[en] This work is a End of Grade Project in which the Service Learning (SL) method has been implemented through the motor activity to respond to the needs of the groups of students in the last years of Pre-school Education in an educational centre. To do this, we contacted the centre, the management team and concluded that they had needs for cooperation and coexistence, so we designed and/or planned the service. Through this service, in addition to students learning to work in cooperation, we have tried to strengthen relations between students and promote coexistence as we have tried to offer and promote a place for interculturality. The service has consisted of offering 12 half-hour sessions of cooperative games to children who cannot participate in extracurricular activities, in which 44 children have participated. In addition to the service, the students who have participated in the Service Learning (SL) have had the objective of entering into the role of teachers, offering the possibility of acting as educators and putting into practice what they have learned. To promote interculturality, we have taken traditional games from different areas of the world and, to work on cooperation, we have adapted these games to encourage us to work with each other. At the same time, throughout the sessions, we have collected information through a diary, and the reflections collected in it have guided us to improve the following sessions. The diary was marked and also served to make an analysis of the service and the sessions to see if the objectives we have set have been achieved and if the service has been useful. As a conclusion, through this work, apart from providing a service to the centre, a strategy of learning and intervention with SL (Service Learning) has been known. Furthermore, as future teachers, it has allowed the acquisition of competences and skills, among which is the learning of the need to carry out a pedagogical reflection: training of the sessions, carrying them out, detection of needs, search for strategies to satisfy the needs and search for improvements in the sessions. In conclusion, we can say that the level of satisfaction of the students and the school has been good.

[eu] Lan hau Gradu Amaierako Lan bat da, non, Ikasketa zerbitzua (I-Z) metodoa jarduera motorraren bidez martxan jarri den, ikastetxe bateko Haur Hezkuntzako azken urteetako ikasle talde batzuek duten beharrei erantzun bat emateko. Horretarako, ikastetxearekin kontaktuan jarri izan gara, hain zuzen, zuzendaritza taldearekin eta kooperazio eta elkarbizitzaren inguruko beharrak zituztela ondorioztaturik, zerbitzuaren diseinu edota planifikazioa egin izan dugu. Zerbitzu honen bitartez, ikasleak kooperazioan lan egiten ikasteaz gain, ikasleen arteko harremanak gogortzen eta elkarbizitza sustatzen saiatu izan gara kulturartekotasunari leku bat eskaintzen eta hori bultzatzen saiatu garen heinean. Zerbitzua, eskolaz kanpo ekintzetan parte hartu ezin duten umeei, jolas kooperatiboen inguruan egindako ordu erdiko 12 saioak eskaintzea izan da, bertan, 44 ume parte hartu dute. Zerbitzua emateaz gain, Ikaskuntza Zerbitzuan (I-Z) parte hartu dugun ikasleok, irakasle paperan murgiltzea izan dugu helburutzat, hezitzaile gisa jokatzeko eta ikasitakoa martxan jartzeko aukera eskaini delarik. Kulturartekotasuna bultzatzeko, munduko zonalde ezberdinetako jolas tradizionalak hartu izan dira eta, kooperazioa lantzeko, jolas horiek moldatu izan ditugu elkarren artean lan egitera animatzeko. Aldi berean, saioetan zehar, informazio bilketa bat egin izan dugu eguneroko baten bidez, eta bertan jasotako hausnarketek hurrengoko saioak hobetzera bideratu gaituzte. Egunerokoa pautatuta zegoen eta zerbitzuaren eta saioen analisi bat egiteko ere baliagarria izan da, markatu izan ditugun helburuak lortu diren eta zerbitzua baliagarria suertatu den ikusteko. Ondorio gisa, lan honen bidez, ikastetxeari zerbitzu bat emateaz gain, ikaskuntza eta interbentziorako bestelako estrategia bat ezagutu izan da I-Z-rekin (ikaskuntza zerbitzuarekin), gainera, etorkizuneko irakasle gisa, hainbat gaitasun eta trebetasun lortzea ahalbidetu izan da, besteak beste, hausnarketa pedagogiko bat egin behar dela ikastea: saioen prestakuntza, horien aurrera eramatea, beharren detekzioa, beharrak asetzeko estrategiak aurkitzea eta saioen hobekuntzak bilatzea. Bukatzeko, esan dezakegu ikasleen eta ikastetxearen asebeteze maila ona izan dela.