Evaluation EVALUATION OF THE WORK ON TIME 1 We intend with this paper will undertake a review and evaluation of the

developm ent process of Curriculum Project Group and the Annual Plan of Activities, as a way to support our planning. We contend that our educational activities should f ocus on a logic of articulation of knowledge between the different content areas to develop, so in the course of our work emphasize content across the board, gl obal approach. We oriented to our intervention in order to enable the developmen t of complex educational projects that broaden the knowledge of children, implyi ng a diverse range of learning opportunities and integrate the approach of diffe rent content areas. Activities performed: In the first weeks, we value the organ ization of the educational environment in order to create conditions for the dev elopment of interpersonal relationships, self-confidence and trust in the group. How to know the other, space, time and materials is a prerequisite for accounta bility and autonomy of the child and the group, each child created his symbol fr om its photo and identified its hanger, the dossier file of the work, materials for personal use (cup of pencils and felt pens, the tube of glue ...) and portfo lios. Settled by agreement, rules and standards of living and working and prepar ed to organizational panels: rules, attendance and birthdays. Standing our pedag ogic project under the "History and Stories', all these instruments for regulati ng and monitoring forms have connected to the theme (castle, scrolls, kings and queens). For the development of our annual business plan, we started the project history and stories. How this comes stems from a proposal floated the entire gr oup of schools in order to achieve a Medieval Fair, the May 9, the date of award of the Provincial Sátão. With Draft History and stories that children want contact with some of our facts History and the stories / legends that often go with it, be sensitive to the enh ancement of our heritage and, through stories, develop a taste for our history. In parallel we continued with other projects started last year by its momentum a nd interest created among children and the school community. They are the projec t's Pleasure Reading and Theatre Company Pozinhos of miracle cures. The first st ems from the recognition given by the educator to the importance of the role of literature in early childhood education, but also by taste and feel happy that b y word and image. We see books and reading as fun and pleasure, where they commu nicate fantasies, emotions play themselves, remember events, to explore cultural , social or moral. The Theatre Company of miracle cures Pozinhos underpinning th e animations of stories / readings that arise. So in terms of activities / proje cts undertaken include: - Week of Power: from the legend of Padeira Aljubarrota we carried out several activities in conjunction with the 1st cycle, of which we highlight the making of bread and animation legend. Standing this week in the a utumn, we held some confectionery Autumn (marmalade and sweet pumpkin), which al lowed us to collect donations for the garden-schools. - Halloween: we gave some relief to this festival because we talk about castles, history and stories, and therefore wanted to play a little haunted castles, its 'nice' people and the pow ers and spells. We called (and what good that children adhered) to the imaginary enchanted. - S. Martin: The Legend of S. Martin was the second legend presented in storytelling - with the 1st cycle - and was the debut of the new season of t he Company Pozinhos Perlimpim. - The discovery of Personal History: History and inserted in the draft stories, we went to the discovery of some individual characteristics, social and sexual we have led to the Pedigree. The families were always involved in small joint ta sks. This connection to family was the theme for the preparation and holding of the feast of Christmas. - Christmas: The celebration of Christmas followed the w ork we carry on the family and was part of a dynamic relationship with other fam

ilies and school groups, including EB1 of Pedrosa. Since this is a time festive in that, alongside the issue of internalization of religious values is a major component secular (and commercial), we have made an approach to crosscutt ing issues such as multicultural education and consumer education, or€in a broa der sense, education for citizenship. We began by learning about the representat ions of children for the Christmas and as a result of these, we have focused our efforts on developing attitudes and values that relate to the way each child re lates to itself, others and the world. Not ignored the Father Christmas, or Pine Christmas gifts, ... but we leave this world of fantasy (and consumption) for t he development of attitudes and values such as Love, Friendship, Sharing the Car e ... Parents and Guardians had a very active participation in carrying out the Christmas Party. - Going to the Movies: the end of the 1st period was done with a trip to the cinema, Viseu, offering tickets for the Parish Council. For some c hildren this was the first time I watched a movie in the cinema. - Every day, th e afternoon began with a suitcase of surprises, which featured a book, a poem, a rhyme ... All of these learning situations allowed us to emphasize oral languag e and approach of writing. The moments of our own daily routine (reception, plan ning, review and evaluation of day), the narration of events and stories, observ ation and exploration of images, the reading face, the excitement of reading, th e playful exploration of the nature of language ( songs, poetry, mantra, puzzles , ...) or the spontaneous and fun activities for children in different areas of activity room, created a diversity of communicative situations that fostered dia logue and the desire to communicate. And because oral language is related to the code written, we have noted. We had records of events, stories, made the notes read, write receipts, letters, pictograms read, write Christmas messages to each other ... we have identified spaces, we write our name ... We stir even the use of computer tools and the code computer: writing / copying words or e-mail to p arents. We have also playful and spontaneous activities of children and specific materials to support the development of logical-mathematical: space exploration , games, puzzles, dominoes, some games more specific ... but the picture of atte ndance is a table of double entry. The everyday situations such as daily routine , the sequence of weekly table of attendance, the schedule that specifies, month ly planned activities, writing daily to the date within the wall or the Advent c alendar supported the construction of the notion of time. These temporal notions also extended to different periods of history of human life (the Pedigree; hist orical facts). Likewise, the narration of events and / or stories, the observati on of variations of nature and the cyclical nature of some natural phenomena, ap art from extending the notion of time, allowed us to foster the desire for knowledge and curiosity aspects underl ying the area of Knowledge of the World. Here, we focused our attention on expan ding the knowledge base of social life (name, location, age, family, sexual iden tity ..), environment (changes the nature and changes in people's lives - food, clothing ...) for parents and community advocate in our Curriculum Project enfat izarÍamos that the involvement of parents in the context of everyday life jardi mde kindergarten through cooperative work with parents and community. Indeed, be yond the more formal contacts (parent meetings), we gave preference to informal contacts. Only justified the holding of a meeting of parents. At the beginning o f the school year. This, in addition to resolving issues of organizational and f unctioning of garden-schools, made a presentation of our teaching program and a survey of activities to be included in the Annual Plan. We have, also the design of the web page of the garden-schools. This page has been constituted as a key element of disclosure, reporting and liaison with families and community. In gen eral, parents (and other friends of the community) adhered very well to this pro ject, accompanying him, and in some cases, quite regular. There were several mes sages of support and congratulations we received. The activities under the Perso nal History Discovered 'forced' to several collaborations with both parents. All these tasks have always been available, but also in making animations (4!) At t he Christmas Party in the process of gathering information for the portfolios or

in response to a questionnaire to parents to obtain information that allows us a greater knowledge over their children. Finally,€here we praise the strong com mitment of all in achieving a feat that we launched at the first meeting of pare nts: the acquisition of an interactive whiteboard. Mobilization for soliciting d onations has been amazing and our nest egg starts to grow. Compared with other e ducation professionals, we advocate in our Curriculum Project work in partnershi p / collaboration with other educators and teachers of the Grouping, particularl y of our Board of Teachers and the teachers of the 1st cycle of school Pedrosas. With the first, we maintained close cooperation in the construction of the Proj ect Council of Teachers Scriptorium Medieval and sharing ideas, thoughts and materials. The page also offers gardendeinfância resources. With the teachers of the EB1 Pedrosa whenever possible, pushing for a joint inter-cycles, particularly in the field o f reading, with the Story Hour (this year with biweekly nature) and through join t activities (Food Day; Magusto; Christmas Party). Regarding the assessment of l earning and development of children still fail to major advances, lack of skills in this area and lack of discipline records of systematic observation. At the e nd of the period (December 20) gave written information to each parent on the de velopment and learning of / of his / her student / a. They might also observe th e work they produced. Finally, a note about our participation in the Teachers Co uncil, acting as Coordinator of Preschool Education and the Pedagogical Council. In either situation always been present at all meetings. Regarding the Council of Educators, given the geographical dispersion of EB1 and Gardens-schools, we b egan to encourage and create a contact group via e-mail, which enabled and enabl es the movement in time, documentation, or information legislation . Whenever we consider relevant, we do intend to share materials or resources. We contribute actively to the preparation of documents of the Council of Faculty. Similarly, t he Pedagogical Council, we strive to contribute to the reflection and deliberati on on the topics and the participation in work teams. We set out for the team of internal evaluation and contributed to the revision of the Rules of the Groupin g, regarding the Pre-School Education. Pedrosa, January 15, 2008 The kindergarten teacher