scholarly journals o cuidado na educação infantil: cenas do cotidiano de crianças em um centro de educação infantil em fortaleza-ce

2018 ◽  
Vol 14 (31) ◽  
pp. 557-574
Author(s):  
Meirilene dos santos Araújo Barbosa ◽  
Ana maria Monte coelho Frota
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Ethical Decision ◽  
Participant Observation ◽  
Daily Basis ◽  
Pedagogical Practices ◽  
Childhood Experiences ◽  
Childhood Education ◽  
Affective Involvement ◽  
The Way

This work has its origin in a master's research about Brazilian Education. The approach that we present in this text reveals the perspectives of caring perceived in a five-year-olds classroom in the daily life in a municipal center for Early Childhood Education in Fortaleza. The theoretical discussions on the theme involved a dialogue between Pedagogy and Philosophy of Education based on the contributions of Kramer (2011), Pagni (2010), Foucault (2010), Rancière (2015), Kohan (2007) and Boff (2005). It was a qualitative research of phenomenological inspiration, which method of data creation was participant observation. The analysis revealed that: in the interactions occurred in pedagogical practices, teachers and children take care of each other; the meaning of caring for children can be perceived in the minutia of their daily actions, as well as in affective involvement, in playing together, in speaking and listening to others, in sharing life on a daily basis; as for the meaning of caring for the adults, it is influenced by the way they were cared for, by their subjectivation and their choices in their way of being; caring humanizes teaching practices, inspiring emancipation; the policy on results that has aimed at "improving educational indices" may represent a danger to Early Childhood Education by minimizing the sharing of specific childhood experiences to training in order to achieve expected results. The study emphasized the need to reflect on the meaning of education and therefore proposes that caring be valued as an ethical decision and as an option for reflection on the way of living and interacting.

scholarly journals Psicomotricidade e práticas pedagógicas no contexto da Educação Infantil: uma etnografia escolar

2018 ◽  
Vol 11 (1) ◽  
pp. 130
Author(s):  
Fauston Negreiros ◽  
Carolina Machado de Sousa ◽  
Francisca Kétsia Lourenço Gomes de Moura
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Motor Coordination ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Childhood Education ◽  
Discursive Analysis ◽  
Integral Development ◽  
Three Stages

O estudo tem como objetivo analisar como ocorrem as práticas pedagógicas psicomotoras na escola de Educação Infantil e qual a importância da psicomotricidade para o desenvolvimento da criança. Utilizou-se abordagem qualitativa, etnográfica e descritiva. Realizou-se observação não participante, diários de campo e entrevistas semiestruturadas. Os dados foram analisados de acordo com a técnica da Hermenêutica de Profundidade, seguindo três etapas: análise sócio-histórica; análise Formal ou Discursiva e (Re) Interpretação. Os resultados revelaram que as práticas psicomotoras utilizadas pelas professoras de Educação Infantil da escola analisada são atividades voltadas às brincadeiras, canções, recorte, colagem, pintura, massinha de modelar e o desenvolvimento da coordenação motora. Apesar da instituição escolar ser muito pequena e não disponibilizar materiais para que a psicomotricidade possa ser estimulada de forma mais ampla, as educadoras se esforçam com o que tem para que os aspectos psicomotores sejam realizadas com as crianças, pois elas sabem da importância dessa ciência para o desenvolvimento integral infantil, englobando o lado motor, psíquico e afetivo.Palavras- Chaves: Psicomotricidade. Práticas.  Educação infantil. Psychomotricity and pedagogical practices in the context of Early Childhood Education: a school ethnographyABSTRACTThe study aims to analyze how the psychomotor pedagogical practices occur in the School of Early Childhood Education and what is the importance of psychomotricity for the development of the child. A qualitative, ethnographic and descriptive approach was used. Non-participant observation, field diaries and semi-structured interviews were carried out. The data were analyzed according to the Depth Hermeneutics technique, following three stages: sociohistorical analysis; Formal or Discursive analysis and (Re) Interpretation. The results showed that the psychomotor practices used by the teachers of Early Childhood Education of the analyzed school are activities related to the games, songs, cut, collage, painting, modeling clay and the development of motor coordination. Although the school institution is very small and does not provide materials for psychomotricity to develop, the educators strive with what they have for the psychomotor aspects to be carried out with the children, because they know the importance of this science for the integral development of the child, encompassing the motor, psychic and affective side.Keywords: Psychomotricity. Practices. Child education Psicomotricidad y prácticas pedagógicas en el contexto de la Educación Infantil: una etnografía escolarRESUMENEl estudio tiene como objetivo analizar cómo ocurren las prácticas pedagógicas psicomotoras en la escuela de Educación Infantil y cuál es la importancia de la psicomotricidad para el desarrollo del niño. Se utilizó el abordaje cualitativo, etnográfico y descriptivo. Se realizó observación no participante, diarios de campo y entrevistas semiestructuradas. Los datos fueron analizados de acuerdo con la técnica de la Hermenéutica de Profundidad, siguiendo tres etapas: análisis sociohistórico, análisis formal o discursivo y (re) interpretación. Los resultados evidencian que las prácticas psicomotoras utilizadas por las profesoras de Educación Infantil de la escuela investigada son actividades direccionadas a la jugada, canciones, recorte, collage, pintura, modelaje y el desarrollo de la coordinación motora. A pesar de la institución escolar ser muy pequeña y no brindar materiales para que la psicomotricidad pueda ser estimulada de forma más amplia, las educadoras se esfuerzan con lo que tienen para que los aspectos psicomotrices sean realizados con los niños, pues ellas saben la importancia de dicho aspecto para el desarrollo integral infantil, englobando el lado motor, psíquico y afectivo.Palabras clave: Psicomotricidad. Prácticas. Educación Infantil.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

scholarly journals Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Retos ◽  
2020 ◽  
pp. 241-249
Author(s):  
Alix María Casadiego ◽  
Karina Avendaño Casadiego ◽  
Leidy Carolina Cuervo ◽  
Gabriel Avendaño Casadiego ◽  
Alvaro Avendaño Rodríguez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Temporal Relationship ◽  
Free Play ◽  
The Other ◽  
Pedagogical Practices ◽  
Childhood Education ◽  
Didactic Engineering ◽  
Two Phases ◽  
Observation Code

 El juego, además de ser una de las experiencias que más disfrutan niños y niñas durante su etapa en educación inicial, les permite aprender y desarrollarse en forma integral. De acuerdo con ello, el presente estudio tiene como objetivo indagar en cuáles logros en relaciones espaciales, temporales y socioafectivas son más exitosos los niños y las niñas de educación inicial e identificar su evolución durante 10 semanas de observación. La metodología tuvo dos fases: inicialmente, mediante la ingeniería didáctica, se construyó un código de observación y una vez construido se realizaron las observaciones durante 10 semanas de trabajo. Las actividades fueron realizadas, durante las horas de juego libre, en las escuelas donde la Facultad de Educación de la Universidad Surcolombiana realiza sus prácticas pedagógicas. Los resultados mostraron que es en la actividad socio afectiva donde se obtienen mayores logros desde el comienzo de la experiencia; por otro lado, el principal logro se obtiene en la característica relación temporal, relacionada con la capacidad para anticiparse a los acontecimientos o predecir resultados, específicamente en la capacidad de organizar un plan para llevar a cabo una idea, que se logra en un 87%. Abstract. Playing, in addition to being one of the experiences that children enjoy the most during their stage of early childhood education, allows them to learn and develop in an integral way. In accordance with this, the present study aims to investigate which achievements in spatial, temporal and socio-affective relationships are more successful in early childhood education children and to identify their evolution during 10 weeks of observation. The methodology had two phases: initially, through didactic engineering, an observation code was constructed and once it was ready, observations were made during 10 weeks of work. The activities were carried out, during free play hours, in the schools where the Education Faculty of the Surcolombiana University carries out its pedagogical practices. The results showed that it is in the socio-affective activity where the greatest achievements are obtained from the beginning of the experience; on the other hand, the main achievement is obtained in the characteristic temporal relationship, related to the ability to anticipate events or predict results, specifically in the ability to organize a plan to carry out an idea, is achieved 87%.

scholarly journals Love-Based leadership in early childhood education

2020 ◽  
Vol 4 (1) ◽  
pp. 109-120
Author(s):  
Satu Uusiautti ◽  
Kaarina Määttä
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education System ◽  
Early Education ◽  
Care Center ◽  
Positive Development ◽  
Childhood Experiences ◽  
Day Care Center ◽  
Childhood Education ◽  
Educational Career

A day care center is not just any place where children can spend their day while parents are at work. How to ensure that children have good childhood experiences and how to sup-port their positive development from the very beginning of their educational career? In this study, we introduce the concept of love-based leadership and discuss its role and implemen-tation in early education. Love-based leadership in early education is a method that renews teachers’ professional skills. The Finnish early childhood education system offers favorable premises for love-based leadership in early education. The method should also be included in the curriculum of future early childhood education teachers.

scholarly journals Dialogue and Interaction in Early Childhood Education: A Systematic Review

2016 ◽  
Vol 6 (1) ◽  
pp. 51 ◽  
Author(s):  
Rocío García-Carrión ◽  
Lourdes Villardón-Gallego
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Later Life ◽  
Pedagogical Practices ◽  
Life Outcomes ◽  
Long Term Effects ◽  
Learning And Development ◽  
High Quality ◽  
Substantial Impact ◽  
Childhood Education

<p>There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review. </p>

How neocolonialism and globalization affect the early childhood workforce in Nepal and Kenya

2020 ◽  
Vol 21 (2) ◽  
pp. 111-125
Author(s):  
Lydiah Nganga ◽  
Samara Madrid Akpovo ◽  
Sapna Thapa ◽  
Agnes Muthoni Mwangi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Groups ◽  
Participant Observation ◽  
Comparative Method ◽  
Early Childhood Teachers ◽  
Women's Work ◽  
Work Lives ◽  
Childhood Education ◽  
Women’S Work

Research shows that modern forms of colonization are vested with globalizing discourses which include early childhood education, gender, and curriculum policies and practices that are Euro-western based. In this collaborative qualitative study, four ethnographic researchers—two who conduct research in Nepal and two who conduct research in Kenya—explored the influence of globalization and neocolonialism on the work lives of early childhood teachers. Data was drawn from three long-term, in-depth ethnographic projects over a period of 6 to 13 years. The methods of data collection consisted of participant observation, field notes, class observations, individual interviews, and focus groups. This article reports on the findings from focus groups and uses a constant comparative method to analyze the data. Three common themes emerged from the analysis of the two data sets: Euro-western dominance; gendered positioning; and teacher resilience. The teachers used Euro-western language (i.e. English) as a key indicator of quality. The findings revealed that early childhood teachers experienced pressure from parents to conform to Euro-western standards, especially the use of English, thus alienating local languages. Teaching young children continued to be positioned as “women’s work,” resulting in low pay for early childhood education teachers and a lack of professionalism within the field. Although the themes of Euro-western standards and gendered discourses were frequent within the data, the theme of resilience was also found. The teachers displayed perseverance by using various coping mechanisms to counter the lack of resources and deprecated status of early childhood education as women’s work.

Tending, counting and fitting with post-developmental fat(s) in early childhood education

2020 ◽  
pp. 146394912090738
Author(s):  
Nicole Land
Keyword(s):  
Early Childhood ◽  
Childhood Obesity ◽  
Early Childhood Education ◽  
Early Childhood Educators ◽  
Pedagogical Practices ◽  
Childhood Education

This article responds to Euro-western conceptions of childhood obesity that understand fat within developmental narratives, as biochemically consequential and as a marker of individualized responsibility. Drawing in multiple fat(s) generated in a pedagogical inquiry with early childhood educators and children, the author articulates ‘post-developmental fat(s)’ as fat(s) that trouble the logics, practices and relationships required to understand fat as obesity. She traces how situated methods of tending fat(s) generated specific possibilities for counting and fitting fat(s). Foregrounding questions of how fat(s) happen and what fat(s) can do in early childhood education, the author takes seriously how fat(s) matter momentarily amid intentional, speculative and deeply politicized pedagogical practices oriented towards doing fat(s) differently in early childhood education.

scholarly journals The Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study: The scores are in!

2020 ◽  
Vol 21 (2) ◽  
pp. 165-171
Author(s):  
Peter Moss ◽  
Mathias Urban
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Comparative Studies ◽  
Well Being ◽  
Early Learning ◽  
Childhood Education ◽  
The Way

This is the fourth colloquium for Contemporary Issues in Early Childhood on the Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study, and marks the recent publication by the Organisation for Economic Co-operation and Development of reports on the first round of this study. In it, the authors discuss what the results tell us, what they do not and what might come next. They conclude by supporting the need for comparative studies of early childhood education, but argue that the International Early Learning and Child Well-being Study is not the way to go.

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