Offer for circle games and circle dances

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Hello teacher, how are you? In our last conversation, I talked a little bit about educational objectivity in the practice of teaching with infants and children in early childhood education. Through some structural attention to planning we have seen that it is possible to ensure a quality educational context.

OK then: Following this argument of purposefulness, today I would like to share some ideas about one of the points mentioned in the previous column, which is of managed moments – and as a reference, I will start with circle game and circle dance, facing them as a medium of regional cultural experience. To be, and that suggests proposals with children.

What about this joke?

First, it is important to remember that the moments involved in the circle and circular dance are the essence of many people, such as Africans and Indigenous people. Organizing themselves in a circle, they share teachings and perform rituals that mark the transformation of their members and those who are part of the collective life.

The touch of the hand, the possibility of everyone looking at each other, the feeling of security among their peers, the search for coordination in gestures, in addition to the possibility of seeing such a circle, in exchange for perspective and solidarity movement – since this composition has a kind of commitment to group harmony.

Thus, when we think of circle games and circle dances for children, we see that they are located in the field of symbolic games and make-believe, allowing them to experiment with behavior, speech and movement – as they explain in detail. Can Life experience. The reality and the interactions that they establish with other children and adults. For this reason, it is interesting to emphasize that these are habits that promote the development of young people, involving all areas of experience.


How to practice these activities?

These performances begin with inviting the children: first, for the joy of the song, which can be sung by the teacher with the help of a guitar-like instrument, or marking the rhythm using a harp, rattle or drum.

Other possibilities include presenting music through audio resources or even video; In this second case, children have the opportunity to observe other groups at the moment of interaction in the circle, analyzing their expressions, gestures, movements, clothing and props that interact with elements of culture.

Then comes the time to inspire the group to do these gestures and movements, which add meaning to the rhythm of the song. These moments are enriched by the interaction between different groups, as adults can act as counselors for the younger ones, as happens in the cultural circles of many people which I mentioned at the beginning of this column.

Offer for circle games and round dances

Next, I offer some suggestions for suggestion, always remembering that these actions must be part of a routine, and presented on different occasions – so that children feel all the cultural values, gestures and movements of the language that these songs provide. A wheel game.

  • African culture wheel toy

To share the cultural elements of this continent in circular dance, one suggestion is to start with the book O Lê Lê, an old African song (Fábio Simões (author), Marilia Pirillo (painter), Editora Melhoramentos). The teacher can start reading aloud, and then display the images that make up the work.

Then it’s time for the kids to enjoy the song addressed to the book, Olele Moliba Makasi, Which is available in this video. Marking gestures should be performed according to age: for example, with children, they can be done with clapping; With very young children, moving in a circle; With young children, alternative gestures and movements are possible, as shown in another African song video from the Palavara Cantada group.

Early Childhood Activities: Planning is linked to BNCC

In this course, you will learn about experiences and hints that help to align a complete plan and national curriculum general foundation (BNCC), as well as focus entirely on the interests and perspectives of children attending early childhood education.

  • The wheel game of indigenous culture

The first tip is the success among my school kids: Yapo, a tribal song from the Para region. It’s as simple as it is fun, and in addition to culture references, make a movement for each word. Indeed, it is noteworthy that many traditional Brazilian songs have indigenous references – and sometimes we do not understand it. An example is the song Itororó, whose title word is in the hat language, meaning noisy water. In this song, it is possible to include the name of each child in the verse: “I am not alone I will not be / because I (name) must be my partner”.

Then, look at the interesting possibility that presents itself: conducting a survey of nursery rhymes for children’s perception and, as a continuation, highlighting terms, words and expressions from our cultural matrix – for this, the book is a good reference. Hat you talk (Claudio Fragata, Editora Globinho).

  • Brazil’s regional game

Another suggestion, coming from the countryside of our country, is the Rhoda da Carambola song, which promotes interaction through touch, action and group movement. You can even find other Brazilian songs to enjoy and share with kids and babies on the cultural organization EmCantar’s Parangol album.

For those who want to see this theme of the national anthem, here on the Nova Escola website we find a sequence of Brazilian Sirandas lesson plans, with a step-by-step guide on how to create proposals with this theme.

In the midst of all this, I would like to emphasize the role of the teacher in expanding children’s cultural and artistic repertoire: it is about providing good experiences by interacting with the elements that interact with our history, from body experience and whatever is involved. Senses and sensations.

Therefore, it is important that we educators also have moments of music awareness – especially since dance and music also affect adults. In addition, I’m sharing a final tip here is the proposal for the Danças dos Povos project, which brings hints of choreography from around the world and can create interactions and fun moments among your school teachers.

I end today’s reflection by emphasizing how symbolic it is to be in a circle, and how many learning opportunities exist and are possible for a group of children by providing these experiences in the daily life of relationships in early childhood education.

A hug and see you soon!

Paula Sestari is an early childhood education teacher in the municipal school system of Joynville (SC), with 10 years of experience at this stage and a master’s degree in science, math and technology education. In 2014, he received the Educador Nota 10 Award from the Victor Civita Foundation and was voted the best educator of the year through a project on environmental education with the age of young children.

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