When we are with the children, we can not say "this child has a disability and the other does not",
at that moment everyone is equal, because everyone needs their care,
because they are children of 4 and 5 years,
so attention has to be general, and we have to be willing to give them that attention.
[Smell the flower, blows the candle]
And we go through every school,
every time I come I pick up a teacher, we work with a specific teacher,
and so they are developing those activities that I bring to school.
The objective of the project was to attend to the difficulties of the teachers since they were
having a hard time concentrating all the activities so they could attend to all the children.
Not that they are not prepared, we go deeper into it.
We work the practical part, we show the teachers different activities
where we can work the laterality, the motor coordination.
And in the Physical Education Caravan where I am today,
we work a lot with symbolic play, where we work the imagination and make-believe with the child.
And then we met with the teachers
to see what difficulties they felt in this work,
so that we could add to the actions we could take in the future.
We began by playing the "Mrs. Spider" game and we evolved until we got to the motor activity,
where we worked imagination and make-believe,
so that the children arrived on the other side thinking they were running away from the spider.
We also did activities with LIBRAS, the Brazilian sign language,
with the students,
we chose this activity because the children begin to develop fine motor coordination.
We know they will not learn LIBRAS in its entirety,
but they begin to develop the ability to communicate in other ways.
Next we did a psychomotor activity with children, the "spider web".
The "spider web" is a very diversified activity. So, why do we choose it?
Because it works on the notion of direction and global motor coordination.
We think a lot about "what would we do?
Why do we put the string on? The cone?". They were materials that the school already had
and we used what the school had, and it is an easy activity,
we did tests, if it was very close, we moved away a little.
We've made progress with our students,
Caio did the whole course of the web by himself, which he didn't do.
When he first got here, he would cry a lot and ask for his mother.
When he gets home he does what he does with the teacher here,
I look at him and tell my husband
"Look how he's developing! He's doing the same things here at home that he does at school"
Other mothers will understand. And for my son who has low vision,
this was very essential for us, he became more spontaneous, more .. I do not know!
It seems that he has become another person, another child, more cheerful.
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