were rich, how would you

spend the money? If you see someone harassing or mistreating another person, what would you

do?

Discussion: Telling children and adolescents how they should think or act is not effective.

Therefore, this dynamic that can generate debate, will offer better results.
3.7.4.2 Lifeboat. Time needed: between an hour and a half and two hours.

• Group size: 30 people.

• Place: classroom, classroom or comfortable space.

• Materials needed: stopwatch.

Steps to follow:

The facilitator of the group asks that the members of the group sit on the ground forming a

kind of raft. He asks them to imagine that they are on a cruise on the Atlantic sea and that a

storm forces them to escape in a lifeboat. This boat only has space and food for nine people. That

is, one will have to sacrifice for the good of the group.

The decision must be made by the group. For such, they have one hour to decide who should

stay out of the boat. If the time passes and they have not made a decision, the boat will sink with

the 10 people inside.

While the group is discussing, the facilitator will inform about how much time they have left.

Over time, this will guide a discussion about the values that have been encountered

throughout the dynamics.

3.7.4.3 Negotiating. Explore the conflicts that may arise as a result of these differences.

2 Negotiate to coordinate different personal styles.

• Time needed: approximately 1 hour.

• Size of the group: the size is indifferent but yes, they have to be a multiple of three.

• Place: ample space in which all the trios can interact without bothering each other.

• Materials needed: blackboard and something to write on it (chalk or markers).

Steps to follow: The facilitator presents a list of adjectives that are often used to describe

people. For example: assertive, hardworking, sociable, dynamic, etc. He chooses one of these

adjectives that is interesting for the participants and makes them stand in a row in which the

extremes represent each of the poles of the characteristic and the participants put themselves

between them as they feel more affinity. The people who are at each end form a trio together

with the one who is right in the middle who will perform the work of observer. In the same way,

all trios are formed and take a seat in the room. In groups, each of the opponents describes

themselves relating to the chosen characteristic.

The couple dialogues about how their differences end up being complemented and, later, how

they suppose a potential conflict.

Each couple negotiates on how they can complement each other and how to resolve the conflict,

if it existed, in a constructive way.

3.7.4.4 What I love doing. Time needed: 30 minutes, approximately.

• Group size:. 5 students

• Place: spacious room.

• Materials needed: folios and pens.

Steps to follow:

The instructor asks that, individually, each one reflections on what things he loves to do. And

I list them from 1 (I like it better) to 20 (I like it less).In groups of 5 or 6 people, the members

must express their values. These questions can be used to guide the debate:Do I appreciate what I

do and do what I appreciate?-Do I share my opinion in public when I have the opportunity?

Did I choose this option from a series of alternatives?-Did I choose it after considering and

accepting the consequences?-Did I make the decision freely?

Am I congruent between what I think and what I say? Do I usually act in the same way on

different occasions? After reflection in subgroups, the facilitator will conduct a debate with the

entire group in which the following issues should be taken into account:What reaction did your

classmates have when they saw that your tastes are different? Did you feel respected? Did you

feel criticized? Did anyone try to change the tastes of others by bringing them closer to theirs?

After the debate in subgroups, did you change the opinion about one of your tastes?
3.7.4.5 The squadron. Time needed: 20 minutes, approximately.

• Group size: 5 students

• Place: better, outdoors.

Steps to follow:

The group is divided into subgroups according to the number of participants. Each team must

make a flying craft using two folios. It must be able to fly a distance of five meters and cross a

ring of at least 50 cm in diameter. To achieve this, they have 3 attempts.

When all the groups have tried, a debate is generated around the following questions: What

have we learned from this game? What has been the most difficult moment in the game? What

feelings emerge when we see other groups have they achieved and we have not? What do we feel

when we have achieved our goal?

3.7.4.6 News to reflect. Time needed: 30 minutes, approximately. This time will vary depending

on the involvement of the group.

• Group size :5 students

• Place: classroom or comfortable space.

• Materials needed: newspapers.

Steps to follow:

The facilitator of the group will carry different news related to racism, animal torture, war or

violence, drug trafficking, school absenteeism, bullying, etc. The themes can be adapted

according to the level of the group.

The news is read among all and answers to the following questions: what ?, who ?, when ?, how?

and because?

After answering the questions, we reflect on the subject in question and create a climate that

allows the children to express their opinion and share their point of view with their classmates,

arguing what they think and explaining their reasons.

3.7.4.7 Flags Promote an exploration of values through the interpretation of meanings.

• Promote a greater understanding of personal values.

• Offer the necessary conditions that promote self-disclosure.

• Check how personal aspirations affect decision making.

• Time needed: about two hours.

• Group size: approximately 15 participants.

• Place: lounge, classroom or comfortable space.

Materials needed: flipchart, markers, folios and colored pencils.

Steps to follow:

The instructor explains what are the parts that make up a flag: banners, avatars, shields, etc.

Also, how the flags represent a symbol for a certain group of people and that some people have

lost their lives to defend them.

Subsequently, they are allowed to think individually which flags they remember and, in a

group, they discuss what each of them means.

Each of them is invited to create their own flag in which they represent the things that are

most important to each of them.Finally, it is exposed in front of the class

3.7.4.8 The globe of values. The papers can have the following, however they are

recommendations that can be followed everything depends on what you want to place the game

organizer:

This game teaches values to children, in addition to entertaining and encouraging their

imagination. You will only need colored balloons and pieces of paper. In each paper you can put

an activity such as giving an example of a value, draw something that symbolizes a value (two

children holding hands as a symbol of friendship) or make others understand with mime the

value that appears on the paper. The possibilities are endless.

Once you have the written papers you put one in each balloon and inflate it, place the children

in pairs in a circle and put the music in motion. At the moment when the music stops, the couple

with the balloon must break it and do the activity that appears on the paper. Surely they have a

lot of fun and learn what love, teamwork and collaboration are.

• Inflate the balloons.

• Insert the papers in them.

• Perform the cards with the penances, for example jumping three times.
• Draw with your body, without using your hands, something that symbolizes a value, for

example a heart that symbolizes love.

3.8 Analysis Strategies

The data will be analyzed with a bar chart since that will not show every single source of

children that will manage their respective process in the formation of values, which will develop

for each one of the activities taken for the sample.

Each of them is invited to create their own flag in which they represent the things that are

most important to each of them.Finally, it is exposed in front of the class.

3.9 Shedule
3.10 Budget

CONCEPT VALUE

PHOTOCOPIES $10.000
BOX $2.000
PUMPS $7.000
TOTAL $19.000
 4. Analysis of Data

4.1 Stimulating Critical Thinking.

In the first activity to be able to recognize the critical thinking of each of the children, a series of

questions and situations of people's daily lives were made in groups to analyze each of their

reactions and opinions according to each situation and I managed to get that 20 of the children

got in a very good way

CRITICAL

RESPETO
TOLERANCIA
DESINTERES

(Graph 1.

Analysis of

the first

activity)
4.2 Lifeboat.

Throughout the activity, it was obtained that the children lacked some rosary values such as

respect, tolerance, equality and friendship, since 60% saw disinterest as they failed to decide

which of the two children He saved by leaving aside 30% of children who did manage to decide

and 10% who ended up in fights. It was possible to observe that the children lacked rosary values

since they are instilled throughout their school life.

LIFEBOAT

Categoría 3

LIFEBOAT
Categoría 2

Categoría 1

0% 10% 20% 30% 40% 50% 60% 70%

Graph 2. Second Activity

Analysis)
4.3 Negotiating

In this activity the children are organized in pairs so that each one of them identifies the

Rosarite values that they have and the antivalores that they have achieved throughout their lives,

thus achieving a comparison between them to be able to see how each of them complements by

creating a conflict in which each one of them will be able to identify what rosary values he

possesses. As observed by 65% of couples managed to resolve assertively while 20% failed to

reach an agreement

NEGOTIATING

VALUES
ANTIVALORS

(Graph 3. Third Activity

Analysis)
4.4What I love doing.

in the activity carried out in 90% of the children they managed to share each of their opinions,

thus reaching a satisfactory result since the children represented some rosary values such as

respect for friendship and honesty which they shared throughout activity

WHAT I LOVE DOING

IMPROVED
NOT IMPROVED

(Graph 4. Fourth

Activity Analysis)
4.5 The squadron.

When performing this activity, some changes were obtained in the performance of the

activities based on the behavior of the children since they were good but not satisfactory results

because some reactions of the children when being subjected to a complex activity managed to

demonstrate their anxiety and some rosary antivalores Therefore, work is needed to achieve our

goal, which in 40% the children managed to complete the activity 35% achieved only perform

the activity improperly and 25% did not achieve their task.

THE SQUADRON

THEY GOT

ACHIEVED WITH
DIFFICULTY
THEY DID NOT SUCEED

(Graph 5. Fifth

Activity Analysis)
4.6 News to reflect.

In this activity organized by groups, it will carry different news related to racism, animal

torture, war or violence, drug trafficking, truancy, bullying, etc. The themes can be adapted

according to the level of the group in which through each of the children's opinions we have

satisfactorily noticed that the activities carried out are changing and improving the rosary values

of the children

NEWS TO REFLECT

RIHGT
NEWS TO REFLECT

INCORRECT

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

Graph 6. Sixth Activity

Analysis)
4.7 Flags.

In carrying out this activity, different changes occurred in each of the children. Subsequently,

they are allowed to think individually which flags they remember and, in a group, discuss what

each of them means. Therefore, each of them is invited to create their own flag in which they

represent the things that are most important to each of them. Finally, with the benefit that 80% of

the children achieved their goal while the other 20% achieved it but with a little more difficulty

which is very satisfactory since the process is reflected

FLAGS

RIGHT
CORRECT WITH DIFFICULTY

(Graph 7.

Seventh Activity Analysis)

4.7 The globe of values.

This activity was carried out in order to observe the process of each of the children and what

progress they obtained from which we started with the values drawn or created in each of them

in which it was obtained that 85% of the children managed to identify its process and 15% which

obtained the same but not with the same activity.

VALUES

RIGHT
DIFFICULT

(Graph 8. Eighth

Activity Analysis)
 5. Conclusion.

La práctica de valores no es algo fácil, requiere de un proceso el cual exige un esfuerzo

considerable, Para el fortalecimiento de valores es importante aprender de las experiencias, para

reflexionar sobre ellas y así adquirir nuevas formas de comportamiento más apropiadas.

.Las actividades lúdicas permiten a los niños/as adquirir comportamientos adecuados en

forma divertida y adecuada, es un recurso que favorece a la formación integral de la personalidad

del niño/a, pues uno de sus propósitos es transmitir valores que lo enriquezcan como ser humano,

deben ser claras, sencillas, que produzca en los niños/as goce estético y deleite espiritual.

A través de diferentes actividades se logró un cambio de actitud en los niños en su formación

de valores éticos y morales y Con los docentes se fortaleció el proceso de trabajo en grupo al

despertar el interés en la formación de valores éticos y morales en el comportamiento íntegro del

niño.

La crisis actual de valores produce en los educadores y educadoras la necesidad de hacer

hincapié en la formación de valores en los niños/as dentro del aula de educación inicial, Las
personas más cercanas al niño/a deben mantenerse como u modelo que represente un papel

positivo cuando ellos realmente lo necesiten.

Annexes

Annex 1. Socializing critical thoughts among the group.

Annex 2. Group formation for the lifeboat.

Annex 3. Lifeboat development with cones.

Annex 4. Identifying rosary values in group.

Annex 5. Hobbies and habits with the help of a ball.
Annex 6. First squad to deal with core values.

Annex 7. Socializing core values with the second squad.

Annex 8. Video projection on the TV to reflect.

Annex 9. Group discussion in the flags activity.

Annex 10. Written activity ballons.

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