Investiga����o sobre a constru����o das no����es espa��o-geom��tricas por alunos da educa����o infantil

This research aims to understand how students of Early Childhood Education (considering the range of 2-3 years) build the space - geometric notions from the interaction established with the school routine. The venue was a municipal school Miners Tiet��, within the State of S��o Paulo. The interest in this research took place from two reasons: the first because of course taken ���Mathematics in Early Childhood Education��� and the second stemmed from my professional work in a school for early childhood education. This research is initially composed by bibliographic studies concerning the topic and was grounded in a qualitative interpretive approach, aiming to investigate the psychological process of building space - geometric notions in children. The procedures used in the initial research to collect data were interviews using the method of clinical type and Piagetian tests. Thus allows us to understand the construction of the geometric space by children in their topological, projective and Euclidean relations

O uso da chupeta: elabora����o de material pedag��gico para orienta����o dos profissionais das escolas de educa����o infantil

What is the relationship of a pacifier as for nutrition, speech, dental and psychotherapy? What are its benefits and harm? Which strategies should be developed as a teaching material which can guide employees and teachers of early childhood education regarding the use of pacifier in schools? The survey is a qualitative and an exploratory one. By taking literature as a starting point. We found out that there are many doubts regarding the use of pacifier, even among health professionals. The booklet was prepared containing topics such as: social and historical aspects; psycho-physiological aspects of development, speech therapy and dental aspects; pros and cons of using a pacifier; teaching materials on the pedagogical use of pacifiers. Tips and information to the teacher

O brinquedo na educa����o infantil: algumas reflex��es do uso do brinquedo �� luz da sociedade disciplinar foucaultiana

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Estado nutricional de pr��-escolares e consumo alimentar de suas fam��lias no Munic��pio de Ponta Grossa-Pr: a influ��ncia das condi����es socioecon��micas e das pol��ticas p��blicas

P��s-gradua����o em Alimentos e Nutri����o - FCFAR

Programa p��s-creche e atendimento p��blico municipal: um olhar para as condi����es da oferta de educa����o para a primeira inf��ncia

P��s-gradua����o em Educa����o - IBRC

Saberes profissionais de professores e gestores de creches e pr��-escolas

This article discusses data obtained through a qualitative study carried out from 2012 to 2013, the aim of which was to investigate the knowledge of teachers and managers of Early Childhood Education regarding laws and documents published in Brazil since 1980, geared towards this stage of Basic Education. The results suggest that subjects have a knowledge of the laws and documents relating to Early Childhood Education, but that there are major gaps that could affect their practices in nurseries and pre-schools, and the construction of their professional identities

Efeitos do fundo de desenvolvimento da educa����o b��sica e valoriza����o dos profissionais da educa����o - FUNDEB na educa����o infantil de Medianeira - Paran��

P��s-gradua����o em Educa����o - FFC

As diretrizes curriculares nacionais da educa����o infantil: em busca de um trabalho pedag��gico com qualidade

Since when nurseries and pre-schools were established to serve educationally Brazilian children by Federal Constitution of 1988, advances were taken up claiming the improvement of early childhood education, such as raising the professional training, transfer of funds, construction of schools, as well as legal provisions have been drafted to guide and define the pedagogical practices of early childhood education. This paper intends to discuss the National Curriculum Guidelines for Early Childhood Education, which define how they should be organized teaching practice, and examine how the activities should be developed in early childhood education institutions, to objectify the holistic development of children in seeking quality care this stage of basic education.

Forma e conte��do do ensino na educa����o infantil: o papel do jogo protagonizado e as contribui����es da literatura infantil

This paper approaches the relation between school education and psychic development in the light of cultural-historical theory and critical-historical pedagogy, discussing the triad form-content-receiver of teaching in the context of early childhood education. Considering the goal of developing the bases of theoretical thinking in children, the paper analyses role-play as leading activity in preschool and explores the contributions of child literature, highlighting the importance of providing access to artistic works which depict reality in an imaginative form as multisided and in permanent movement.

A forma����o do pedagogo e a ludicidade: a pr��tica do professor frente ao desenvolvimento infantil, por interm��dio do brincar

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

Manifesta����es de conte��dos televisivos nas culturas infantis e interpreta����es das professoras no contexto pr��-escolar

P��s-gradua����o em Educa����o - FCT

Movimento jogo e brincadeira na educa����o infantil: as expectativas das fam��lias

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...

Processo de desenvolvimento da imagina����o na pr��-escola: implica����es de um programa de interven����o ludo-pedag��gico a partir do g��nero musical samba

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Ser menino e menina, professor e professora na Educa����o Infantil: um entrela��amento de vozes

P��s-gradua����o em Educa����o Sexual - FCLAR

O ensino colaborativo como facilitador da inclus��o da crian��a com defici��ncia intelectual na educa����o infantil

This paper presents aspects of Early Childhood Education in the perspective of Inclusive Education, considering collaborative teaching as a relevant strategy in this mode. Thus, had been aimed to review the literature on collaborative learning in kindergarten and verify the knowledge of teachers on this pedagogical strategy. The survey was conducted in Child Education Centers and Schools municipal daycare, totaling 4 units and 45 participants. Empirical data were collected through a closed questionnaire, tabulated and analyzed qualitative and qualitatively. The results indicate the recognition of preschool teachers in need of support and assistance regarding collaborative teaching, highlighting the need for continuous training in the performance of special education teacher in this context.