Educate children through direct experiences | Part 40

Source

The direct experiences represent in the educational area a contribution of incalculable potential for the acquisition of knowledge and the effective development of the individual. These experiences strengthen knowledge to put it into practice in all stages of life, being a generator of teaching and learning.

When it is allowed to investigate, discover and learn spontaneously, it provides the opportunity to develop qualities and skills essential for training as individuals and professionals, since what is learned directly is difficult to forget, because it is something tangible that has great value and provides what is necessary to put it into practice.

The student reacts to the unexpected, but at the same time it is charming for him, because it is something new that fascinates and inspires to continue receiving valuable information that pleases in every way.

Direct experiences can certainly take place in the open air, in a science classroom or simply in adapted spaces so that the experience itself can take place for learning.

Direct experience in earthquake simulation.

This is an activity that generates learning and also scares, but it is important to have a space for appropriate actions for the participation of children, taking into account that it can occur in the presence of an earthquake.

It is a moment that we do not want to go through, but, nevertheless, it is not in the hands of man to eliminate this situation, simply the necessary measures must be taken to address the given moment.

Source

Students will learn to know where to stand at the time of an earthquake, remembering that maintaining calm is paramount for this type of situation, as it leads everyone to remain together and without despair, while the occurrence of the event is present.

It is the propitious moment to self-evaluate and thus determine for themselves, if attention is paid to what has been taught in the classes and for that to allow them to understand how to act.

Children with this activity will know how to take charge of the situation, if necessary, and even learn and reinforce the subject of first aid.

Objectives of the direct experience in the simulation of earthquakes.

• The learning of the action that must be executed at the time of an earthquake.
• Be able to stay calm in an earthquake situation.
• Be able to think before acting.
• That students can help others who do not assume the situation as they should.
• Awakening the humanitarian side.
• Apply first aid if necessary.

Action of the educator, so that the direct experience with the simulation of earthquakes is carried out successfully.

It is necessary as an educator, to make known in advance through videos and talks with visual support, which implies being in the presence of an earthquake, how to act to guarantee your own life, and that of other people, where you should go, what to do and what not to do to stay safe, within the existing possibilities.

Earthquakes can happen from one moment to another, and we must be cautious, although it does not depend on man what can happen and the disasters that this implies, when experiencing such an act.

The important thing is to give an induction to prepare students about the knowledge necessary to defend themselves in everything they can and is within their reach.

Learning activities with the simulation of an earthquake.

This activity is carried out to provide security and a rapid response to a disaster situation. It is a practical teaching of how to get out and verify what is the safety zone.

Activities:

Explanation about earthquakes.

We must always be prepared. That is why it is essential to inform students of how to act in an earthquake and the necessary measures to protect themselves.

The objective is that with this knowledge children act according to what they learned to preserve life in the moment of a telluric eventuality. Children will learn to act in the before, during and after.

How to act when being in the classroom and the seismic activity manifests itself.

It is appropriate that at the time of the simulation being in the classroom, children immediately get under their tables in a fetal position, with their arms on their heads to protect the weakest part.

It is necessary that they locate the zones that isolate them in a certain way from the occurrence of an accident, protecting themselves due to the seismic activity.

Alarm sound.

In general, the alarm sounds in case of fire and, for important reasons. It is necessary to explain to children that, when listening to them, they should not run, they should always remain calm.

This sound will make them understand that something is happening, and that with the instructions they have received, it is extremely important that they analyze, think and act correctly, in order to be able to move carefully until they are safe.

How to act when the seismic activity has calmed down?.

It is always necessary to remain calm, when the unwanted event is stopped, children must leave the places where they have been protecting themselves during the seismic activity and proceed to place themselves carefully, one after the other with great care and with hands on the head for withdraw from the site.

The educator should always accompany the group of children, and in case of not being there, the children take the reins and act with courage.

It is important to remind children that this is a preventive activity, but that it should be taken seriously, as it will help to safeguard the lives of themselves or others.

Designated secure areas.

When children are in the yard, they should look for safe areas to avoid getting hurt.

Students will act using the information they have learned and will make it clear that they understood the explanation provided.

In these situations the children are afraid, being a simulacrum or not, because they are waiting for something that can happen and that is inevitable.

The educator must make them understand that when being outdoors and, consequently, relatively far from any object that can harm them, one must try to calm down, keep the emotions stable so as not to disturb others and thus be able to act correctly.

First aid.

It is necessary that part of the simulation is involved with first aid, which must be provided under strictly necessary conditions.

That is why a qualified staff should instruct children about this activity that requires great commitment to meet the established goal.

You will be provided with the essential basic notions for children to be prepared.

Activities to do in the classroom, when the simulation ends.

The strengthening of the acquired knowledge is just and necessary, therefore, different evaluations must be carried out so that the children corroborate how to act and the educator will verify that what has been done so far has been useful to face an event of such magnitude.

The educator should know what the students think about the activity and ask questions about the subject.

For example:

Do you think it is important to have knowledge of how to act in the face of earthquakes?

If you are at school or at home, how should you act?

What are the most likely sites to be protected from seismic activity?

Tasks to do:

The educator will ask the students to make representative models with evidence of seismic activity and, at the same time, to explain the reason for their occurrence.

Source

The students will have a lot of fun with this part of the activity and will learn even more, since they will have to investigate and they will be able to obtain valuable information that will help them protect themselves against an event like that.

A proper reaction is our best defense.

Greetings educators and motivators of education.

@SteemitEducation

@Edu-Venezuela

 

 

---

Posted from my blog with SteemPress : http://cindycam.vornix.blog/2018/07/20/educate-children-through-direct-experiences-part-40/

---