scholarly journals A TRANSIÇÃO DA CRIANÇA DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL

2016 ◽  
Vol 23 (2) ◽  
pp. 73
Author(s):  
Josy Cristine Martins ◽  
Marilda Gonçalves Dias Facci
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Transition Process ◽  
First Year ◽  
Childhood Education ◽  
Study Activity ◽  
Transition Study ◽  
Main Activity ◽  
The City

O presente artigo é fruto de pesquisa realizada nos anos de 2011 e 2012, em um Centro de Educação Infantil e uma escola do Ensino Fundamental do Município de Maringá. Neste artigo apresentaremos um recorte dessa pesquisa, focando o processo de transição da criança da educação infantil para o ensino fundamental, o qual tem evidenciado a ruptura existente entre estas duas instâncias . O artigo tem como objetivo analisar se este processo de transição está contribuindo para a preparação das crianças para ingressar no primeiro ano, momento em que a atividade de estudo começa a emergir como atividade principal. A pesquisa aconteceu em 2011, na Educação Infantil e em 2012, no Ensino Fundamental. Os instrumentos utilizados foram: observação, desenhos e entrevistas com as crianças e entrevistas com as mães e com as professoras. A análise dos dados foi realizada com base nos pressupostos da Psicologia Histórico-Cultural, a partir da qual evidenciamos que a falta de articulação e integração entre a Educação Infantil e o Ensino Fundamental tem refletido negativamente na preparação das crianças para essa nova fase do desenvolvimento infantil: a entrada no Ensino Fundamental.Palavras-chave: Psicologia histórico-cultural. Educação infantil. Ensino fundamental. Transição. Atividade de estudo.CHILD’S TRANSITION FROM EARLY CHILDHOOD EDUCATION TO ELEMENTARY SCHOOLAbstract: This article is the result of research carried out in the years 2011 and 2012, in an Early Childhood Education Center and an Elementary School, both located in the city of Maringá. In this article we will present a snip of that research, focusing on the transition process, which has highlighted the rupture that exists between the institutions of Early Childhood Education and Elementary School. The article aims to analyse if the transition process from Preschool to elementary school is contributing to the preparation of children to join in the first year, now that the study activity begins to emerge as main activity. The research took place in 2011, in an Early Childhood Education Center, and in 2012, in an elementary school. The instruments used were: note, drawings and interviews with the children, interviews with mothers and with the teachers. Data analysis was performed based on assumptions of Cultural-historical Psychology, from which it was shown that the lack of coordination and integration between Preschool and Elementary School has reflected negatively on children's preparation for this new stage of child development: entry into elementary school.Keywords: Cultural-historical psychology. Early childhood education. Elementary school. Transition. Study activity.LA TRANSICIÓN DEL NIÑO DE EDUCACIÓN INFANTIL PARA LA ESCUELA PRIMARIAResumen: Este artículo es resultado de la investigación llevada a cabo en los años 2011 y 2012, en un Centro de Educación Infantil y  una escuela de Enseñanza Primaria en la ciudad de Maringá. En este artículo presentaremos un recorte de esta investigación, centrándose en el proceso de transición del niño de la educación infantil para la enseñanza primaria, en el cual tiene evidenciado la ruptura existente entre estas dos instancias. El artículo tiene como objetivo analizar se el proceso de transición del preescolar a la primaria está contribuyendo a la preparación de los niños a ingresaren  en el primer año, ahora que la actividad de estudio comienza a emerger como actividad principal. La investigación se realizó en 2011, en la educación infantil y en 2012, en el primer año de la escuela primaria. Los instrumentos utilizados: observación, deseños y entrevistas con los niños y entrevistas con las madres y los profesores. La análisis de los datos fue realizada en base en los presupuestos de la Psicología Histórico-Cultural, empezando de la cual se evidencia la falta de articulación y integración entre la Educación Infantil y la Enseñanza Primaria se ha reflejado negativamente en la preparación de los niños para esta nueva fase de desarrollo infantil: la entrada en la Enseñanza PrimariaPalabras clave: Psicología histórico-cultural. Educación Infantil. Escuela Primaria. Transición. Actividad de estudio.  

scholarly journals Socioenvironmental Educommunication as a pedagogical strategy in early childhood education

2020 ◽  
pp. 54-72
Author(s):  
José Vicente de FREITAS ◽  
Felipe Nóbrega FERREIRA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Education ◽  
Qualitative Approach ◽  
Audiovisual Material ◽  
Pedagogical Strategy ◽  
Childhood Education ◽  
Teaching Learning ◽  
The Relationship ◽  
The City

This article discusses the concept of Socioenvironmental Educommunicationin the context of preschool education. An interface that emerges from the relationship between Educommunication and Environmental Education, this concept will be exposed based on a bibliographic systematization, when it becomes possible to find the contemporary intersections that arise from the use of audiovisual technology as mediation in the teaching-learning process. Such analysis will be done taking into consideration the documentary 1,2,3 Playing –Reinventing School Spaces, produced by the city of Joinville, Santa Catarina, which brings an audiovisual material made by the students. Using a quanti-qualitative approach, emerges the pedagogical power of Socioenvironmental Education, which ends up bringing to the scene language and content that project another way of thinking the school. Finally, there is a reflection on how, based on particularities, it is possible to create educational policies that contemplate the audiovisual tool in early childhood education.

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

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.

scholarly journals Uso do ambiente Code.org para ensino de programação no Ensino Fundamental I - uma experiência no Desafio Hora do Código.

2019 ◽  
Vol 9 (1) ◽  
pp. 63
Author(s):  
Márcia Regina Kaminski ◽  
Clodis Boscarioli
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Public School ◽  
Early Childhood Education ◽  
Student Development ◽  
School Environment ◽  
Educational Games ◽  
The State ◽  
Childhood Education ◽  
Positive Results

<p class="ResumoRevista"><strong>Resumo: </strong>O ensino de programação pode oferecer importantes contribuições ao desenvolvimento dos estudantes. Vários movimentos incentivam o ensino de programação nas escolas por meio de eventos como os da Hora do Código. A plataforma Code.org é um ambiente utilizado para promoção destes eventos que disponibiliza gratuitamente jogos educacionais para o ensino de programação. Este trabalho relata a experiência da participação de alunos de 2º a 5º ano de Ensino Fundamental I de uma escola pública em um destes eventos ocorrido no Estado do XXXXXX. Os resultados positivos motivaram a escola a estender as atividades com a plataforma Code.org para alunos de 1º ano e Educação Infantil. Os resultados dessas experiências são também detalhados.</p><p><strong>Abstract:</strong> The teaching of programming is gaining space in the school environment given the contributions it can offer to student development. Several movements encourage this work in schools through events such as Hora do Código. The Code.org platform is an environment used to promote these events that provides free educational games for programming learning. This paper reports the experience of the participation of students from 2nd to 5th year of Elementary School I of a public school in one of these events occurred in the State of XXXX. The positive results motivated the school to extend its activities with the Code.org platform for 1st year students and Early Childhood Education. The results of these experiments are also detailed.</p><p> </p>

scholarly journals Teaching Human Development to Early Childhood Education Students: A Cultural-Contextual Perspective

2021 ◽  
Author(s):  
Judith K. Bernhard ◽  
Howard A. Smith
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Human Development ◽  
Small Degree ◽  
First Year ◽  
Contextual Approach ◽  
Education Students ◽  
Childhood Education ◽  
The Individual ◽  
Development Course

The focus of a cultural-contextual approach to development is to recognize the fact that considerable differences exist among human individuals, especially in terms of their diverse sociocultural backgrounds. This paper examines how a group of early childhood education students responded to the presentation of a cultural-contextual approach during a human development course. A variety of data were gathered on the reactions of 81 students enrolled in the course during their first year of a four-year undergraduate degree program in early childhood education. The data reflected a number of course-related issues, and the investigation looked for signs that the cultural approach was salient for the students. There appeared to be evidence for only a small degree of success in conveying the approach in terms of students actually mentioning such issues. In analyzing the findings we propose that to reach a larger number of students, it may be necessary to address in a deliberate way the explicit and implicit messages concerning what is important to know about human development. The underlying assumptions of the wider course of study may need to be addressed as well, both at the program level and within the individual courses themselves. Implications for teaching are presented.

scholarly journals Saberes de futuras pedagogas sobre a ludicidade na educação infantil (p. 73-95)

2017 ◽  
Author(s):  
Claudio Wagner Locatelli ◽  
Eliane Cristina Couto De Lima ◽  
Maisa Helena Altarugio
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sao Paulo ◽  
Teaching Profession ◽  
São Paulo ◽  
Teaching Knowledge ◽  
Childhood Education ◽  
Questions And Answers ◽  
Teachers Training ◽  
The City

Este trabalho apresenta uma discussão dos dados da etapa inicial de uma pesquisa de mestrado em andamento acerca das concepções de 19 estudantes de pedagogia, de uma faculdade privada de São Paulo, sobre o usode atividades lúdicas na educação infantil, obtidas por meio de um jogo de perguntas e respostas. As análises caracterizam as concepções de acordo com o instrumento teórico “dimensões lúdicas”, de Lima (2015), e revelam as origens dos saberes que emergem dessas concepções, de acordo com os referenciais de Tardif (2000, 2010). Nosso objetivo é expor em que medida esses saberes são suficientes ou carregam limitações em função da atual demanda para os futuros profissionais, considerando a complexidade do campo lúdico e sua relevância para o segmento da educação infantil. As conclusões se dirigem para um questionamento da atual formação docente para o magistério, no sentido de incrementar e valorizar a formação lúdica desses profissionais e de articular os saberes que circulam nas atividades docentes.Palavras-chave: Ludicidade. Saberes do docente. Educação lúdica. Docente em formação. Educação infantil.AbstractThis paper presents a discussion of the initial data of a master’s research in progress about conceptions of 19 teaching students from a private college in the city of São Paulo (Brazil), on the use of playful activities in early childhood education, obtained through a game of questions and answers. Analyses characterize the conceptions according to the theoretical reference Playful Dimensions of Lima (2015) and reveal the origins of knowledge emerging from these conceptions, according to referential of Tardif (2000, 2010). The goal is to expose the extent to which this knowledge is sufficient or carry limitations due to the current demand for future professionals, considering the complexity of the playful field and its relevance to the segment of early childhood education. The conclusions are directed to a questioning of the current teacher training for the teaching profession in order to increase and enhance the playful training of these professionals and to articulate the knowledge circulating in teaching activities.Keywords: Payfulness. Teaching knowledge. Teachers training. Playfulness education. Early childhood education.ResumenEn este trabajo se presenta un análisis de los datos de la etapa inicial de la investigación de maestría en curso, sobre las concepciones de 19 estudiantes de enseñanza de una universidad privada en São Paulo, en el uso de las actividades de juego en la educación infantil, que se obtiene a través de un juego preguntas y respuestas. Los análisis caracterizan las concepciones de acuerdo con el instrumento teórico Dimensiones lúdicas de Lima (2015) y revelan los orígenes del conocimiento que emerge de estas concepciones, de acuerdo con las referencias de Tardif (2000, 2010). Nuestro objetivo es exponer la medida en que este conocimiento es suficiente o limitaciones de carga debido a la demanda actual de los futuros profesionales, teniendo en cuenta la complejidad del campo de juego y su relevancia para el segmento de la educación infantil. Los resultados se dirigen a un cuestionamiento de la formación de profesores actual de la profesión docente con el fin de aumentar y mejorar la formación lúdica de estos profesionales y para articular el conocimiento que circula en las actividades de enseñanza.Palabras clave: lúdico. Conocimientos del maestro. Educación del lúdico. Formación docente. Educación de la primera infancia.

scholarly journals Desarrollo de la competencia en comunicación lingüística en primer curso de los grados de educación infantil y educación primaria: una experiencia de aula en la UPV/EHU / The Development of Linguistic Communication Skills in First Year Grades of Kindergarten and Primary Education: A Classroom Experience at UPV/EHU

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Asier Romero Andonegi ◽  
Iñaki Gaminde ◽  
Aintzane Etxebarria ◽  
Urtza Garay
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Communicative Competence ◽  
First Year ◽  
Linguistic Communication ◽  
Elementary And Secondary Education ◽  
Childhood Education ◽  
Education Degree ◽  
Educación Primaria

ABSTRACTIn this article we intend to reflect on an experience that we have launched this course in Early Childhood Education degree in Primary Education and the E.U. of Education at the UPV/EHU. Specifically, we refer to the implementation within the new plans of the new degrees (European Higher Education Area) Early Childhood Education and Elementary and Secondary Education within the same in their first module of the course: Communicative Competence Development I. This material has the characteristic of teaching in a bilingual environment so that the development of different practices (through cooperative group work) have been of great interest to acquire greater proficiency.RESUMENCon este trabajo pretendemos reflexionar en torno a una experiencia que hemos puesto en marcha este curso en las titulaciones de Educación Infantil y de Educación Primaria de la E.U. de Magisterio de la UPV/EHU. En concreto, nos referimos a la implantación dentro de los nuevos planes EEES de las nuevas titulaciones de Educación Infantil y de Educa-ción Primaria y dentro de la misma en su primer módulo de la asignatura: Desarrollo de la Competencia Comunicativa I. Esta materia cuenta con la particularidad de impartirse en un entorno bilingüe por lo que el desarrollo de las diferentes prácticas (por medio del trabajo grupal cooperativo) ha resultado de sumo interés para la adquisición de una mayor compe-tencia lingüística. Contacto principal: [email protected]

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