We stand for that most of the schoolchildren in the world will have access to our outstanding activities and help them to better understand their world and perform accordingly with respect to their fellows and environment.
Learning Tools for Schoolchildren and Pedagogical Manual for Teachers
Living serenely in one’s environment, one must first understand it. In order to do that he must develop connections with everything that surrounds him in life. Knowledge and understanding are the beginning of acceptance and respect.
Developing adequate learning and teaching material
WWW is in the process of developing comprehensive student activity books on enhancing social and environmental abilities as well as a teacher’s manuals. The editing project includes to target, 30 activities per year for 6 years, from primary to middle school.
Assisting a child to better understand his place in life supports him as he learns how to live in society and reinforces his human identity. It is important that the adults of tomorrow be educated and aware as a whole: school is the ideal place to do that. The respect of the individual for his environment is based on his understanding, his awareness, and his reflection on the social, emotional, physical, temporal, and geographical elements that surround him. Leading the student to take into consideration all these elements, to analyze them, and to reflect upon them, permits him to develop, by means of his understanding, a positive and balanced approach to the world and helps him to feel at ease in it. The notion of “others” is indispensable in regard to reinforcing respect. It is constructed in a homogeneous manner by observation and questioning. Thus, the child develops a system of values and rules to which he adheres and which permit him to evolve serenely with others. The schoolchild who has found balance in his place in life understands his environment and is able to respect of those around him because he grants them importance. In acquiring these serene and balanced social skills, he builds empathy, tolerance, and sociability for a positive personal development which promotes a harmonious world. To achieve this, he must develop numerous connections by reflection, awareness, and the construction of knowledge and skills that he initiates and integrates with the support of adults and/or teachers.
Form and Contents of the Teacher’s Manual
In order that the teacher be invested in the learning process and that he perceive all the stakes, the goals, and the expected results, he will have at his disposal a complete manual which includes:
Clear instructional process
Information sheet on student activities including
-area of application and goals of activity
-emphasized behaviors and targeted competencies
-instructions and suggestions
Form and Contents of Schoolchildren Activity Handbook
The schoolchild will possess four activity handbooks covering the entirety of the primary education (one per cycle of two school years) and it is very important that he take ownership of them, that he makes them his own. The activity books have been designed to be fun and they include 60 activities, 30 per year or one for each week of school. The activity book is adapted to the age of the student while keeping a common framework, signage, and linear presentation across the eight years of instruction. Each activity activates cross-disciplines of knowledge, skills and abilities. Know-how and interpersonal skills results from reflection, cognitive conflict and an approach coming from a hypothesis. At the end of each activity, each kid will express his level of satisfaction and indicate what he has learned.
Collaboration, communication, learning strategies, creative thinking and a reflective approach are among the competencies that form the framework of the schoolchild activities. They are approached and practiced several times during the eight years of primary education. Themes introducing and promoting the understanding of others, the environment, respect, and rules are also recycled with different levels of complexity according to the progress of the student. Activities can be done in groups, pairs, or individually. They can be done collaboratively, by research, or by hypothesis and construction of research method. In summary, the student is placed at the center of his learning and develops his social skills in harmony with his own variables, leading him thus to a balance between his own skills and his environment. This harmony created by means of understanding and construction allows the social integration of the individual in response to the world.