TLANAMAKAPILI
Introduction 
Tlanamakapili is a project with a fun approach teaches your child to create wealth
referential social
Marco
The current education system only teaches child to eat, either through the school supply lists, the co-products that have marketing promotional items, the influence of peers and specific requests by teachers of products for celebrations like Valentine's Day, Day of the Dead, Independence Day, Christmas, exchanging gifts in the living room and birthday celebration at school - sometimes reinforced the use by teachers with academic valuable prizes to better living trimmed-among some subjects, a situation that creates a society of high consumption with indirect relationship with him, as the student learns to buy the underlying meaning of consumption, ie a high note, an acceptance by the teacher, a peer group acceptance or recognition of the best games, and so on.
to generate wealth for the individual must learn to do But learn it until you have the need and the consumption habit learned, elements that create an adverse situation of learning because there is stress and urgency of admission, leading to a trial and error learning with the emotional exhaustion person and sometimes a refusal to undertake their own business activity.
Tlanamakapili-vendedorcito project in Nahuatl, is aimed at developing entrepreneurial skills among children in primary and secondary education methodology involved in a game, a situation that will lead to a positive relationship with corporate learning, partly because the child have fun learn how to do business even before to know the transaction value of goods or services offered and, as progress in grade develop the necessary skills to be an entrepre-dor, in addition to being an accomplished is capable of generating wealth.
Funding:
Funding should be provided by the federal government or any institution through donation, according to the following:
Investment Grade and recovery funding per child to achieve.
; ; initial investment of 2 to 10 months of 1
Primary Fund lost $ 50.00 0% 102'100, 628.00 ; 918'905, 652.00
2 nd Primary Fund lost $ 50.00 0% 120'332, 883.00 , 995 1.082, 947.00 3 of primary
$ 65.00 140'023718 Fund lost 50% .40 504'085, 386.24
grade 4 $ 65 Fund lost 50% 148'775, 200.80 , 401'639, 042.16
Primary 5 Fund lost $ 80 80% ; 183'781, 130.40 330'806, 034.72 Primary 6
$ 80 Fund lost 80% 233'372, 864.00 210'035, 577.60
Secondary 1, the Fund lost $ 100 100% 217'996, 812.00 ; , 0.00
2 of secondary fund lost $ 125 100% 249'788, 013.75 0.00
3 of secondary Fund lost $ 150 100% 281'579, 215.50 0.00
1.677 '750, '521 3.448 465.85, 639.72
Total investment project by a year at Mexico tlanamakapili is '272 5.126, 105.57 This amount is low considering that only in the city of Mexico was spent in celebrating the bicentenary three billion pesos that will not recover in any way. The project has been kind tlanamakapilli generated by the movement of money, since the end of each additional period of recovery requested 3 of primary 3 of high school, to generate an income of at least 20% for each student to integrate the workshop tlanamakapill, this translated into money amounts to 1.025 '254, 421.11 pesos not generated as a benefit to this sector of the population.
Development Goal relating to the child with the generation of wealth through fun activities through role-playing, J. Sully states "The origin of the game is in the desire to implement an attractive idea for the child" why the facilitator should tlanamakapili skip value judgments about ideas or products to develop children and, based on research of TA Markova in which determined that not all activities arouse the desire to play so the facilitator should be aware of the activities that attract children. Schools affiliated to the project as background Tlanamakapili receive the result of multiplying the number of students at each level by the authorized funding, students must make one day a month a flea market open to the community for residents and family members of students buying naturally the products offered by the students, it is proposed to be the last Friday of every month.
Development Project is based on the learning and maturation processes established by the SEP, ie leaving the elementary biannual groups grouped into 1 st and 2 nd, 3 rd and 4 th, 5 th and 6 th. While high school grade-level management will be independent.
Primary tlanamakapilli
Segment 1 º and 2 º Marketing and modify products.
1 The student will sell products that you like only to him unchanged, "the facilitator will assist you in product selection, the sales pitch is defined by the benefits that the child perceives the product, eg sale of pallets of ice lemon flavor, possible arguments: Taste, freshness, color, packaging design, removes the heat. &.
2 The student will sell products that you like him, but modified, the role of the facilitator is identical to first. The product changes as it begins the process of transformation, as exemplified by the same palette, now the child sells the palette by adding chamoy or other effect or covered with chocolate.
sale Form 1 and Year 2: Free on presentation, promotion and image selecting what the child likes to highlight the product, the end of each tianguis the facilitator made a reflection of the results, focusing how I miss to be moved over the product or service.
Segment 3 and 4 New Product Development.
3 The student will sell products that appeal to their friends and peers, the child is not only buys and sells produce, in this case the child support by buying products pede roommates year. The role of the facilitator is to guide in identifying what they like to friends and would be best made in a store to buy or acquire the fourth graders.
4 The student will sell products that appeal to their friends and classmates the variety that he must produce, provide the ingredients and method of preparation, the role of the facilitator is to guide in determining production costs, inviting reflection of what happens if it is very expensive. At this level the student should learn to use suppliers to easily initiate chains.
Segment 5 and 6 Raid services and launch schedule, the student can do a project bimonthly or quarterly.
5 The student will provide a product or service that is needed in your community, identifying needs further embrace needs of the school. Students will twice in the company of a facilitator to do surveys to identify needs, and based on identified need will develop the product or service chosen by the student, the facilitator should support planning and identify the steps needed to achieve the objective of the project .
6 The student will serve as a fifth grader with the variation that will develop the project in groups to begin planning and teamwork, to which should carry a logbook of work and introduced to the log together with dates clear commitments and responsibilities.
High Tlanamakapilli
The secondary level the goal is that students develop productive chains and synergies, learn teamwork and develop business plans, reason why all the events will be quarterly.
1 The student will determine as a group to which team third-party support through the production of material required by those in that grade to promote and carry out your project, you can not sell outside the school, must learn to satisfy " the secondary market. "
2 The student will determine the infrastructure needs of the school such as painting, basic maintenance of electricity and carpentry, this based on the workshops that are taught in school, they tasarán to school work and the funds received will be used to buy basic supplies such as paint, brushes, drills, cable, etc., at the end of the activities address the settle school work to students, this will generate a double effect, learn to market services and commitment to maintenance of the facilities because they have made.
3 The student group will determine the needs of the school and area in which it is located, will perform the market research to identify a need, then develop products that meet social need.
theoretical framework will understand as the concept of playful fun game, Vsévolodski-Guerngross states that there are three group games, ornamentals, sports and drama-ments, they in turn are divided into labor everyday; Tlanamakapili is located in the dramatic play everyday because they establish social relationships. Elkonin psychology in his book provides "the game influences the entire scope of human activities and relationships between people and that is a guide to the missions and emphasizes that human motivations and leisure activities are provided more important for the child to enter the field of social relations and the model in a peculiar, Plekhanov states that the game responds to the demand of the society in which children live and which should become members , together with the provisions of Sikorski and Dewey linking the game with the development of thought, thus combining the two views we find that the themes of the game decisively influence the reality that surrounds the child, this allows us to infer that The project will have a greater social impact limited to the students themselves. This impact can define tlanamakapili the game has a social fund which grew under the conditions of life of children.
Tlanamakapili develop entrepreneurial skills according to the individual's psychosocial development and is divided into four phases, three of which apply to primary level and fourth at the secondary level. The children reflect on their learning the game of buying and selling based on experiences when going to the shops with his family, children begin the game with imitation of papers, and gradually develop their own skills.
Tlamanakapili is a fun workshop based on the theories of the game, almost all authors who have investigated the fundamental background of the roles that are adopted and interpreted by children at play, say their issues have a decisive influence the reality that surrounds the child.
© Ivan Flores Armando Motta 2010
0 comments:
Post a Comment