Building sustainability from an early age is one of the goals that are pursued diligently in Children's section of Lope de Vega International SchoolThrough “natural elements” the preschool teachers at Lope de Vega International School have incorporated the energy treatment as an action aimed at fostering an active commitment to the values and practices of sustainability.
Curiosity, critical and creative attitude
The fifth focus of the Early Childhood Project has aimed to enhance the curiosity of young children towards their environment, as well as to foster a critical and creative attitude towards Identify future challenges and propose possible solutions.
Wind, sun, water and earth
On this occasion, the students have experimented with the wind as a source of energy (3 years in the Making), have lived experiences to establish relationships between the sun and energy that reaches our homes in the form of light and heat (4 years in the Making) and have investigated to understand that the movement of water and the heat that comes from the land They also generate energy (5 years in the Making).
Sustainability, related activities
In addition to all the scheduled classroom activities and field trips, other complementary activities have taken place this unit. One of these was active participation as an audience member in the final project of the TSEI Training Cycle (Advanced Technician in Early Childhood Education).
TSEI's project also dealt with sustainability, a very current topic that is addressed in the 17 Sustainable Development Goals (SDGs) proposed by the UN The Sustainable Development Goals, adopted in 2015, aim to end poverty, protect the planet, and ensure that by 2030 all people enjoy peace and prosperity. Therefore, it is essential to promote sustainability from an early age.
Previous globalized units
3 years. “Wind”, wind energy
The three-year-old students have handled all kinds of materials to discover how Thanks to the wind, energy is produced.To achieve this, all subject areas have been integrated into the learning process. Among the activities, they have practiced blowing – of great importance in language development – created windmills, and experimented with toys whose movement depends on wind energy.
4 years. “Sun”, solar energy
Both natural light as well as artificial light These activities have been present throughout this teaching unit in the 4-year-old classroom. Thus, the students have been able to explore materials and objects and distinguish some of their qualities and characteristics. They have also been able to observe common phenomena by exploring their environment. Among the activities they have undertaken are comparing toys, establishing relationships between the sun and temperature increases, marveling at the light and colors reflected by a prism, and creating sundials.
5 years. “Water and land”, hydroelectric and thermal energy
Meanwhile, the five-year-old students have been able to reflect on how Personal and group action has an impact on the planetThrough various activities, they have begun learning that will allow them to act proactively towards others and the world. Among the classroom experiences, they have practiced water transfers, developed fine motor skills through different activities that imitated the movement of water, reproduced a water wheel, and reflected on various thinking skills linked to values education, especially respect for the environment and sustainability.
