NATIONAL INSTITUTE OF EDUCATIONAL

COOPERATION
GENERAL MANAGEMENT OF VOCATIONAL TRAINING

INSTRUCTIONAL PROGRAM

“PRESCHOOL ASSISTANT”

ECONOMIC ACTIVITY: SERVICE

SPECIALTY: DIDACTICS
LEVEL OF TRAINING: BASIC
MODE: TRAINING
DURATION: 400 HOURS
CODE:

VENEZUELA – 2001
NOTE: This program is subject to review for improvement, so instructors are grateful for putting it
into practice, making any observations they deem appropriate and, upon completion of the
first course, sending them to the Professional Training Management of the respective Civil,
Regional or Sectoral Association (Technical Support Unit), in the questionnaire prepared for
that purpose.

Total or partial reproduction of this publication is prohibited without prior authorization

from the National Institute for Educational Cooperation (INCE). Offenders will incur the
sanctions provided for by law.

2
 INCE
NATIONAL INSTITUTE FOR EDUCATIONAL COOPERATION
VOCATIONAL TRAINING MANAGEMENT
CIVIL ASSOCIATION FEDERAL DISTRICT

3
COMPREHENSIVE ANALYST: MARIA NIEVES

RESOURCE ANALYST
FOR LEARNING:

SPECIALIST IN
CONTENT: Iraima Mendoza “Luisa Gorticoa” Kindergarten
Preschool Teacher

COLLABORATORS IN THE COMPANY POSITION

VALIDATION:

Nidia Gonzalez Preschool Teacher Paradise Educational Unit

Marbelis Chacon Preschool Assistant
Maria Amaya Preschool Director “Monsignor Lauregui” Foundation
Any Velasquez Coordinator of Basic and Preschool Manuel Montaner Educational Unit

1.- INTRODUCTION...........................................................................................................................05
2.- ENTRY REQUIREMENTS....................................................................................................................... 06
3.- GRADUATE PROFILE................................................................................................................................. 07
INDEX
4.- INSTRUCTOR/TUTOR PROFILE....................................................................................................... 08
P.
5.- DIDACTIC DEVELOPMENT OF THE PROGRAM........................................................................ 09
6.- GENERAL OBJECTIVE........................................................................................................................ 10
7.- PROGRAM UNITS................................................... .................................................. 11
7.1.- FOUNDATIONS AND PURPOSES OF PRESCHOOL EDUCATION................................ 12
7.2.- BASIC ASPECTS FOR THE PREPARATION OF THE PLAN OF
ACTIVITIES OF THE DAILY SCHEDULE........................................................................ 16
4
7.3.- SAFETY MEASURES FOR THE PROTECTION OF THE CHILD
INDEX DURING YOUR STAY AT PRESCHOOL................................................................. 19
 INTRODUCTION

The purpose of this program is to provide the theoretical and practical content required for
the Preschool Assistant occupation, which will allow the worker to enter the productive field to
meet the needs of the market.

5
INDEX
 An occupational analysis of this occupation was developed, which serves as a basis for
developing the instructional program.

This program consists of four programmatic units with their respective objectives,
contents, resources and means for evaluation.

This course corresponds to the Basic Training level, Training mode, aimed at a population
of 18 years and older. It does not include the methodological strategies that allow the
instructor's initiative to be put into practice. Likewise, this program will serve as support in
educational practice together with the standard list and the manual.

ENTRY REQUIREMENTS

POPULATION TO WHOM IT IS
DIRECTED THE TRAINING  PEOPLE OVER 18 YEARS OLD

6
  BACHELOR
SCHOOLING

PRIOR TECHNICAL KNOWLEDGE

 NONE

GRADUATE
PROFILE
 Principles and purposes of preschool education
 Importance of preschool education
 Historical background of preschool education
 Legal principles
KNOWLEDGE  Philosophical, Psychological Principles
 Comprehensive development
 Areas of development
 Periods of the daily workday

7
 You will be able to apply knowledge related to:
SKILLS AND
 Plan and execute the daily activity plan in the areas of
SKILLS
art, dramatization, tacos, quiet games, music, library

 Responsibility
FACTORS  Initiative
ATTITUDINAL  Adaptability
 Self-confidence
 Emotional stability
 Professional ethics

8
 INSTRUCTOR/
TUTOR PROFILE

ACADEMIC TRAINING AND  Work experience in the area of Preschool Education:

WORK EXPERIENCE (3rd year minimum)

Must meet one of these options:

 Instructor Training
TEACHER TRAINING  Teacher Induction
 Training of instructors in companies
 Tutor Training
 Pedagogical Methodology

TECHNICAL KNOWLEDGE  Theoretical and practical mastery of tasks

related to the occupation: Preschool Assistant

 Suitable for handling interactive styles of

interpersonal relationships.
 Good preceptor of the environment
ATTITUDINAL FACTORS  Inspire trust and credibility among other
people
 Exercising a positive level of leadership

9
10
GENERAL OBJECTIVE

Apply the procedures related to the occupation: Preschool

Assistant, inherent to the planning of activities in the areas of
Art, Tacos, Library, Quiet Games, Dramatization and other
areas related to the occupation, with a clear vision of their
role as a worker and a high sense of responsibility and
professional ethics.

11
 DURATION
NUMBER (HOURS)
PROGRAMMATIC UNITS
THEORY PRACTICE

1 Foundations and purposes of preschool education 130 --

2 Basic aspects for the preparation of the activity plan 100 --

the daily routine
--
3 Safety measures for the protection of children 20
during their stay in preschool --

4 Plan the activities to be carried out during the daily 50 100

workday.

TOTAL THEORETICAL AND PRACTICAL HOURS 300 100

GRAND TOTAL 400 HOURS

UNIT No. 1 FUNDAMENTALS AND PURPOSES OF PRESCHOOL
EDUCATION

12
TERMINAL OBJECTIVE OF THE UNIT DURATION

EXPLAIN THE PRINCIPLES AND PURPOSES ON WHICH PRESCHOOL TOTAL: 130 HOURS
EDUCATION IS BASED, USING THE CORRESPONDING LEGAL
INSTRUMENTS. THEORY: PRACTICE
130 -

MEANS FOR
SPECIFIC OBJECTIVES CONTENT RESOURCES EVALUATION

1.1. Define: Preschool Preschool Education:  Chalkboard Theoretical

Education, emphasizing  Definition  Chalk evaluation of
its characteristics.  Characteristics  Draft objectives: 1.1
 “Preschool to 1.9
Assistant” Manual
 Practical guide to
activities for
preschool children

1.2. Explain the importance of Preschool Education  Chalkboard

preschool education  Importance  Chalk
 Draft

13
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

1.3. Explain the historical Historical background of  Chalkboard

background of Preschool Education:  Chalk
Preschool Education.  World level  Draft
 In Venezuela

1.4. Explain the phases of Preschool Education:  Chalkboard

Preschool Education.  Phases  Chalk
 Draft

1.5. Explain the legal Legal principles of Preschool  Chalkboard

principles of Preschool Education:  Chalk
Education.  Organic Law on Education  Draft
Art. 17 and 107  Legal Instruments
 Organic Law on the  Official Program
Protection of Children and 1996
Adolescents
 Official Program 1966

14
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

1.6. Explain the Philosophical and psychological  Chalkboard

philosophical and principles of pre-school education  Chalk
psychological principles  Draft
of Preschool Education.  Official program
year 1966

Comprehensive development  Chalkboard

1.7. Define: Comprehensive areas of development:  Chalk
development and areas  Definition  Draft
of development,  Importance
highlighting its
importance

Areas of Development:  They stepped on

 Physical  Chalk
 Cognitive  Draft
1.8. Define each of the  Socio-emotional
areas of development,  Psychomotor
emphasizing their  Moral
importance and  Language
characteristics - Definition
- Importance
- Characteristics

15
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

1.9. Explain the processes of Formation processes or changes  Chalkboard

formation or changes that the child experiences from  Chalk
that a child experiences conception:  Draft
from conception.  Physical
 Cognitive
 Socio-emotional
 Psychomotor
 Moral
 From language

UNIT No. 2 BASIC ASPECTS FOR THE PREPARATION OF THE PLAN

16
 DAILY WORK ACTIVITIES

TERMINAL OBJECTIVE OF THE UNIT DURATION

EXPLAIN THE BASIC ASPECTS RELATED TO DAILY WORK PLANNING, TOTAL: 100 HOURS
USING THE NECESSARY RESOURCES.
THEORY: PRACTICE
100 --

MEANS FOR
SPECIFIC OBJECTIVES CONTENT RESOURCES EVALUATION

2.1. Define: Plan with Plan:  Chalkboard Theoretical

emphasis on its  Definition  Chalk evaluation of
importance and  Importance  Draft objectives: 2.1
usefulness.  Utility  Practical guide to to 2.6
activities for
preschool children
 Manual: Preschool
Assistant

17
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

2.2 Explain the criteria that Criteria to be taken into account  Chalkboard
must be taken into when planning daily activities:  Chalk
account when planning  Constancy  Draft
daily activities.  Flexibility
 Balance
 Sequence
 Interaction

2.3 Explain the periods of Daily work periods:

the daily workday,  Child planning  Chalkboard
highlighting their  Free work in the areas  Chalk
importance.  Order and cleanliness  Draft
 Exchange and counting
 Snack
 Activities in the bathroom
 Free activities in outer
space (Outside the
Institution)
 Collective activities or large
group
 Importance

18
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

2.4 Define: Record Record:  Chalkboard

highlighting its  Definition  Chalk
importance and  Importance  Draft
usefulness.  Utility

Record of the behavior observed  Chalkboard

2.5 Explain the importance during the development of the  Chalk
of recording the activity:  Draft
behavior observed  Importance
during the development
of the activity.

 Chalkboard
Evaluation methods and  Chalk
2.6 Explain the evaluation procedures used during the  Draft
methods and development of daily work  Models of
procedures used during activities. evaluation
the development of techniques and
daily work activities. instruments.

19
UNIT No. 3 SECURITY MEASURES FOR THE PROTECTION OF
BOY OR GIRL DURING HIS/HER STAY IN
PRESCHOOL

TERMINAL OBJECTIVE OF THE UNIT DURATION

EXPLAIN THE PERSONAL HEALTH AND SAFETY MEASURES THAT TOTAL: 20 HOURS
GUARANTEE THE COMPREHENSIVE CARE OF THE CHILD DURING HIS
OR HER STAY IN PRESCHOOL. THEORY: PRACTICE
20 --

MEANS FOR
SPECIFIC OBJECTIVES CONTENT RESOURCES EVALUATION

3.1. Define: Health as a Health as a guarantee of  Chalkboard Theoretical

guarantee of comprehensive care for children  Chalk evaluation of
comprehensive care for in preschool:  Draft objectives: 3.1
children in preschool,  Definition  Practical guide to to 3.4
emphasizing its  Importance activities for
importance. preschool children
 Organic Law on the
Protection of
Children and
Adolescents

20
21
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

3.2. To point out the most Most common conditions in  Chalkboard

common conditions in preschool-aged children:  Chalk
preschool-aged children  Fevers  Draft
and the suggested  Flu states
recommendations.  Diarrhea
 Vomiting
 Rash diseases
 Others
 Suggested
Recommendations

 Chalkboard
3.3. Define: Personal safety, Personal safety:  Chalk
highlighting its  Definition  Draft
importance as a  Importance as a guarantee
guarantee of of comprehensive care for
comprehensive care for children in preschool
children in preschool.
 They stepped on
 Chalk
Safety measures that guarantee  Draft
3.4. Identify the safety comprehensive care for children
measures that guarantee during their stay in preschool.
comprehensive care for
children during their stay
in preschool.

22
UNIT No. 4 PLAN THE ACTIVITIES TO BE CARRIED OUT DURING THE
DAILY WORKDAY

TERMINAL OBJECTIVE OF THE UNIT DURATION

PLAN THE ACTIVITIES TO BE CARRIED OUT DURING THE DAILY TOTAL: 150 HOURS
WORKDAY ACCORDING TO THE NEEDS AND INTERESTS OF THE
CHILD, USING THE NECESSARY RESOURCES. THEORY: PRACTICE
50 100

MEANS FOR
SPECIFIC OBJECTIVES CONTENT RESOURCES EVALUATION

4.1 Define: Needs and Needs and interests of the child:  Chalkboard Theoretical
interests of the child,  Definition  Chalk evaluation of
highlighting their  Importance  Draft objectives: 4.1
importance.  Practical guide to to 4.2
activities for
preschool children
 Manual: Preschool
Assistant

23
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

4.2 Explain the technical Technical procedure for  Chalkboard

procedure for identifying identifying and recording the  Chalk
and recording the needs needs and interests of children.  Draft
and interests of the child.  Diagnosis  Models of
observation and
recording
techniques and
instruments

Execution process:
4.3 Identify the needs and Identification of the needs and Practical
interests of the child by interests of the child. assessment of
following the technical  Pencil objectives 4.3
procedure described.  Format for – 4.4
registration

Execution process:
4.4 Record the needs and Record of the child's needs and
interests of the child, interests.
following the technical
procedure described.  Pencil
 Format for
registration

24
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

4.5 Explain the technical Technical procedure for the  Chalkboard Theoretical
procedure to identify and identification and registration of  Chalk evaluation of
record the activity to be the activities to be developed.  Draft objective 4.5
developed.  Areas:  Pencil
- Arts  Format for
- Animals and plants registration
- Water and sand
- Dramatization
- Tacos
- Carpentry
- Music
- Library

4.6 Identify the activity to be Execution process:  Format for plan

developed, following the Identification of the activity to registration
pre-established technical be developed.  Format for Practical
procedure. evaluation record evaluation of
objectives 4.6
and 4.7

25
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

4.7 Register the activity to Execution process:  Format for

be carried out, following Record of the activity to be registering the plan.
the technical procedure developed.
described.

4.8 Explain the technical  Chalkboard

procedure for identifying Technical procedure for the  Chalk
and recording the identification and registration of  Draft Theoretical
development areas development areas served evaluation of
addressed. Areas of development: objective 4.8
 Physics
 Cognitive
 Socio-emotional
 Psychomotor
 Moral
 Language

26
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

4.9 Identify the development Execution process:  Pencil

areas addressed, Identify the areas of  Format for
complying with the development addressed. registering the plan.
indicated technical
procedure.

Execution process:  Pencil

4.10 Record the development Record of development areas  Format for
areas attended to, served registering the plan
complying with the
indicated technical
procedure.

Technical procedure for the  Chalkboard

development and registration of  Chalk
4.11 Explain the technical strategies:  Draft Theoretical
procedure for developing  Object manipulation  Pencil evaluation of
and recording strategies.  Recognize objects  Format to register objective 4.11
 Application of knowledge the plan

27
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

4.12 Develop strategies, Execution process:  Pencil Practical

complying with the Development of strategies.  Format for assessment of
indicated technical registering the plan. objectives 4.12
procedure. and 4.13

Execution process:  Pencil

4.13 Record the strategies, Record of strategies.  Format for
complying with the registering the plan
established technical
procedure.

Technical procedure for the  Chalkboard Theoretical

selection and registration of  Chalk evaluation of
4.14 Explain the technical resources.  Draft objective 4.14
procedure for selecting
and recording
appropriate resources.

28
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

4.15 Select resources Execution process:  Activity plan Practical

following the technical Selection of resources. assessment of
procedure described. objectives 4.15
and 4.16

4.16 Register the resources in Execution process:  Pencil

compliance with the Record of resources.  Format for
technical procedure registering the plan
described.

Technical procedure for the  Chalkboard Theoretical

4.17 Explain the technical recognition and recording of the  Chalk evaluation of
procedure for recognizing aspects to be evaluated.  Draft objective 4.17
and recording the  Observation techniques
aspects to be evaluated.

29
 MEANS FOR
CONTENT RESOURCES EVALUATION
SPECIFIC OBJECTIVES

4.18 Recognize the aspects to Execution process:  Pencil Practical

be evaluated following Recognition of the aspects to be  Format for assessment of
the technical procedure evaluated. registering the plan. objectives 4.18
described. and 4.19

4.19 Record the aspects to be Execution process:  Pencil

evaluated, complying Record of the aspects to be  Format for
with the established evaluated. registering the plan
technical procedure.

4.20 Explain the technical Daily schedule activity Theoretical

procedure for counting Execution process: plan evaluation of
and exchanging the Carrying out the count and  Child's plan objective 4.20
activity carried out. sharing of the activities carried
out.

4.21 Carry out the count and Daily schedule activity Practical
exchange of the activity Execution process: carrying out plan assessment of
carried out, complying the count and exchanging of the  Child's plan objective 4.21
with the indicated activity carried out.
technical procedure.

30
 LITERATURE

- INCE. OCCUPATIONAL ANALYSIS

PRESCHOOL ASSISTANT YEAR 2001

- INCE. INSTRUCTIONAL PROGRAM

PRESCHOOL ASSISTANT YEAR 2001

- INCE. MANUAL
PRESCHOOL ASSISTANT YEAR 2001

- MINISTRY OF EDUCATION: PRACTICAL GUIDE TO ACTIVITIES FOR CHILDREN OF

PRESCHOOL VOLUME I-II
GUAPI EDITORS, CA CARACAS

- MINISTRY OF EDUCATION. OFFICIAL PROGRAM YEAR 1966

- ORGANIC LAW OF EDUCATION

- ORGANIC LAW FOR THE PROTECTION OF CHILDREN AND ADOLESCENTS

31
EXHIBIT
TYPE LIST

32
 NATIONAL INSTITUTE OF EDUCATIONAL COOPERATION
. INCE FEDERAL DISTRICT AC

ECONOMIC SECTOR RESOURCES

LIST ( ) INDUSTRY ( ) TEAMS ( ) SECURITY MEDIA AND
GUY ( ) TRADE ( ) CONSUMABLE MATERIAL HYGIENE
(X) SERVICES (X) TEACHING AIDS ( ) FURNITURE
( ) MACHINERY ( ) TOOLS

COURSES: PRESCHOOL ASSISTANT CODE: QUOTA: 12 DATE: 20-08-01

UNITS
AMOUNT GUY CODE NAME AND TECHNICAL CHARACTERISTICS
1 ONE ACRYLIC BOARD
1 ONE DRAFT
1 ONE MANUAL: PRESCHOOL ASSISTANT
2 BOXES INSTRUCTIONAL PROGRAM: PRESCHOOL ASSISTANT
1 ONE GRAPHITE PENCILS
1 ONE EDUCATIONAL GAME TO WORK ON THE CONCEPT OF NUMBER
1 ONE HOURGLASS
1 SERIES FILLING AND EMPTYING CONTAINERS (DIFFERENT SIZES)
1 SERIES OBJECTS FOR WEIGHING AND MEASURING
1 SERIES OBJECTS TO BE STRIKED - TIE DOWN

OBSERVATIONS:
PREPARED BY:
NAME AND SURNAME: SIGNATURE

MARIA SNOWS

33
 POST:
COMPREHENSIVE ANALYST IN EDUCATIONAL
TECHNOLOGY
NATIONAL INSTITUTE OF EDUCATIONAL COOPERATION
INCE FEDERAL DISTRICT AC
.

ECONOMIC SECTOR RESOURCES

LIST ( ) INDUSTRY ( ) TEAMS ( ) SECURITY MEDIA AND
GUY ( ) TRADE ( ) CONSUMABLE MATERIAL HYGIENE
(X) SERVICES ( ) TEACHING AIDS (X) FURNITURE
( ) MACHINERY ( ) TOOLS

COURSES: PRESCHOOL ASSISTANT CODE: QUOTA: 12 DATE: 20-08-01

UNITS
AMOUNT GUY CODE NAME AND TECHNICAL CHARACTERISTICS
1 ONE DESK
1 ONE CHAIR
1 ONE LOCKER
12 ONE BANKS
02 ONE 2 X 5 METERS TABLE

OBSERVATIONS:
PREPARED BY:

34
 NAME AND SURNAME: SIGNATURE

MARIA SNOWS
POST:
COMPREHENSIVE ANALYST IN EDUCATIONAL
TECHNOLOGY
NATIONAL INSTITUTE OF EDUCATIONAL COOPERATION
INCE FEDERAL DISTRICT AC
.

ECONOMIC SECTOR RESOURCES

LIST ( ) INDUSTRY ( ) TEAMS ( ) SECURITY MEDIA AND
GUY ( ) TRADE (X) CONSUMABLE MATERIAL HYGIENE
(X) SERVICES ( ) TEACHING AIDS ( ) FURNITURE
( ) MACHINERY ( ) TOOLS

COURSES: PRESCHOOL ASSISTANT CODE: QUOTA: 12 DATE: 20-08-01

UNITS
AMOUNT GUY CODE NAME AND TECHNICAL CHARACTERISTICS
1 BOX MAGNETIC WHITEBOARD MARKERS
4 BOX FLIPCHART MARKERS
100 ROLL FLIPCHART SHEETS
1 BOX ANTIALLERGIC CHALK
1 REAM LETTER SIZE SHEETS
1 BOX MATERIALS TO BE CLASSIFIED
1 BOX MATERIALS FOR SERIAL PRODUCTION
2 BLOCK LETTER SIZE BLOCK
1 BOX COLORED CLAY
1 BOX COLORED PAINTINGS
2 ONE FOAM RUBBER SHEETS
2 BOX 12 COLOR CRAYONS
6 ONE BRUSHES (THICK AND THIN)

35
OBSERVATIONS: PREPARED BY:
NAME AND SURNAME: SIGNATURE

MARIA NIEVES
POST:
COMPREHENSIVE ANALYST IN EDUCATIONAL
TECHNOLOGY
NATIONAL INSTITUTE OF EDUCATIONAL COOPERATION
INCE FEDERAL DISTRICT AC
.

ECONOMIC SECTOR RESOURCES

LIST ( ) INDUSTRY ( ) TEAMS ( ) SECURITY MEDIA AND
GUY ( ) TRADE (X) CONSUMABLE MATERIAL HYGIENE
(X) SERVICES ( ) TEACHING AIDS ( ) FURNITURE
( ) MACHINERY ( ) TOOLS

COURSES: PRESCHOOL ASSISTANT CODE: QUOTA: 12 DATE: 20-08-01

UNITS
AMOUNT GUY CODE NAME AND TECHNICAL CHARACTERISTICS
4 ONE TIRRO (THIN)
2 ONE TRANSPARENT ADHESIVE TAPE
4 ONE STICK (MEDIUM)

36
OBSERVATIONS:
PREPARED BY:
NAME AND SURNAME: SIGNATURE
MARIA NIEVES

POST:
COMPREHENSIVE ANALYST IN EDUCATIONAL
TECHNOLOGY

37
PROGRAMMATICSUMMARY
GENERAL MANAGEMENT CIVIL
ASSOCIATION
VOCATIONAL TRAINING FEDERAL DISTRICT
DATE: 21-03-01

COURSE IDENTIFICATION
TITLE: PRESCHOOL ASSISTANT
SPECIALTY: DIDACTICS DURATION: 400 HOURS
VOCATIONAL TRAINING LEVELS: VOCATIONAL TRAINING MODES:
BASIC TRAINING COMPLEMENTARY LEARNING.
IMPROVEMENT X TRAINING UPDATE X

SPECIALIZATION QUALIFICATION
PROFESSIONAL TRAINING MODE:
FORM. PROMOTION
In person: Distance
X learning: ACCELERATED

COURSE OBJECTIVE: APPLY THE PROCEDURES RELATED TO THE OCCUPATION:

PRESCHOOL ASSISTANT INHERENT TO THE PLANNING OF ACTIVITIES IN THE AREAS OF
ART, TACOS, LIBRARY, QUIET GAMES, DRAMATIZATION AND OTHER AREAS RELATED TO
THE OCCUPATION WITH A CLEAR VISION OF THEIR ROLE AS A WORKER AND A HIGH
SENSE OF RESPONSIBILITY AND PROFESSIONAL ETHICS.
COURSE CONTENT:
- FUNDAMENTALS AND AIMS OF PRESCHOOL EDUCATION
- BASIC ASPECTS FOR THE PREPARATION OF THE DAILY WORK ACTIVITY PLAN
- SAFETY MEASURES FOR THE PROTECTION OF CHILDREN DURING THEIR STAY IN
PRESCHOOL
- PLAN THE ACTIVITIES TO BE CARRIED OUT DURING THE DAILY WORKDAY
COURSE REQUIREMENTS:
PEOPLE OVER 18 YEARS OLD
BACHELOR
REQUESTING UNIT: UNIT HEAD: SIGNATURE:
TECHNICAL SUPPORT LIC. MARITZA CASTILLO
FOR USE ONLY BY THE GENERAL MANAGEMENT OF VOCATIONAL TRAINING
ACTION TAKEN: PREPARED BY:
INCORPORATION: MODIFICATION:

ELIMINATION:
SPECIALTY LEVEL MODE MODE CORRELATIVE APPROVED BY:

DATE OF RECEPTION (ANALYST): APPROVAL DATE:

39
 FINAL REPORT

PRESCHOOL ASSISTANT

The instructional program: Preschool Assistant is developed by request of

Mobile Units

For the development of this program, the occupational analysis was taken
as a basis: Preschool Assistant, which was developed in the present year (2001).

This program is made up of four programmatic units organized

pedagogically, according to the opinion of the content expert; the selected
resources were also suggested by the instructor.

The duration of this course is 400 hours, it corresponds to the basic

training level and the training mode, it is aimed at a population of 18 years and
older.

This program was developed according to the methodology established by

INCE, and was validated at the Paraíso Educational Unit, the Manuel Montaner
Educational Unit and the “Monseñor Lauregui” Foundation. This course is not
registered with the teacher because it is new.

Maria Nieves
Comprehensive Analyst in Educational Technology

40
NATIONAL INSTITUTE OF EDUCATIONAL COOPERATION
GENERAL MANAGEMENT OF VOCATIONAL TRAINING
EDUCATIONAL TECHNOLOGY MANAGEMENT
DIVISION OF INSTRUCTIONAL DESIGN AND EVALUATION

PROGRAM ANALYSIS GUIDE

TRAINING
(EXCEPTING LEARNING MODE)

CARACAS, VENEZUELA
2001

41
PROGRAM NAME: PRESCHOOL ASSISTANT
CIVIL ASSOCIATION: FEDERAL DISTRICT
MODE: TRAINING
DURATION: 400 HOURS
RESPONSIBLE INTEGRAL ANALYST: MARIA SNOWS
REVIEWED BY: MARITZA CASTILLO
DATE: 12-09-01

VERIFICATION
ASPECTS TO REVIEW BUT OBSERVATIONS

1.- COVER It followed the parameters established

for its design.
X

2.- COLLABORATORS Followed the established parameters.

3.- INDEX The number of pages corresponds to

each of the Programmatic Units
X reflected in the program.

4.- ENTRY REQUIREMENTS They were established according to

the characteristics of the course.
X

5.- GRADUATE PROFILE Meets all the skills required to enter

the job market
X

42
 VERIFICATION
BUT
ASPECTS TO REVIEW OBSERVATIONS

6.- INSTRUCTOR PROFILE It is suggested to indicate how many

years of experience are required for
X the instructor to work in the area.

7.- GENERAL OBJECTIVE(S) It is designed appropriately

8.- UNITS The Programmatic Units are correctly

PROGRAMMATIC structured with their respective
X statements, specific objectives,
duration, etc.

9.- TERMINAL OBJECTIVE Terminal objectives appropriately

designed for the ultimate goal being
X pursued

10.- DURATION / HOURS The hours coincide with the total

duration of the course.
X

11.- SPECIFIC OBJECTIVES They are closely related to the content

and reflect the desired behavior. It is
X recommended to improve the
following objectives: 4.3, 4.5, 4.7, 4.9
and 4.11

43
ASPECTS TO REVIEW VERIFICATION OBSERVATIONS
BUT
12.- CONTENT The content appears correctly
delimited and is observed from simple
X to complex.

13.- RESOURCES They were suggested under the

criteria of specialists
X

14.- MEANS FOR THE The evaluations coincide with the

ASSESSMENT stated objectives and are grouped
X appropriately.

15.- BIBLIOGRAPHY It is recommended to add

occupational analysis
X

16.- TYPE LIST The type list has all its rows described
with the quantity, types, etc.
X

44