The children arrive at school without knowing each other. Activities are promoted to get to know each other and establish relationships.

5. Starting from the story, they built hearts that cut / split in half so they could share / choose who they
would share / join their hearts with. It was a way to get to know each other and to commit to a
hypothetical friend who you will look at and with whom you will share your affections and activities.
In the continuity of the presentation / knowledge activities of each one we also build the web of friends.
Activity in which each one presented / displayed saying the name and in which it manifested the desire to
be friend / to know others. This activity was developed with the help of a roller of trammel that went
from hand to hand according to the wishes of the children.

7. Still in this scope and in order to materialize the ludic activities this register was made.

8. Integration activities
In our school there are not
only Portuguese children.

9. For a better adaptation / integration
we construct some symbols of their identities.
Adapting a student to his / her school life
(both in the context of learning and in relationships
with his or her peers)
is likely to be the best outcome.

10. Integration is a key issue and therefore we create integration activities.

11. In the Kindergarten of Almada, we also had three different ways of presenting ourselves:
Doing self-portrait, introducing yourself, saying the name, age, what each one liked most,
the web of friends, to observe how friendships intersect and intertwine,
and the game of "Who is missing here", where a child is hidden under a cloth, and another must find out who is missing, calling for
his colleague.