164 resultados para Reading (Early childhood)
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This article presents a descriptive-qualitative study aimed at investigating the perception of seven teachers, 5 parents and 18 mothers about the sexual expression of children until 6 years old, through a questionnaire with semi-open questions for content analysis. The sexual behavior identified by adults at home or school refers mainly to gender issues and the discovery of the body: the children reproduce conceptions of masculine and feminine, they manipulate their own bodies or that of others, and they talk about dating, kissing in the mouth and sex. The teachers have a higher perception of the children’s sexual behaviors than their parents at home, because they are more explicit in school. Teachers report that the observed behaviors cause anxiety and discomfort, while the parents report that they usually talk with their children about the theme. In general, there are reports of little knowledge about how to deal with children’s sexual manifestations: for teachers, who have little academic training in the area of sexuality, and for the family, who show some personal and moral difficulties. It was concluded that participants understand children as having sexuality because they perceive different expressions of infant sexuality that are typical in the development. It is necessary to invest in teachers’ academic and continuing education in early childhood, and in a joint work with family and school, in search of a positive experience of an emancipatory sexual education for children.
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Inclusive education is a proposal in which all people are accepted and recognized by their individual characteristics. Thus, this study aimed to investigate the concept of inclusive education and its relation within the democratic management on the early childhood education. Participated in these study educators of two schools in a municipal system school, the data were collected by means of interviews and were analyzed using qualitative approach. Educators participated in the study of two schools in a municipal school, and the data collected by means of interviews and organizes collective actions designed. The survey results suggest that is necessary that the management team is informed and understands the importance of articulating different social segments that can assist special needs of students with disabilities in their needs, promoting thus its development.
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The general objective of this work is to analyze the conceptions of teaching and learning of kindergarten teachers use in their teaching practices and resources they adopt to work the subjects with the children. As a starting point for the research we considered the assumption that the teaching activities of teachers were supported by some principles of the psychogenetic paradigm, the theoretical basis of the constructivist pedagogical movement. However, by means of the observations and analysis carried out, our hypothesis was not consolidated because the practices of teachers and their conceptions of learning differ from the constructivist perspective announced. What can be concluded is that these teachers understand their role and the role of the school, more specifically the processes of teaching, as something that actually promotes the intellectual development of children effectively.
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Although sucking activity has been considered an essential behavior of early childhood to satisfy nutritive and non-nutritive needs, digit and pacifier sucking are deleterious oral habits that may interfere with child development. Furthermore, this clinical picture may be compounded by other concerning habits, such as self-mutilating behavior. This article reports 4-year follow-up of a child in whom non-nutritive sucking was associated with an unusual self-mutilating behavior; namely, the child would pull out her own hair after wrapping it around her finger every time she sucked on the pacifier. This occurred specially at bedtime, while she was watching TV, or when she was somewhat anxious, and remitted and recurred throughout the follow-up period. In an attempt to address this behavior, pacifier use was discontinued and the child’s head was shaved. Ultimately, the case was only solved through combined efforts involving the child, her family, and health professionals. Based on the parents’ reports and clinical examination and follow-up findings, we emphasize the importance of investigating the origin of the problem and considering emotional aspects and its association with other habits in such cases.
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Introduction: Breast-feeding has stood out as health care measure and is part of the Government’s National Health Policy, involving dental professionals. However, it has been suggested that breast milk could be a risk factor for the development of early childhood caries. Objective: The purpose of this report was to search for scientific evidence that would support or refute the statement that breastfeeding is associated with the development of early childhood caries. Method: Medline and SciELO databases were consulted to retrieve studies, ranging from laboratory investigations to epidemiological surveys, which relate breastfeeding to dental caries. The key words ‘breast-feeding’ and ‘dental caries’ were used on the reference search. There was no scientific evidence that could demonstrate a clear relationship between breast milk and cariogenicity. This is attributed to fact that dental caries is a multifactorial disease that is susceptible to multiple confusing factors, among which the early introduction of sucrose to the infant’s diet and late introduction of oral hygiene habits. The dentist should encourage exclusive breast-feeding because, in addition to the undeniable benefits to the child’s physical and psychological health, it contributes to a harmonic facial growth and prevents the development of atypical deglutition and malocclusions, in combination with early introduction of oral hygiene habits and noncariogenic diet. Conclusion: There is no scientific evidence to demonstrate an association between breast-feeding and early childhood caries.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC
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This research aimed to investigate, to describe and to reflect on the initial and continuous training playful preschool teachers and their applicability in daily practice. Through a literature search on the official documents and playfulness in the formation of the pedagogue, we see the importance of the uses of games and toys in kindergarten. Therefore, a retrospective of early childhood education and teacher training were conducted by analyzing the knowledge necessary to professor of playing in kindergarten. In order to collect data in the field were used as instruments to direct observation of everyday practice of the teacher and a questionnaire to see if the teachers' planning the use of toys and games, times and spaces intended for recreational actions are recorded and are ensured. With these investigative actions, from the descriptive and interpretative analysis of the data can be verified as occurred playful teacher education early childhood education and its importance in recreational use in the classroom every day
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This work consists in the creation of a multimedia product online, and is entitled Esse tal de brincar. The content is presented in the form of informative journalistic texts and brings the play as an essential process for child development, with an impact on adult life. Has the general objective to demonstrate the relevance of the importance of play in children's education. The methodology procedures of bibliographic search and documents for the construction of the theoretical basis were used. Besides the choice of themes, interviews, investigation and journalistic writing were used in production. The research that support the whole discussion is given through interviews, videos and other publications on childhood, education and the play itself. The platform chosen for this was the Wix® and were created the visual identity, such as layout, logo, color distribution, highlights, photos and videos. The publication seeks to achieve parents and educators with the intention of raising awareness about the importance of play in early childhood through informative content
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The kindergarten has as main objective the development of the child from zero to five years in their physical, emotional, cognitive and social domains. This is also the goal of the Centers for Children Living from the Universidade Estadual Paulista (UNESP) that caters to children of teachers, technical and administrative staff and students. In this work we report some of the action of the Technical Commission of the CCIs with reflections on the construction of children's knowledge through observations of the CCIs in different campuses of Unesp, conducted through technical visits. As a theoretical contribution we adopt the Genetic Epistemology of Jean Piaget. Partial results show that, although there are efforts to understand and assist the process of constructing knowledge of children, many challenges remain to be overcome in the realization of an excellent service to children.
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Pós-graduação em Educação Matemática - IGCE
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Pós-graduação em Educação Escolar - FCLAR
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Pós-graduação em Educação - FCT
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Childhood is a theme that has attracted many controversies and discussions, and winning approaches to the increasingly large over time: biological, psychological, educational, welfare and, more recently, sociological. It is known that the movement, play and game activities are important recurrent and integral development of children, and should be present prominently in early childhood institutions. Based on these assumptions is that this study aimed to analyze the didactic-pedagogical principles postulated by the law, official guidelines didactic teaching and literature, with regard to meeting the needs of children in early childhood education. Unveiling the expectations of the families responsible for children in relation to early childhood education, especially with regard to movement, and play games and compare to what extent these expectations turn away or close to the guidelines on teaching and pedagogical movement, games and postulated in official documents, legislation and literature. To this end, we carried out literature search, selection and analysis of texts relevant to the understanding of the theme. Fieldwork was conducted in a Municipal School of Early Childhood Education Full-time (Emei) of Bauru/SP, and involved the analysis of the Political-Pedagogical Project of the institution, semi-structured interviews with five teachers and five children in the family responsible for Garden II (ages 5 to 6 years). Data were analyzed using thematic content analysis of Bardin and triangulated by the confrontation of literature/legislation, the Pedagogical Political Project of the institution and the expectations of families/guardians. We also realize that the Pedagogical Political Project of EMEI is in routine activities with the children, movement, and play the game are covered and are worked. According to teachers interviewed they assist in learning other areas of work (Oral and Written Language, Nature and Society, etc.) learning of moral...
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Since there are few physical education teachers working in kindergarten, now, due to the elementary school for nine years - getting children 6 years of age, this seems to be a challenge for teachers. Therefore, interested in mobilizing efforts to understand how your training is on this new context, and how is this entry of students from 6 years old in elementary school. From the perspective of the physical education teacher who is acting in this context. In this sense, the objective of this study was to analyze teacher training and teaching of physical education among children 6 years of age entering the first grade of elementary school from the perspective of physical education teachers who work in this field. This study was guided by the principles of qualitative research, making the collection through semi-structured interview, 11 participated in the investigation of physical education teachers working in the first grade of elementary school. The categories of analysis that have emerged from our study were: 1 Teacher training; 2 The 9-year elementary school for children 6 years of age; 3 Teaching physical education in early childhood education: Reflections on its limits and its possibilities. We can point out that physical education in school is still recognized as unimportant, although the LDB 9394/96 art. 26 § 3, have given your requirement, this is not enough to change the scenario that presents itself. School is still considered by many as a space in which the body is separated from the cognitive. Therefore, for many, the play of children is worthless and physical education is worthless. Teachers interviewed here reveal that has focused efforts on making a better quality of physical education, especially among children 1 year, trying to meet their expectations and need characteristics of the universe of childhood