A Qualidade na Educação Pública Infantil Brasileira: um Estudo de Caso em uma Cidade do Vale do Paraíba Paulista

2018 ◽  
Vol 19 (4) ◽  
pp. 410
Author(s):  
Pétala Gonçalves Lacerda ◽  
Edna Maria Querido de Oliveira Chamon ◽  
Nilsen Aparecida Vieira Marcondes
Keyword(s):  
Early Childhood ◽  
Public Education ◽  
Early Childhood Education ◽  
Basic Education ◽  
Local Level ◽  
National Level ◽  
Or Education ◽  
Basic Study ◽  
Childhood Education

Considera-se relevante a reflexão sobre a qualidade da Educação Infantil brasileira, porque se constata que a ampliação da oferta na faixa etária, de zero a cinco anos, aconteceu em detrimento da atenção às condições de funcionamento das instituições infantis. Referenciada como uma das etapas da Educação Básica, a Educação Infantil não esteve entre as prioridades educacionais durante praticamente todo o século XX. Somente a partir de 1990 se intensificaram os debates sobre o assunto e, assim, a educação da primeira infância passou a fazer parte das políticas públicas educacionais. Diante disso, objetiva-se com este estudo básico, qualitativo e descritivo, caracterizado como estudo de caso, refletir sobre a qualidade na educação pública infantil brasileira em âmbito municipal. Conclui-se, portanto que a qualidade na educação pública infantil brasileira poderá se estabelecer em âmbito nacional por meio de Políticas Educacionais Municipais, ou seja, em cada Rede Municipal ou Sistema de Ensino que, ao se fortalecer desenvolverá a educação como um todo. Palavras-chave: Educação Pública Infantil. Experiência Municipal. Vale do Paraíba Paulista. AbstractIt is considered relevant reflection on the quality of Brazilian early childhood education because it turns out that the expansion of supply in the age group from zero to five years, took place at the expense of attention to the working conditions of children's institutions. Referenced as one of the stages of basic education, early childhood education was not among educational priorities during the entire twentieth century. Only since 1990 discussions have been intensified on the subject, and so the early childhood education became part of the public educational policies. Therefore, the objective of this basic study, qualitative and descriptive, characterized as a case study, is reflect on the quality of Brazilian children's public education at the local level. It follows therefore that the quality of Brazilian children's public education may be provided at the national level through Municipal Educational Policy, that is in each municipal network or education system that, upon strengthening will develop education as a whole. Keywords:  Children’s Public Education. Municipal Experience. Paulista Paraíba Valley. 

scholarly journals POLÍTICA DE FUNDOS E EDUCAÇÃO BÁSICA EM SANTA CATARINA

2012 ◽  
Vol 6 (10) ◽  
pp. 345
Author(s):  
Dr. Marcos E. Bassi (UFPR) ◽  
Ms. Phelipe P. Fermino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Due Process ◽  
Basic Education ◽  
Historical Data ◽  
National Level ◽  
Santa Catarina ◽  
Childhood Education ◽  
Municipal Networks

This paper examines the trend of matriculation in public basic education in the State of Santa Catarina between 1996 and 2010, a period when the policy of funds became effective in the financing of education at the national level. First Fundef in effect between 1998 and 2006, replaced by Fundeb, from 2007. We used the School Census microdata matriculation conducted annually by the National Institute of Educational Studies and Research Anísio Teixeira (INEP). The historical data show the growth of municipal networks due process of municipalization of primary education during the Fundef period and of early childhood education in Fundeb period, in contrast to the reduction in state care.

scholarly journals Proinfância: oferta de uma educação com qualidade para a criança cidadã?

2021 ◽  
Vol 14 (1) ◽  
pp. 165
Author(s):  
Nelcir Francisca da Silva ◽  
Ilma Vieira do Nascimento
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Basic Education ◽  
Quality Standard ◽  
Childhood Education ◽  
Daycare Centers ◽  
School Network ◽  
Siglo Xix ◽  
La Red

O interesse pela educação de crianças pequenas não é recente, havendo desde o século XIX manifestações sobre essa questão expressas em torno do mobiliário escolar e de outros pontos a estes associados relativos aos espaços escolares, como as creches e os jardins de infância. Este artigo trata do Programa Nacional de Reestruturação e Aquisição de Equipamentos para a Rede Escolar Pública de Educação Infantil (Proinfância), criado no ano de 2007 no contexto de políticas focadas na melhoria da qualidade da educação básica e no reconhecimento da criança como um ser de direitos.  Situa o Programa nos dois eixos de atuação – a construção de creches e pré-escolas e a aquisição de mobiliários e equipamentos para o funcionamento da rede física da educação infantil, em uma comunidade do município maranhense de São José de Ribamar.  Este estudo revela que creches construídas sob o modelo Proinfância não constituem, por si só, fatores suficientes para conferir um padrão de qualidade à educação de crianças; soma-se a este relevante aspecto infraestrutural, a necessária formação inicial e continuada dos (as) professores (as) envolvidos no processo educativo.Palavras-chave: Educação Infantil. Qualidade da Educação Básica. Proinfância.Proinfancy:   providing   quality   education   for   the   child  citizen?The interest in the education of young children is not recent, and since the 19th century there have been manifestations on this issue expressed around school furniture and other related points related to school spaces, such as day care centers and kindergartens. This article deals with the National Program for the Restructuring and Acquisition of Equipment for the Public School Network for Early Childhood Education (Proinfancy), created in 2007 in the context of policies focused on improving the quality of basic education and recognizing the child as a being. rights. The Program is located in two areas of activity - the construction of daycare centers and preschools and the purchase of furniture and equipment for the operation of the physical network of early childhood education, in a community in the municipality of São José de Ribamar, Maranhão. This study reveals that daycare centers built under the Proinfância model are not, in themselves, sufficient factors to provide a quality standard for children's education; in addition to this relevant infrastructure aspect, the necessary initial and continuing training of teachers involved in the educational process.Keywords: Child education. Quality of Basic Education. Pro-childhood.Pro-niñez:   ¿brindar   educación   de   calidad   al   niño   ciudadano?RESUMENEl interés por la educación de los niños pequeños no es reciente, y desde el siglo XIX se han producido manifestaciones sobre este tema expresadas en torno al mobiliario escolar y otros puntos afines relacionados con los espacios escolares, como guarderías y jardines de infancia. Este artículo trata del Programa Nacional de Reestructuración y Adquisición de Equipamiento para la Red de Escuelas Públicas de Educación Infantil (Proinfancy), creado en 2007 en el contexto de políticas enfocadas a mejorar la calidad de la educación básica y al reconocimiento del niño como ser. derechos. El Programa se ubica en dos áreas de actividad: la construcción de guarderías y jardines de infancia y la compra de mobiliario y equipamiento para el funcionamiento de la red física de educación infantil, en una comunidad del municipio de São José de Ribamar, Maranhão. Este estudio revela que las guarderías construidas bajo el modelo Proinfância no son, en sí mismas, factores suficientes para brindar un estándar de calidad en la educación de los niños; Además de este relevante aspecto de infraestructura, la necesaria formación inicial y continua de los docentes involucrados en el proceso educativo.Palabras clave: Educación Infantil. Calidad de la educación básica. Pro-niñez.

scholarly journals FORMAÇÃO E CONSTRUÇÃO DA DOCÊNCIA NA EDUCAÇÃO INFANTIL

2020 ◽  
Vol 17 (1) ◽  
pp. 158-168
Author(s):  
Jaqueline Paschoal ◽  
Sonara Maria Lopes de Oliveira ◽  
Marta Regina Furlan de Oliveira
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Training ◽  
Basic Education ◽  
Right To Education ◽  
Childhood Education ◽  
Federal Constitution ◽  
The Right ◽  
Bibliographic Study

This bibliographic study aims to discuss the specificities of teaching in Early Childhood Education from its origins, legal determinations and professional training. The approval of the 1996 Law of Guidelines and Bases recognizes Early Childhood Education as the first stage of Basic Education, since the child is considered a citizen, subject of rights, since the enactment of the Federal Constitution in 1988. Despite the innumerable progress of laws in Regarding the right to education from birth, there are many challenges. This is because the realization of this right is not yet accessible to all children, especially when considering the questions: access, permanence and quality of services provided. Thisfact occurs because, in many cases, there are: precariousness in teacher training, in working conditions and in the performance of teachers. Hence the importance of guaranteeing and implementing public policies for initial and continuing education that enable teachers to build practices that recognize the specificities of this level of education. The professional valorization in terms of salary and career, also contribute to the improvement of educational practices with children, especially in the development of their different languages.

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

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia

2021 ◽  
Author(s):  
Carolina Maldonado‐Carreño ◽  
Hirokazu Yoshikawa ◽  
Eduardo Escallón ◽  
Liliana Angélica Ponguta ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
National Study ◽  
Childhood Education ◽  
Children's Development ◽  
Children’S Development

scholarly journals Manajemen Ekstrakurikuler Pendidikan Anak Usia Dini (PAUD)

2019 ◽  
Vol 3 (2) ◽  
pp. 369-380
Author(s):  
Erni Munastiwi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Extracurricular Activities ◽  
Assessment Tools ◽  
Analysis Techniques ◽  
Childhood Education ◽  
Library Research ◽  
Qualitative Research Methodology ◽  
The Subject

This research examines the management of extracurricular education early childhood. It is backed by that implementation of extracurricular activities on early childhood education face varieties of constraints in management. Therefore, extracurricular activities, early childhood education is supposed to be managed thoughtfully. The management of extracurricular activities are good and true will effect positively to the quality of early childhood education. The qualitative research methodology is library research. Method of data collection by collecting reference books the subject matter and book supporters. Data analysis techniques are content analysis. Results of the study show that the extracurricular management, early childhood education is implemented through the following four stages: (1) plan a needs analysis, types, background, goals, budget, materials, assessment tools, schedule, facilities and infrastructure, output criteria instructors, (2) organize the Division of duties, authority and responsibilities of the personnel of extracurricular activities, (3) carry out extracurricular activities appropriate planning and organizing, and (4) evaluate extracurricular activities.

scholarly journals VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA

2020 ◽  
Vol 17 (1) ◽  
pp. 336-349
Author(s):  
Silvia Adriana Rodrigues ◽  
Andreia Guilhen Pinto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Basic Education ◽  
Childhood Education ◽  
Teaching Identity

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.

scholarly journals Peningkatan Mutu Sumber Daya Manusia Lembaga Pendidikan Isalm Berbasis Sustainable Development Goals Di Yayasan Pendidikan Anak Saleh Kota Malang

2021 ◽  
Vol 5 (1) ◽  
pp. 182
Author(s):  
Anwar Sa'dullah ◽  
Triyo Supriyatno
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Resources ◽  
Primary School ◽  
Performance Appraisal ◽  
Rapid Development ◽  
Descriptive Analysis ◽  
Childhood Education

The dynamics of the development of educational institutions in Indonesia cannot be stopped, let alone limit the rapid development of institutions. Not a few institutions have closed down due to the lack of interest in the community to send their children to school. The problem basically concerns the quality of the institution, especially human resources who play a role as the subject or manager of the institution. For quality institutions, it is certain that they will not be displaced by global developments and the demands of the community for quality education. The research method of this article is qualitative research with a descriptive analysis approach. This type of research is a case study with a multi-case design considering the choice of two research institutions even though one shelter, namely early childhood education and primary school Anak Saleh Malang City. The results showed that early childhood education has four strategies in improving the quality of human resources, including: training, professional development, career development, and performance appraisal. One of the four strategies has the theme of developing human resources through workshops on the responsibilities of employees in schools and families. Meanwhile, the Saleh Children Primary School has three strategies for developing human resources, namely: monitoring, evaluation and follow-up. Among the three strategies, one of the activity designs is the awarding of employees through employee and teacher months including the involvement of parents in follow-up programs. Keywords: Quality, Human Resources, SDGs, Saleh Children

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