Early childhood education and cultural learning: systematic observation of the behaviour of a caregiver at the Emmi Pikler nursery school during breakfast / Educación temprana y aprendizaje cultural: observación sistemática de la conducta de la educadora Pikler durante el desayuno

O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro. The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.

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Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children

Acta Scientiarum Health Sciences ◽

10.4025/actascihealthsci.v41i1.43759 ◽

2019 ◽

Vol 41 ◽

pp. e43759

Author(s):

Patrícia Domingos dos Santos ◽

Franciele Cascaes da Silva ◽

Bruna Weber Santos ◽

Camila Isabel Santos Schivinski

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Early Detection ◽

Respiratory Infections ◽

Nursery School ◽

Acute Respiratory Infections ◽

Education Professionals ◽

Childhood Education ◽

Nursery Schools ◽

The City

The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.

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Eating in the Nursery School: Pedagogy, Performativity & Biopolitics

Horizontes ◽

10.24933/horizontes.v34i2.465 ◽

2016 ◽

Vol 34 (2) ◽

pp. 7

Author(s):

Michalis Kontopodis

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Dietary Habits ◽

Nursery School ◽

Pedagogical Practice ◽

Childhood Education ◽

Nursery Schools ◽

Whole Wheat ◽

Education And Care ◽

School Pedagogy

AbstractThe study presented here explores eating as a pedagogical practice. It pays attention to arrangements of things such as Christmas cookies, whole-wheat and white bread, frozen chicken, plates, chairs, tables, and freezers. Entering in dialogue with performativity theory and post-structuralist approaches, a series of ethnographic analyses from German and Brazilian nursery schools reveal how eating can be enacted as a sensual pleasure, a health risk, an ethnic custom, or a civil right within a variety of local pedagogical contexts. Through specific arrangements of foods and other things, young children are educated to eat with moderation, to change their ethnic dietary habits, or to become modern citizens. Pedagogy can thus entail doing public health, doing ethnic identity, or doing citizenship while eating is an important way of doing these in early childhood education and care settings.Keywords: Early Childhood Education & Care; Ethnicity; Obesity Prevention, Performance.Comendo na escola infantil: Pedagogia, Performatividade & BiopolíticaResumoO estudo apresentado aqui explora o ato de comer como uma prática pedagógica. Tem-se como proposta prestar atenção aos arranjos de comidas como biscoitos de Natal, pão de trigo integral e pão branco, frango congelado, pratos, cadeiras, mesas e congeladores. Através do diálogo com a teoria da performatividade e abordagens pós-estruturalistas, uma série de análises etnográficas de escolas de educação infantil alemãs e brasileiras revelam como comer no jardim de infância pode ser um prazer sensual, um risco para a saúde, um costume étnico, ou um direito civil dentro de diferentes histórias locais e constelações de poder. Através da combinação de alimentos específicos e outras coisas, as crianças são educadas para comer com moderação, para mudar seus hábitos alimentares étnicos, ou para serem cidadãos modernos. A pedagogia pode, portanto, consistir em fazer valer a saúde pública, fazer valer a identidade étnica, ou fazer valer a cidadania e comer é uma forma importante de fazer isso em configurações de educação e nos cuidados na primeira infância.Palavras-chave: Educação da primeira infância e Cuidado; Etnicidade; Prevenção de obesidade; Performance.

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Music and the Development of Language Skills of Pupils in Early Childhood Education in Tubah Municipality

Journal of Education Society and Behavioural Science ◽

10.9734/jesbs/2019/v29i330109 ◽

2019 ◽

pp. 1-14

Author(s):

Valentine Banfegha Ngalim

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Nursery School ◽

Language Skills ◽

Sampling Technique ◽

Alternative Methods ◽

Sample Population ◽

Childhood Education ◽

Quasi Experimental ◽

Development Of Language

This paper set out to investigate the role of music in the acquisition of language skills in early childhood education in Tubah Municipality. In order to achieve this objective, the main objective was articulated into two components inquiring the place of songs and creative dance in enhancing the growth of macro-language skills like listening, speaking, reading and writing. This study was prompted by the absence of interesting alternative strategies in language didactics. To inquire about the problem and propose alternative methods through music, a quasi-experimental research design was adopted in the study. From the population, four schools were selected using the non-probability sampling technique that is, the convenient. These four schools constituted the accessible population. The purposive sampling technique was used in deciding which part of the accessible population constitutes the sample population which in this case was made up of nursery school children, level two primary pupils and teachers. The Krejcie and Morgan table was used to decide on how many teachers and pupils make up the sample. Four instruments were used to collect data; a structured questionnaire designed using the Likert scale, an interview guide for teachers, working memory test and participant's observation guide. Descriptive statistics (in the form of frequencies, percentages, charts and tables) and inferential statistics were used for data analyses. Specifically, the two- way ANOVA and Regression analysis tests were used to test the hypothesis at a 0.05 level of significance. The findings revealed that there is a significant relationship between the use of music and the development of language skills in pupils. That is, when music is used, the pupils acquire vocabulary by identifying objects related to the words, speak better, read better and are able to spell the words correctly. The ability of pupils to reproduce the songs they listened to and to recognize words in the song, where all of them scored above average indicate the pertinence of the song and dance didactics recommended for policy makers and teachers in this study.

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Insieme a distanza. Alleanze educative tra servizi per l’infanzia e famiglie durante il lockdown

Rivista Italiana di Educazione Familiare ◽

10.36253/rief-10517 ◽

2021 ◽

Vol 18 (1) ◽

pp. 153-170

Author(s):

Maja Antonietti ◽

Monica Guerra ◽

Elena Luciano

Keyword(s):

Distance Education ◽

Early Childhood ◽

Early Childhood Education ◽

Nursery School ◽

Early Years ◽

Childhood Education ◽

School Settings ◽

Inclusive Approach ◽

Education And Care ◽

The Relationship

The relationship with families is a crucial topic in educational services for children aged 0-6 years. The participatory and inclusive approach that has traditionally characterized Italian early childhood education and care has come under serious pressure during the Covid-19 pandemic: the ongoing health, social, political, and economic emergency has radically modified timeframes, spaces, an modes of communicating and relating, both in early years/nursery school settings and more generally. This paper examines the relationship between early childhood education services and families, by reporting and analyzing data from an exploratory study on distance education in services for children aged 0-6 years, during the spring 2020 lockdown in Italy. Specifically, a questionnaire was used to collect the views of a sample of educators, teachers, and coordinators concerning the practices that had been implemented in support of the remote educational relationship (in Italian, “Legami Educativi A Distanza – LEAD” programme). Among the various themes investigated, the focus here is on problematizing the ways in which families’ participation changed during the distance education phase.

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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