Vivências morais na escola: uma análise piagetiana sobre crianças de 5 a 6 anos em situações de jogos infantis

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uso do computador no processo de ensino e aprendizagem: norteadores teórico-metodológicos da prática de professores dos anos iniciais da rede municipal de São José do Rio Preto

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de professores de Educação Infantil: perspectivas para projetos de formação e de supervisão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Desenvolvimento psicomotor: uma experiência de formação continuada em serviço com professores da educação infantil

Pós-graduação em Educação - FCT

O movimento corporal na educação musical: influências de Émile Jaques-Dalcroze

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Formação de professores da educação infantil no Paraná: políticas e legilação educacionais (1691-1996)

Pós-graduação em Educação - FFC

A educação infantil e as práticas escolarizadas de educação: o caso de uma EMEI de Marília-SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A educação infantil brasileira: concepções psicológicas sobre infância e sua educação e interesses político-econômicos

Pós-graduação em Psicologia - FCLAS

Concepções e práticas de educadores acerca de disciplina e limites na educação infantil: um estudo de caso

Pós-graduação em Psicologia - FCLAS

Cárie dentária e indicadores antropométricos do estado nutricional em pré-escolares - análise espacial

Pós-graduação em Alimentos e Nutrição - FCFAR

Formação inicial de professores de biologia: análise de uma proposta de prática colaborativa com o uso de computadores

Pós-graduação em Educação para a Ciência - FC

Contexto e comportamento: definindo as interações na família e na pré-escola

Pós-graduação em Educação - FFC

Relações entre o perfil comunicativo de crianças com síndrome de Asperger e estratégias de professores

The aim of this research was to investigate the communicative profile of children with Asperger syndrome and the communicative resources used by teachers during interaction with these students in regular education. Five children, from 5 to 8-year-old-male, with Asperger syndrome and their teachers participated in the study. Their school grade ranged from pre-school to second grade elementary school. The characterization of the sample was obtained from an Informative Form and the Scale for the Assessment of Autistic Behavior. The communicative profile of the children and the resources used by their teachers were analyzed from the recorded footage. The results have showed that the teachers prompted the communication more often than the students with Asperger Syndrome and that the resources used by them were: 1 - concrete object, 2 - gesture, 3 - writing; 4-verbalization.

Ações intersetoriais de prevenção de acidentes na educação infantil: opiniões do professor e conhecimentos dos alunos

Introduction: public health politics and education privilege school for disease prevention and healthpromotion activities. Objective: this paper describes inter-sector action for childhood accidentsprevention, teachers’ assessments and the knowledge of the students involved. Methods: it wasdone in a kindergarten City School in São Paulo interior. Thirty students from the Pre school secondyear, in the 5-6 age range and the teacher through a signed Consensus Term. The actions wereperformed in the classroom. Questionnaires were used with the teacher and school books with thechildren, formulated by speech and language pathology interns, who lead the actions in school.Results: the results showed an improvement in knowledge about children accident risks and formsof prevention by children and teacher. Conclusions: the educational activity was positively evaluatedfor both participant segments, being suggestive for other classes and/or schools, with health andeducation professionals’ partnership.

A formação de professores para a educação Inclusiva: alguns aspectos de um trabalho colaborativo entre pesquisadores e professores da Educação Infantil

To contribute to formation of Childhood Education teachers for the Inclusive Education, this article had as its central objective describe how it was addressed the issue of learning difficulties and the impact of misdiagnosis assigned to a child in the initial phase formal learning of writing, in one of the theoretical-reflective meetings undertaken with 43 teachers for Pre II, of the ten schools of Childhood Education of the state of São Paulo. Such a description was guided through the of the collaborative approach taken subproject “understanding about the clinical diagnosis of dyslexia and its impact on the educational future of children enrolled in classes II Pre Childhood education”, developed as one of the phases and as part of larger project called “depathologization of the learning of the writing and Inclusive Education: Reflections and actions of the professor of Childhood Education”. At the and, was possible the identification by the reports arising from the participation of teachers mentioned, the need to resignification their didactical experiences for the systematization of new actions aimed at coping with learning difficulties that pervade the process of appropriation writing of the students, which may contribute to depathologization of the school environment to the extent that teachers can assist students in building a more positive relationship with writing, rather than adopting rigid and restricted procedures that do not consider the relationship of each subject with writing and the singularities present in this relationship.