scholarly journals Alfabetizar ou não as crianças de seis anos? Uma análise dos discursos especializados no contexto da ampliação do ensino fundamental

2021 ◽  
Vol 14 (2) ◽  
pp. 348
Author(s):  
Andressa Caroline Francisco Leme ◽  
Ana Laura Godinho Lima
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Elementary Education ◽  
Michel Foucault ◽  
Basic Education ◽  
Reading And Writing ◽  
Discursive Formation ◽  
Childhood Education ◽  
De Se ◽  
Children's Literacy

O artigo caracteriza os discursos especializados sobre o momento mais adequado para o início da alfabetização das crianças, no contexto da ampliação do ensino fundamental para nove anos, a partir da promulgação da Lei no 11.274 em 6 de fevereiro de 2006. A análise inspira-se na perspectiva teórico-metodológica de análise do discurso de Michel Foucault e incide sobre artigos acadêmicos, documentos oficiais e textos publicados em revistas de divulgação destinadas a professores no período compreendido entre a década de 1990 e a de 2010. A partir do exame das fontes foi possível caracterizar os discursos considerados como sendo pertencentes a uma mesma formação discursiva. Seus enunciados nucleares dizem respeito à necessidade de se respeitar as características das crianças na transição da educação infantil ao ensino fundamental, ao mesmo tempo em que se busca favorecer o seu aprendizado da leitura e da escrita, preferencialmente de maneira lúdica e a partir do seu interesse espontâneo.Palavras-chave: Alfabetização. Educação Infantil. Desenvolvimento Infantil.Literate or not six-year-old children? An analysis of specialized discourses in the context of the expansion of elementary educationABSTRACTThe article characterizes the specialized discourses about the most appropriate moment for the beginning of children's literacy, in the context of the expansion of basic education to nine years, after the enactment of Law 11,274 on February 6, 2006. The analysis is inspired by the theoretical-methodological perspective of Michel Foucault's discourse analysis, and focuses on academic articles, official documents and texts published in magazines aimed at teachers in the period between the 1990s and the 2010s. Based on the examination of the sources, it was possible to characterize the discourses considered as belonging to the same discursive formation. Its core statements refer to the need to respect the characteristics of children in the transition from early childhood education to elementary education, while seeking to promote their learning of reading and writing, preferably in a playful way and based on their spontaneous interest.Keywords: Literacy. Childhood Education. Child Development.¿Alfabetizar o no los niños de seis anõs? Un análisis de los discursos especializados en el contexto de la ampliación de la educación primariaRESUMENEl artículo caracteriza los discursos especializados acerca del momento más adecuado para el inicio de la alfabetización de los niños, en el contexto de la ampliación de la enseñanza básica para nueve años, desde la promulgación de la Ley 11.274 en el 6 de febrero de 2006. El análisis se inspira en la perspectiva teórica-metodológica del análisis del discurso de Michel Foucault y a él están sometidos los artículos académicos, documentos oficiales y textos publicados en revistas de divulgación destinadas a profesores en el período entre las décadas de 1990 y 2010. A partir del examen de las fuentes fue posible caracterizar los discursos considerados como pertenecientes a una misma formación discursiva. Sus enunciados nucleares se refieren a la necesidad de respectarse las características de los niños en la transición de la educación infantil a la enseñanza básica, al mismo tiempo en el que se busca favorecer su aprendizaje de la lectura y de la escrita, preferentemente de manera lúdica y desde su interés espontáneo.Palabras-clave: Alfabetización. Educación Infantil. Desarrollo Infantil.

scholarly journals Prediction of Reading and Writing in Elementary Education through Early Childhood Education

2020 ◽  
Vol 40 ◽  
Author(s):  
Talita de Cassia Batista Pazeto ◽  
Natália Martins Dias ◽  
Cristiano Mauro Assis Gomes ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Elementary Education ◽  
Executive Functions ◽  
Oral Language ◽  
Family Characteristics ◽  
First Year ◽  
Reading And Writing ◽  
Childhood Education ◽  
Initial Reading

Abstract The study investigated the predictive role of executive functions, language, initial reading and writing abilities, teacher’s perception of the students’ difficulties and family characteristics, evaluated in Early Childhood Education (ECE) (Jardim I and Jardim II), in relation to reading and writing performance in the first year of Elementary Education. A total of 71 children were monitored in a longitudinal manner from ECE up to the first year, and evaluated in Oral Language (OL), Executive Functions (EF), initial Reading and Writing skills in ECE and, in the first year, evaluated by means of Reading and Writing tests. Parents provided information on socioeconomic status (SES) and teachers indicated children with difficulties. After the data imputation process, regression tree analysis showed that OL skills and initials skills of reading and writing in ECE explained a mean of 43% of the reading variability in the first year. For writing, the models also included performances in EF, income, father’s age and indication of difficulty by the teacher in ECE, explaining a mean of 78% of the variability in writing in the first year. The results allowed identifying abilities and variables that can be considered precursors of subsequent performances in Elementary Education, providing guidance for actions of early identification and intervention.

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 The Importance of Developing Narrative Capacity

2018 ◽  
Vol 43 (1) ◽  
pp. 1-6
Author(s):  
Jennifer Lehmann
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Human Development ◽  
Developmental Psychology ◽  
Associate Professor ◽  
Childhood Studies ◽  
New Members ◽  
Childhood Education ◽  
And Gender

Welcome to our first Issue of Children Australia for 2018. We hope you have had a wonderful Christmas and entered the New Year with energy and enthusiasm for the challenges ahead. We also welcome back many of our Editorial Consultants and especially want to make our new members of the team feel engaged in the journal's activities for 2018. One of our new Editorial Consultants is Shraddha Kapoor who is Associate Professor at Department of Human Development and Childhood Studies, Lady Irwin College, University of Delhi. Dr Neerja Sharma, now retired, who has supported Children Australia for some years, was Shraddha's Professor before becoming her colleague and now a dear friend. Shraddha herself has been teaching in the department for last 27 years in the subjects of developmental psychology, child development, wellbeing, family and gender. Her particular interests are childcare, early childhood education and gender.

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.

Developmental Fossils—Unearthing the Artefacts of Early Childhood Education: The Reification of ‘Child Development’

2005 ◽  
Vol 30 (2) ◽  
pp. 2-7 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
World View ◽  
Linguistically Diverse ◽  
Conceptual Tool ◽  
New Approach ◽  
Childhood Education ◽  
Cultural Legacy ◽  
New Thinking

In recent years sociocultural theory has provided an important conceptual tool for re-thinking many practices in early childhood education (e.g. Anning, Cullen & Fleer, 2004; Edwards, 2001; Edwards, 2003). While much has been gained, many taken-for-granted practices still remain in need of critique. Although the term ‘Child Development’ has been debated in the past (see collection of papers in Fleer, 1995; Keesing-Styles & Hedges, in press; Lubeck, 1996; 1998), we have not seen the emergence of a new approach or world view to replace it Ten years have passed, and we still find national materials which foreground Western middle-class notions of development (e.g. Responses to the National Agenda for Early Childhood, Australian Government, 2003). This paper seeks to stimulate debate within Australia and New Zealand around the term ‘Child Development’. Responses are invited so that the historical and cultural legacy of that term can be examined and a new term introduced which recognises our culturally and linguistically diverse communities. It is through public debate that we can as a scholarly community build new terminology to name and make visible new thinking.

scholarly journals Status of early childhood education under integrated child development services scheme in bankura municipality, West Bengal

2017 ◽  
Vol 61 (4) ◽  
pp. 261
Author(s):  
Sumana Samanta ◽  
SubhraSamujjwal Basu ◽  
Dibakar Haldar ◽  
AdityaPrasad Sarkar ◽  
AsitBaran Saren ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
West Bengal ◽  
Childhood Education

scholarly journals A Importância da Matemática no Desenvolvimento da Criança na Educação Infantil / The Importance of Mathematics in Child Development in Early Childhood Education

2021 ◽  
Vol 15 (57) ◽  
pp. 816-827
Author(s):  
Aywkslânia Nogueira de Souza ◽  
Verônica Rejane Lima Teixeira
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
School Environment ◽  
Qualitative Methodology ◽  
Mathematics Learning ◽  
National Curriculum ◽  
Main Theme ◽  
Childhood Education ◽  
Learning Mathematics

Resumo: O presente projeto tem como tema principal a ser abordado a importância da matemática na educação infantil, tendo como objetivos identificar os fatores que contribuem para essa aprendizagem e como as práticas lúdicas podem oferecer suporte para dinamizar e conscientizar dos benefícios de uma aprendizagem matemática. Para desenvolver esta pesquisa foi utilizada uma metodologia de caráter qualitativo com fontes de estudos bibliográficas, fundamentadas em autores que enfatizam a importância da aprendizagem matemática na educação infantil e em documentos que garantem os direitos de brincar da criança no âmbito escolar e em documentos como Referencial Curricular Nacional na Educação Infantil, A Lei de Diretrizes e Bases da Educação, Base Nacional Comum Curricular e Currículo de Pernambuco, com o intuito de aplicar uma visão aos educadores sobre a aprendizagem Matemática na Educação Infantil. Palavras chave: Matemática; Infantil; Criança; Aprendizagem.  Abstract: This project has as at main theme the importance of mathematics in early childhood education, aiming to identify the factors that contribute to this learning and how playful practices can provide support to boost and raise awareness of the benefits of learning mathematics. To develop this research, a qualitative methodology was used with sources of bibliographical studies, based on authors who emphasize the importance of mathematics learning in early childhood education and on documents that guarantee the children's rights to play in the school environment and on documents such as Curriculum Reference National in Early Childhood Education, The Law of Guidelines and Bases of Education, Common National Curriculum Base and Curriculum of Pernambuco, with the aim of applying a vision to educators on the learning of Mathematics in Early Childhood Education.Keywords: Mathematics; Children; Learning. 

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