scholarly journals O Transtorno do Défict de Atenção e Hiperatividade na Educação Infantil: Das Dificuldades às Principais Conquistas / Attention Deficit Hyperactivity Disorder in Early Childhood Education: From Difficulties to Major Achievements

2021 ◽  
Vol 15 (58) ◽  
pp. 648-659
Author(s):  
Camila Naiara Nogueira ◽  
Aurelania Maria De Carvalho Menezes
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Attention Deficit ◽  
School Environment ◽  
Children With Adhd ◽  
Childhood Education ◽  
Hyperactivity Disorder ◽  
Teaching Learning

O presente estudo traz uma temática que tem sido um grande desafio para a educação, o Transtorno de Déficit de Atenção e Hiperatividade (TDAH), pois é um dos transtornos que, no âmbito escolar, tem provocado um olhar diferenciado, onde escola e pais precisam ser parceiros para contribuírem com o desenvolvimento da criança e sua adaptação no ambiente escolar. Teve como objetivo, conhecer as causas e o diagnóstico do TDAH, assim como analisar o processo da construção e efetivação da aprendizagem, identificar as dificuldades e conquistas da criança com TDAH no universo escolar. O trabalho tem caráter bibliográfico e de natureza qualitativa, embasando nas pesquisas de autores como: Afonso (2011), Andrade (1997), Antunes (2001), Giacomini (2006), Pereira (2010), Silva (2003) e outros. Investigou-se os conceitos, as características e diagnósticos, buscando ampliar os conhecimentos a respeito do TDAH no processo de ensino-aprendizagem, tendo como público-alvo a etapa de ensino da Educação Infantil e seus educadores. ---This study brings a theme that has been a great challenge for education, attention deficit hyperactivity disorder (ADHD), as it is one of the disorders that, in the school environment, has caused a different look, where school and parents need to be partners to contribute to the child's development and adaptation to the school environment. Its objective was to know the causes and diagnosis of ADHD, as well as to analyze the process of construction and realization of learning, to identify the difficulties and achievements of children with ADHD in the school environment. The work is bibliographical and qualitative in nature, based on the research of authors such as: Afonso (2011), Andrade (1997), Antunes (2001), Giacomini (2006), Pereira (2010), Silva (2003) and others. The concepts, characteristics and diagnoses were investigated, seeking to expand knowledge about ADHD in the teaching-learning process, having as target audience the stage of teaching Early Childhood Education and its educators.

scholarly journals Contação de Histórias: Relevância no Processo Ensino/Aprendizagem na Educação Infantil / Storytelling: Relevance in the Teaching-Learning Process in Early Childhood Education

2021 ◽  
Vol 15 (58) ◽  
pp. 687-697
Author(s):  
Marluce Iraneide Da Silva ◽  
Aurênia Pereira de França ◽  
Aurelania Maria De Carvalho Menezes
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
Pedagogical Practice ◽  
Theoretical Contribution ◽  
Childhood Education ◽  
Teaching Learning ◽  
Significant Factors

Resumo: Este estudo tem como principal objetivo compreender a relevância da contação de histórias durante o processo do ensino e aprendizagem das crianças na etapa da Educação Infantil. Como objetivos específicos procurou: identificar de que forma a contação de história na educação infantil contribui para o desenvolvimento da criança no âmbito escolar; entender que a contação de histórias pode proporcionar às crianças o desenvolvimento do seu imaginário e suas possibilidades de forma ampla e significativa, através de experiências durante toda a vida e identificar os saberes necessárias no fazer pedagógico da contação de histórias na educação infantil. A metodologia adotada foi de forma bibliográfica, descritiva de uma abordagem qualitativa, fundamentado em estudo documental. O aporte teórico foi composto por Abramovich (1997), Faria (2010), Amarilha (1997), Cavalcanti (2002), Cardoso (2016), Silva (2014) entre outros. Espera-se dessa forma contribuir para um relacionamento lúdico e prazeroso da criança com a contação de histórias que tem uma das possibilidades de formação do leitor, sendo na exploração da fantasia e da imaginação que se instiga a criatividade e se fortalece a interação entre texto e leitor, fatores significativos para os processos de ensino/aprendizagem. Palavras-Chave: Contação de histórias. Ensino/aprendizagem. Família e Escola. Prática pedagógica. ---Abstract: This study aims to understand the relevance of storytelling during the teaching and learning process of children in the Early Childhood Education stage. As specific objectives, it sought to: identify how storytelling in early childhood education contributes to the child's development in the school environment; understand that storytelling can provide children with the development of their imagination and its possibilities in a broad and meaningful way, through lifelong experiences and identify the necessary knowledge in the pedagogical practice of storytelling in early childhood education. The methodology adopted was bibliographical, descriptive of a qualitative approach, based on a documentary study. The theoretical contribution was composed by Abramovich (1997), Faria (2010), Amarilha (1997), Cavalcanti (2002), Cardoso (2016), Silva (2014) among others. It is expected in this way to contribute to a playful and pleasurable relationship for the child with storytelling, which has one of the possibilities of educating the reader, being the exploration of fantasy and imagination that instigates creativity and strengthens the interaction between text and reader, significant factors for the teaching/learning processes. Keywords: Storytelling. Teaching/learning. Family and School. Pedagogical practice. 

Fifteen-minute consultation: To prescribe or not to prescribe in ADHD, that is the question

2020 ◽  
pp. edpract-2020-318866
Author(s):  
Annie Swanepoel
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
School Environment ◽  
Goodness Of Fit ◽  
Neurodevelopmental Disorder ◽  
Social Construct ◽  
Developmental Trauma ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Evolutionary Science

Attention-deficit hyperactivity disorder (ADHD) is fraught with controversy. Some clinicians believe it is a biological neurodevelopmental disorder which should be treated with medication. Others are adamant that ADHD is a social construct in which children, who have suffered developmental trauma, are medicalised. Evolutionary science may help us find a solution to this dichotomy by seeing ADHD as an example of an evolutionary mismatch in which children with ADHD are caught in a school environment that does not suit their natures. By considering how to improve the ‘goodness of fit’ between the child and their environment, clinicians can be more flexible in finding solutions that are ethically sound.

scholarly journals Sustentabilidade e Reciclagem na Educação Infantil / Sustainability and Recycling in Early Childhood Education

2021 ◽  
Vol 15 (58) ◽  
pp. 33-48
Author(s):  
Anna Laryssa Do Nascimento Costa ◽  
Francisca Ivoneide Benicio Malaquias Alves
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Environment ◽  
Research Problem ◽  
School Life ◽  
Childhood Education ◽  
De Se ◽  
History Of ◽  
Teaching Learning ◽  
Everyday Reality

Resumo: É um estudo que se justifica pela premente necessidade de abordar o tema sustentabilidade e reciclagem cada vez mais cedo no âmbito escolar, aproximando os pequenos estudantes de sua responsabilidade para com a Natureza e o Planeta Terra. O objetivo geral deste estudo é discutir o tema em pauta para aproximá-lo da realidade cotidiana da sala de aula, não só na Educação Infantil, como é a proposta, mas de todos os níveis educacionais. Quanto aos objetivos específicos lista-se: conceituar sustentabilidade e reciclagem, estudar a história da educação ambiental e analisar as forma lúdicas de ensino-aprendizagem. Traz como problema da pesquisa: De que forma aproximar as crianças da Educação Infantil da questão da sustentabilidade e da reciclagem. Sendo uma das hipóteses, despertá-las por meio de uma educação lúdica e atrativa. Em termos metodológicos trata-se de uma pesquisa bibliográfica, qualitativa, elaborada a partir de livros, artigos, periódicos e demais materiais em meio físico e eletrônico. Considera-se ao concluir o estudo que não há dúvida quanto a importância de se abordar o tema em pauta já no início da vida escolar das crianças, pois desta forma se formará cidadãos e cidadãs cônscios de suas responsabilidades e deveres para com o meio ambiente. Palavras-Chave: Sustentabilidade. Reciclagem. Meio Ambiente. Educação Infantil.  Abstract: It is a study that is justified by the pressing need to address the issue of sustainability and recycling at an earlier age in the school environment, bringing young students closer to their responsibility towards Nature and Planet Earth. The general objective of this study is to discuss the topic at hand to bring it closer to the everyday reality of the classroom, not only in Early Childhood Education,  as  proposed,  but  at    all   educational  levels.   As   for   the   specific   objectives   listed conceptualize sustainability and recycling, study the history of environmental education and analyze the playful forms of teaching-learning. It brings as a research problem: How to bring children in Early Childhood Education closer to the issue of sustainability and recycling. One of the hypotheses is to awaken them through a playful and attractive education. In methodological terms, it is a bibliographical, qualitative research, elaborated from books, articles, periodicals and other materials in physical and electronic media. When concluding the study, it is considered that there is no doubt about the importance of addressing the topic in question at the beginning of the children's school life, as this will form citizens aware of their responsibilities and duties towards the environment. Keywords: Sustainability. Recycling. Environment. Child education.

Children With Attention-Deficit/Hyperactivity Disorder Are at Increased Risk for Slowed Growth and Short Stature in Early Childhood

2020 ◽  
Vol 59 (4-5) ◽  
pp. 401-410
Author(s):  
Ladan Davallow Ghajar ◽  
Mark Daniel DeBoer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Early Childhood ◽  
Confidence Interval ◽  
Short Stature ◽  
Attention Deficit ◽  
Fourth Grade ◽  
Z Score ◽  
Poor Growth ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Our objective was to evaluate the risk of short stature in children with attention-deficit/hyperactivity disorder (ADHD) and the effect of ADHD and its treatment on height-for-age z score (HAZ) and body mass index–for-age z score (BMIZ) in early childhood. We evaluated 7603 children from the Early Childhood Longitudinal Study–Kindergarten Cohort 2011 and found that children with ADHD had lower HAZ at second and fourth grades and lower BMIZ at K to fourth grade. Children with ADHD at fourth grade had almost 4 times higher odds of short stature. Children with ADHD at K grew at a slower rate from K to fourth grade (difference in ΔHAZ = 0.23, 95% confidence interval = 0.04-0.42) and had less gain in BMI (difference in ΔBMIZ = 0.16, 95% confidence interval = 0.03-0.29). Longer duration of ADHD medication use was associated with lower HAZ at fourth grade and slower growth from K to fourth grade. These data may assist pediatricians in considering risk of poor growth in children with ADHD.

scholarly journals An Exercise Program Designed for Children with Attention Deficit/Hyperactivity Disorder for Use in School Physical Education: Feasibility and Utility

Healthcare ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 102 ◽  
Author(s):  
Taylor ◽  
Novo ◽  
Foreman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Education ◽  
Attention Deficit ◽  
School Environment ◽  
Exercise Program ◽  
Control Group ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Reported Data

Moderate to high intensity exercise can improve cognitive function and behavior in children including those with attention-deficit/hyperactivity disorder (ADHD). However, exercise with long periods of the same activity, or inactivity can fail to engage or maintain their attention. This study examined the effect of exercise sessions developed to engage children with ADHD. Twelve children (10–11 years), six with a diagnosis of ADHD and six with no diagnosis, undertook 40-minute sessions of short-duration, mixed activities bi-weekly for eleven weeks. ADHD symptoms and exercise enjoyment were recorded before six and eleven weeks of intervention. Teacher-reported data showed ADHD symptoms were significantly decreased in the children with ADHD, with a moderate to large effect size. There were no changes in the control group. All children indicated equal enjoyment of the exercise sessions. Specially designed exercise sessions stimulate and maintain engagement by children with ADHD and may reduce ADHD symptom levels in the school environment. The method that supports inclusive practice in physical education (PE) was successfully transferred to the study school and led by the usual class teacher. Children evaluated the exercises as acceptable and enjoyable for those with and without ADHD. This inclusive exercise method might help children manage ADHD symptoms.

scholarly journals SEMIÓTICA E DANÇA NA EDUCAÇÃO INFANTIL: um relato de experiência

2014 ◽  
Vol 21 (3) ◽  
pp. 13
Author(s):  
Taciane Machado Soares Fernandes ◽  
Valéria Nascimento Lebeis Pires ◽  
Sissi Aparecida Martins Pereira ◽  
José Ricardo Da Silva Ramos
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Knowledge Construction ◽  
Body Awareness ◽  
Symbolic Language ◽  
Childhood Education ◽  
Teaching Learning ◽  
Semiotic Process

Semiótica é uma proposta que estuda o processo de construção de conhecimento, partindo do pressuposto de que todo conhecimento é produzido por meio de signos, definindo-se este procedimento como processo de semiose. O objetivo deste estudo foi verificar se o conjunto de signos escolhidos facilitou o processo ensino-aprendizagem. Este estudo é de natureza qualitativa, caracterizado como trabalho de campo. Foi desenvolvido na CMEI Hemetério- Seropédica, RJ- com 200 alunos de idades entre três (3) e cinco (5) anos. Baseando-se nos resultados desta pesquisa, pode-se inferir que criar uma linguagem simbólica para as aulas de dança na educação infantil facilitou o processo ensino-aprendizagem e favoreceu a memorização, a consciência corporal, a expressividade, a criatividade e a autonomia.Palavras-chave: Semiótica. Educação Infantil. Dança. Linguagem simbólica. SEMIOTICS AND DANCE IN EARLY CHILDHOOD EDUCATION: an experience reportAbstract: Semiotics is a proposal that studies the process of knowledge construction, assuming that all knowledge is produced through signs, defining this as semiotic process. The aim of this study was to determine whether the chosen set of signs facilitated the teaching-learning process. This study is qualitative in nature, characterized as fieldwork. It was developed in CMEI Hemetério- Seropédica, RJ with 200 students aged between three (3) and five (5) years. Based on the results of this research, it can be inferred that create a symbolic language for dance classes in early childhood education facilitated the teaching-learning process and favored memorization, body awareness, expressiveness, creativity and autonomy.Keywords: Semiotics. Early Childhood Education. Dance. Symbolic language. SEMIÓTICA Y DANZA EN LA EDUCACIÓN DE LA PR IMERA INFANCIA: un relato de experiênciaResumen: La semiótica es una propuesta que estudia el proceso de construcción del conocimiento, en el supuesto de que todo conocimiento se produce a través de signos, que define este proceso como semiótica. El objetivo de este estudio fue determinar si el conjunto de signos elegidos facilitó el proceso de enseñanza-aprendizaje. Este estudio es cualitativo, caracterizado como el trabajo de campo. Fue desarrollado en CMEI Hemetério- Seropédica, RJ con 200 alumnos de edades comprendidas entre los tres (3) y cinco (5) años. Con base en los resultados de esta investigación, se puede inferir que crear un lenguaje simbólico para las clases de danza en la educación de la primera infancia facilitó el proceso de enseñanza-aprendizaje y la memorización favorecida, la conciencia corporal, la expresividad, la creatividad y la autonomía.Palabras clave: Semiótica. Educación de la Primera Infancia. Danza. El lenguaje simbólico.

scholarly journals PENDAMPINGAN PENERAPAN MODEL PEMBELAJARAN SENTRA DI GUGUS PAUD III KECAMATAN PAKISAJI KABUPATEN MALANG

2018 ◽  
Vol 3 (1) ◽  
pp. 42
Author(s):  
Ayu Asmah ◽  
Rina Wijayanti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Learning Experiences ◽  
Learning Models ◽  
Childhood Education ◽  
Main Tenet ◽  
Teaching Learning

The development of learning models at early childhood education is based on the needs and interests of the learners. Learning while playing or playing while learning is the main tenet in developing learning models. The ability of teachers in selecting and implementing the learning models influences learners’ behaviors in playing, interecting with peers, and exploring creative activities. The purposes of the present Social Devotion are creating fun activities in learning and suggesting several learning experiences through Sentra Learning Models.The activities presented to the teachers of Gugus PAUD III Pakisaji Region covered 1) coaching on the teories of Sentra Learning Models, 2) coaching on implementing Sentra Learning Models and scheduling the activities of each Sentra, and 3) supervising the implementation of the models in each institution of PAUD. The results of the present social devotion showed that each institution wa able to implemen the models. In addition, it can be concluded that the models not only provide further insights related to the teories of teaching-learning process but also motivate the teachers create better atmosphere of teaching-learning process which cultivates students’ development based on the learners’ needs and interests.

scholarly journals A Lucidade na Educação Infantil: Processos de Ensino e Aprendizagens como forma de Educar / Playfulness in Early Childhood Education: Teaching and Learning Processes as a way to educate

2021 ◽  
Vol 15 (57) ◽  
pp. 934-943
Author(s):  
Dannyelly Da Silva Souza ◽  
Aurenia Pereira de França
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Educational Level ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Early Years ◽  
Childhood Education ◽  
Teaching Learning ◽  
And Training

Resumo: A presente pesquisa discorre sobre analisar a ludicidade na educação infantil como processos de ensino aprendizagem como forma de educar e apresenta como objetivos específicos: Descrever o conceito de lúdico; Compreender a importância do lúdico no ensino infantil e Demonstrar a aplicação do lúdico nas salas de aulas. Apresenta uma problemática com o seguinte questionamento: Quais as metodologias lúdicas utilizadas no ensino escolar infantil? Desse modo, buscamos analisar e contextualizar as diferentes perspectivas lúdicas aplicadas em sala de aula, através de um estudo bibliográfico de base qualitativa, exploratória e de método dedutivo, explicitamos a necessidade de trabalhar o lúdico nos anos iniciais da educação infantil como um despertar para o processo ensino-aprendizagem. O estudo em pauta está embasado nos seguintes autores: Rodrigues (2013); Kishimoto (2003) Moratori (2003); Moyles (2002) entre outros. Este estudo a partir das bases bibliográficas renomadas para a formação do docente e também contribuições ao meio acadêmico, busca-se explicitar o quão importante é o desenvolvimento de atividades dinâmicas contextualizadas com o nível educacional (educação infantil). É perceptível que o docente precisa dispor de metodologias atuais e de maneiras dinâmicas para expor e compartilhar seus conhecimentos as crianças. Tendo em vista o avanço frequentemente das tecnologias, vale ressaltar que o processo ensino-aprendizagem deve estar condizente com o uso de tecnologias em sala de aula, sendo pertinente a exposição de que os conheciementos de sala de aula vão além da escola, implicando na construção e formação da criança enquanto cidadão. Palavras-Chave: Educação Infantil. Ensino-Aprendizagem. Ludicidade. Educar.Abstract: This research discusses the analysis of playfulness in early childhood education as teaching-learning processes as a way of educating and presents the following specific objectives: Describe the concept of playfulness; Understand the importance of play in early childhood education and Demonstrate the application of play in the classroom. It presents a problem with the following question: What are the playful methodologies used in children's school education? Thus, we seek to analyze and contextualize the different playful perspectives applied in the classroom, through a bibliographical study based on qualitative, exploratory and deductive methods. teaching-learning process. The need to work with playfulness in the early years of childhood education as an awakening for the teaching-learning process will be explicited. The study in question is based on the following authors: Rodrigues (2013); Kishimoto (2003) Moratori (2003); Moyles (2002) among others. This study, based on renowned bibliographic bases for teacher education and also contributions to the academic environment, seeks to explain how important it is to develop dynamic activities contextualized with the educational level (early childhood education). It is noticeable that teachers need to be able to use current methodologies and dynamic ways to expose and share their knowledge with children. In view of the frequent advancement of technologies, it is noteworthy that the teaching-learning process must be aligned with the use of technologies in the classroom, and it is pertinent to expose that classroom knowledge goes beyond the school, implying the construction and training the child as a citizen.Keywords: Early Childhood Education. Teaching-Learning. Playfulness. To educate. 

scholarly journals Video Tutorial Learning In Computer The Development Of Early Age Children In Open University Jakarta

2019 ◽  
Vol 4 (2) ◽  
pp. 92-94
Author(s):  
Tin Gustina ◽  
Zulfiati Syahrial ◽  
Robinson Situmorang
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Learning Ability ◽  
Education Students ◽  
Childhood Education ◽  
Video Tutorial ◽  
Video Tutorials ◽  
Teaching Learning ◽  
Academic Year

Background of the problem about teaching learning process was not effective  and be a problem for the lecturer in computer subject at Universitas Terbuka Jakarta. Purpose of this research is to develop teaching media video tutorial to improve students’ understanding in material at early childhood education students programs of Universitas Terbuka Jakarta  academic year 2018/2019 and to know validity/practical teaching media video tutorial toward learning ability process. Furthermore, this research used research and development method. Population dan sampleof this research is early childhood education programs 8th semester students of Universitas Terbuka Jakarta academic year 2017/2018. Discerning learning media video tutorials are very helpful for students in the learning process.  

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