792 resultados para History of Early Childhood Education
Resumo:
Conselho Nacional de Desenvolvimento Cientfico e Tecnolgico (CNPq)
Resumo:
Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
Resumo:
Ps-graduao em Educao - FFC
Resumo:
Nesta pesquisa assumo a narrativa como suporte epistemolgico, por entender que a investigao narrativa possibilita compreender os processos de formao, de conhecimento e de aprendizagem pelos quais os sujeitos passam e assim constituem o seu processo identitrio. Objetivo construir relaes entre as experincias de formao vividas e relatadas pelas professoras investigadas e suas atitudes na docncia relativa alfabetizao cientfica para crianas de 4 a 6 anos de idade. Foram seis os sujeitos que participaram da investigao: duas atuando em turmas de 4 anos; duas, com turmas de 5 anos e, duas com turmas de 6 anos, que atuam em 2 escolas do municpio de Castanhal, nordeste do Estado do Par. Para fazer a triangulao da pesquisa, constitu o corpus a partir dos seguintes registros de informaes: i) transcrio da entrevista semi-estruturada realizada com as seis professoras; ii) registro em meu dirio de campo das observaes das prticas pedaggicas em educao em cincias por elas desenvolvidas e iii) registros fotogrficos, que foram analisados na perspectiva da anlise textual discursiva. A partir de minha imerso no corpus, por meio de leituras e releituras, da sua desconstruo e unitarizao, constru trs eixos de anlise: i) Formao das Professoras para Ensinar Cincias: sentidos do vivido; ii) Condies de Produo do Trabalho Docente: implicaes pedaggicas; e iii) Estratgias de Ensino e Aprendizagens em Educao em Cincias. As anlises dos resultados das experincias vividas pelas professoras investigadas durante o processo de formao inicial e continuada evidenciam que a preparao profissional relacionada iniciao em cincias no mbito da Educao Infantil e do primeiro ano do ensino fundamental ao longo do curso de magistrio e/ou de licenciatura realizado e a ausncia de um plano municipal ou escolar de formao continuada influenciam diretamente suas concepes e condutas pedaggicas quando ensinam cincias para crianas. As narrativas das professoras, em geral, tambm demonstraram que as implicaes do cotidiano docente esto relacionadas ao pouco tempo que tm para o planejamento das prticas pedaggicas em educao em cincias, a sua no compreenso dos conceitos cientficos a serem ensinados s crianas, as dificuldades de acesso s fontes de pesquisa e a grande quantidade de crianas por turma. Ainda sobre os resultados, a partir os relatos das professoras pesquisadas e do que observei em suas prticas pedaggicas em educao em cincias, em geral, as estratgias de ensino mais utilizadas por elas so: rodas de conversa; recorte e colagem; atividades mimeografadas do livro didtico; e, uso de materiais concretos. Ao narrarem suas prticas docente em educao em cincias, as professoras demonstraram que, independente de como cada uma ensina cincias s crianas, elas acreditam estarem contribuindo em seu aprendizado medida que as envolvem nas atividades ou ainda, a partir da compreenso de que os ensinamentos acerca da cincia, propagados pelas escolas, esto diretamente relacionados com a sua realidade.
Resumo:
Coordenao de Aperfeioamento de Pessoal de Nvel Superior (CAPES)
Resumo:
This paper analyzes the Psychology of Play developed by D. Elkonin and his followers through examining the central theses of the cultural-historical theory. The goal is to identify elements that can support the organization of early childhood education practices. The cultural-historical theses represent a solid theory about children's play, featuring an original contribution to understand the historical emergence of play and its social nature in ontogeny. Based on Cultural-historical theory of play, we conclude that early childhood education which considers play as the leading activity must relate to the experience of various spheres of social life and the content of human activities. It is understood that the goal of educational intervention in children play is the development of the social role represented in the game. It is argued that play should neither oppose nor prevail over other activities.
Resumo:
PURPOSE: to characterize and compare the tympanometric findings in a group of preschoolers. METHOD: 112 preschoolers were evaluated, both genders, aged from four years old to five years and eleven months old who attended a Municipal School of Early Childhood Education in the suburbs of Marilia city- SP. Tympanometry was used as triage procedure. It was considered that the child PASSED in the triage when it presented an A type tympanometric curve, bilaterally, being reevaluated in case of failure. RESULTS: it was observed a high failure index (63.4%) in the studied population. The older female preschoolers presented a higher index of A type tympanograms, in both ears. There was a higher incidence of failure in male preschoolers aged from four years to four years and eleven months. CONCLUSION: in this sample, there was a high index of tympanometric alteration. There was a tendency among younger male students to present a higher index of tympanometric alteration when compared to older female preschoolers, this difference was not statistically significant.
Resumo:
Ps-graduao em Educao - FFC
Resumo:
The professional development of teachers to work with children with disabilities is a recurring theme in the literature, as it is one of the keys to effective educational inclusion. However, studies carried out so far have mainly focused on training elementary school teachers. Given this context, this study sought to investigate: the occurrence of articles whose main objective is professional development for teachers of early childhood education to work with children with disabilities; and the methodology used in the professional development programs assessed by those papers. Articles published from 1990 to 2012, in the following journals, were analyzed: Educao e Pesquisa (USP), Revista Psicologia Escolar e Educacional, Pro-Posies (Unicamp), Revista Brasileira de Educao Especial e Revista Educao Especial (UFSM). After selecting the journals, the titles of all articles published within the period considered were read. Articles deemed relevant articles were read in full, and analyzed, according to the purposes of this research. The results indicated that within the period considered, and based on the journals chosen for investigation, there were no specific articles on the subject directly, although there have been articles that touch on the issue. This literature review emphasizes the importance of expanding research on the subject, in order to widen knowledge in the area, especially knowledge aimed at contributing to early childhood education and the professional development of its teachers.
Resumo:
In this paper we addressed aspects of the disciplines Curricular Training and Didactics in the Pedagogy Course in training of teachers. The main objective is to emphasize upon submission of the work that we do in our teaching practice in the mentioned disciplines, the importance of linking the theory and the practice in training of teachers so that the teaching in the university it is not decontextualized but enriched with the issues of everyday school life. In this sense, we address, initially, the aspects of the Curricular training as a mediator link of the learning, of the articulation of the curriculum and of the practices and, in this view, as a productive conduit between the university and the basic education, stressing the need for the reception of the contribution that each institutions within its specificity, must provide in the training courses. In sequence, we present aspects of the structure of the work we do with our students in Early Childhood Education Curricular Training. Finally, are detailed the aspects of a Didactics for the teachers of early childhood education and for the early years of Fundamental Education, focusing on narratives of in-service teachers on their experiences teaching in search of new systematization of pedagogical practice and on by own teachers.
Resumo:
The inclusive school consists of a school that thoroughly attends the diversity and, therefore, students with special educational needs, including the ones with physical dysfunction. The objective of this study was to identify the difficulties of a teacher in the process of school inclusion of the student with physical dysfunction in order to adapt learning resources, having adequate school furniture and to guide the teacher in specific situations. A teacher of early childhood education participated in this study. For data collection two half-structuralized interviews were used. The first obtained information concerning the teachers difficulties due to the motor aspects of the student with difficulty to access the curriculum. The second interview gathered information about the teachers perception of the partnership between the occupational therapist and the teacher in the perspective of the inclusive education. The data analysis of the first interview and the student case-study allowed elaborating occupational therapy strategies to minimize these difficulties.After elaborating the strategies, a second interview was performed. The data of this interview showed that based on the analysis and adequacy of the interaction between a persons functional demands, the task and the environment, make it possible for the student to overcome satisfactorily the inherent challenges of the educational context, and detached the importance of the partnership of the teacher and occupational therapist in the whole process. It concludes that the pupil incapacity would not have manifested if there was an adequate environment to receive him.
Resumo:
This article presents elements that make up the quality of education in the age group of zero to five years, offered by institutions of Early Childhood Education in Brazil, based on research results disseminated in theses and dissertations that focus on this theme. It was used as the methodological procedure outlined mapping Brazilian literature of academic research related to the Post-Graduate Education, which focus on the issue in the period between 1996 and 2012. The results of the study provide insights on funding, teacher training, family, quality of care in the school systems, institutional assessment, perceptions of quality and educational practices that allow discuss the quality of early childhood education offered in Brazilian institutions. Moreover, considering that not convenient to take the concept of quality of early childhood education as universal as this is linked to the context, the conceptions about children and their education.
Resumo:
This article leads to reflect on the analysis of contexts of early Childhood Education and Elementary School concerning the space for playtime in the educational routine with groups of children between five and six years old. There was a reflection on official documents about the extension of Elementary School and the presuppositions from the Cultural- -Historical Theory. Actions related to bibliographical research, questionnaire application, photographic and written documentation of playful practices observation, collective meetings with teachers and construction of a toy library have been taken. Specifically on the studied aspect, the make-believe play is the main child activity and may be considered as a mediator from the learning and from the humanization possibilities until about six years old. With this understanding, this issue deserves attention from the government (expressed in public policies), from the teachers and from the school staff in order to offer better conditions of success on the full formation during childhood.
Resumo:
The text aims to refl ect about masculinity and femininity in childrens education, an almost entirely feminine environment, bringing fi ndings of a study that investigated the social relations of gender in this level of teaching in a school where a man worked as a teacher. Data was composed by observations of pedagogical practices of a woman teacher and a man teacher of Early Childhood Education. After that, those teachers, the pedagogical coordinator, the headmaster and a nursery worker were interviewed. Based on theoretical contributions about culture and gender, the paper shows that the masculine and the feminine identities and social roles for both sexes, historically, are human constructions that can be modifi ed, especially at school.
Resumo:
The research aims to propose a study of the central concepts of friendship among children of kindergarten and how such conceptions influence the interpersonal relationships within the school. We intend to observe the friendly relations between the kindergarten children, to examine how teachers of early childhood education business with the friendly relations between children and their conflicts and to propose alternatives to work with the theme friendship in the garden childhood, aiming at the socio-moral development of children. To do so, as the main theoretical basis the studies of Jean Piaget (1932/1994) on the development of moral reasoning in children. The methodology is based on Piaget's clinical method, which aims to understand how the subject thinks, analyze and resolve certain situations, presented as short stories. We hope that by doing so, we contribute to the debate on the educational work aimed at building the moral autonomy of the children, especially in kindergarten
