Sobrevoo e trilhas da pesquisa: caminhos para olhar a Educação Infantil

2018 ◽  
Vol 23 (2) ◽  
pp. 590-607
Author(s):  
Marta Nidia Maia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Learning ◽  
Research Strategies ◽  
Doctoral Thesis ◽  
Specific Field ◽  
Childhood Education ◽  
Children's Education ◽  
Children’S Education

Este texto está centrado no processo e estratégias de pesquisa de tese de doutorado já defendida. Seu objetivo é apresentar os caminhos trilhados para elaboração da tese que trata do Currículo da Educação Infantil e sua relação com datas comemorativas. Propôs-se a ouvir sujeitos envolvidos no cotidiano desse currículo – profissionais e crianças. A pesquisa é um exercício de compreensão do particular como forma de apreensão do real, olhando a especificidade como parte de um todo no qual se insere e representa. Os indícios encontrados no campo específico da pesquisa, dizem respeito a ele, mas não só. Dizem respeito à totalidade que o produz, aos sistemas, às escolas, aos sujeitos implicados com a Educação Infantil e seu currículo.  Palavras-chave:Pesquisa – Currículo – Educação Infantil This text is centered in the process and doctoral thesis research strategies already advocated. Your goal is to present the paths for the preparation of the thesis dealing with the curriculum of early childhood education and its relationship with anniversaries. It was proposed to hear those involved in the daily curriculum that - professionals and children. The research is a particular understanding of the exercise as real apprehension so, looking at the specificity as part of a whole in which it operates and is. The evidence found in the specific field of research, relate to it, but not only. They relate to all the produce, systems, schools, the subjects involved with the Children's Education and curriculum. Key words:Search - Curriculum - Early Learning                         

scholarly journals Urgensi Pendidikan Anak Usia Dini Dalam Perspektif Hadits di Masa Pandemi Coronavirus

2021 ◽  
Vol 3 (1) ◽  
pp. 1-14
Author(s):  
Afifah Fatihakun Ni'mah Wahidah ◽  
Muhammad Alfatih Suryadilaga
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Values ◽  
Moral Values ◽  
Childhood Education ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
Role Of Parents

Urgency Parents have an important role for Early Childhood Education especially with the covid outbreak so that children have to learn from home. This article aims to examine the urgency of Early Childhood Education education in the perspective of hadith, especially the hadith on the obligations of parents in educating children, which is associated with conditions in the era of the Coronavirus pandemi. Family is the first and foremost education for a person. Education in the family plays a role in developing character, personality, cultural values, religious and moral values, and simple skills. There is a physical distancing policy so that learning is carried out online (in a network) so that the role of parents is very urgent in ensuring the continuity of their children's education. is the responsibility of the parents; Second, the best gift parents give their children is a good education; Third, parents as the first and foremost madrasa, especially for early childhood, are responsible for their children's education.

„To learn with” as an alternative voice for children’s education. Introduction to a European Project: Teaching for Holistic, Relational and Inclusive Early Childhood Education (THRIECE)

2019 ◽  
Vol 64 (1(251)) ◽  
pp. 175-182
Author(s):  
Leah O’Toole ◽  
Claire Regan ◽  
Agnieszka Nowak-Łojewska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Aspects ◽  
Childhood Education ◽  
Children's Education ◽  
European Project ◽  
Children’S Education ◽  
Point Of Departure ◽  
Inclusive Early Childhood

Th e issue of the text focuses on the category of learning. The analysis of the term “learning” in the behaviouristic, humanistic and the interpretive aspects serves as a point of departure. The latter approach is exploited for further analyses in order to select the category “to learn with…”. This category is described in terms of the European Project THRIECE – Teaching for Holistic, Relational and Inclusive Early Childhood Education and presents its potential for children’s education in cognitive, emotional and social aspects.

Early childhood education as special resource and initial step in preparation of creative and responsible citizen-worker

10.12737/186 ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 0-0
Author(s):  
Ушакова ◽  
S. Ushakova
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Education ◽  
Initial Step ◽  
International Community ◽  
Childhood Education ◽  
Children's Education ◽  
Health And Development ◽  
Children’S Education ◽  
Social Importance

The international community increasingly recognizes the enormous social importance of children’s early education and upbringing, the need for State’s regulating role in implementation of complex of services providing children’s education , health and development.

scholarly journals Peningkatan Kapasitas Kurikulum 2013 Pendidikan Usia Dini Pada Guru dan Pengelola PAUD Al Birru Nasyiatul Aisyiyah

2020 ◽  
Vol 3 (3) ◽  
pp. 50-57
Author(s):  
Risni Julani Yuhan ◽  
Diah Puspitarini ◽  
Husnul Khotimah ◽  
Lia Karisma ◽  
Fauzah Romadhon K ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Process ◽  
Analytical Method ◽  
Descriptive Analysis ◽  
Childhood Education ◽  
Children's Education ◽  
Good Outcome ◽  
Children’S Education

Early Childhood Education (PAUD) is an embryo of children's education in shaping a generation of people who are superior and dignified. Education provided to children aged 0-6 years primarily introduces physical activity to stimulate the child's motoric development, affection and introduce the process of socializing to children. Considering the importance of PAUD, the curriculum 2013 PAUD has now been developed, where previously there was no specific curriculum that could be used in the learning process in PAUD.  Applying the curriculum 2013, the teachers still did not have enough capacity to be able to translate the concepts of the curriculum into the learning process. Therefore, training was carried out in an effort to increase capacity in the application of the Curriculum 2013 PAUD. The analytical method used is descriptive analysis and inference. The result of this activity is that there is a change in knowledge about the 2013 PAUD curriculum for the training participants. Participants give evaluators on the implementation of training in general is good. Outcome of this training the participants are required to disseminate the curriculum 2013 PAUD material

scholarly journals CONSTRUÇÃO DA AUTONOMIA NA EDUCAÇÃO INFANTIL: interações entre crianças e professoras

2019 ◽  
Vol 5 (18) ◽  
pp. 9651
Author(s):  
Maria Fabrícia de Medeiros ◽  
Adelaide Alves Dias
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
El Nino ◽  
Video Recording ◽  
Daily Routine ◽  
Childhood Education ◽  
Children's Education ◽  
Palabras Clave ◽  
Children’S Education ◽  
The City

CONSTRUCTION OF AUTONOMY IN EARLY CHILDHOOD EDUCATION: interactions between children and teachersCONSTRUCCIÓN DE AUTONOMÍA EN LA EDUCACIÓN INFANTIL: interacciones entre los niños y los maestrosRESUMOEste estudo investigou as interações e afetividade entre professoras-criança e criança-criança e suas implicações para o processo da autonomia infantil. Observou-se a rotina diária de uma turma de Maternal 2 com 26 crianças de 3 anos, uma professora e uma monitora em um CREI-Centro de Referência em Educação Infantil na cidade de João Pessoa-PB. A técnica empregada foi a de vídeogravação de episódios interativos e os dados foram tratados por meio da análise microgenética, onde dividimos os episódios interativos em 3 (três) tipos de díades: criança-criança, professoras-criança e criança-professoras. Os resultados indicam que as crianças resistiam e construíam sua autonomia entre os pares. É oportuno dizer que encontramos um ambiente com interações intercaladas entre afetivas e proporcionadoras da construção da autonomia (criança-criança) e outras disciplinadoras (professora ou monitora-criança).Palavras-chave: Autonomia; Interações; Afetividade.ABSTRACTThis study investigated the interactions and affection between child teachers and child-child and its implications for the process of children's autonomy. There was the daily routine of a group of Maternal 2 with 26 children 3 years old, a teacher and a monitor in a Children's Education Reference CREI-Center in the city of João Pessoa-PB. The technique used was the video recording of interactive episodes and the data were treated by microgenetic analysis, where we divided the interactive episodes in three (3) types of dyads: child-child, child-teachers and child- teachers. The results indicate that children resisted and building their autonomy among peers. It is fair to say that we find an environment with interactions interspersed between affective and proporcionadoras the construction of autonomy (child-child) and other disciplinary (teacher or monitor-child).Keywords: Autonomy; Interactions; Affectivity.RESUMENEste estudio investigó las interacciones entre maestros y afecto y cuidado de los niños y sus implicaciones para el proceso de autonomía de los niños. No era la rutina diaria de un grupo de Maternal 2 con 26 niños de 3 años, un profesor y un monitor de referencia Educación CREI - centro de niños en la ciudad de João Pessoa -PB. La técnica utilizada fue la grabación en vídeo de episodios interactivos y los datos fueron tratados mediante análisis microgenético, donde se dividió a los episodios interactivos en tres (3) tipos de díadas: Familias con niños, Apto para maestros y niños-profesores. Los resultados indican que los niños se resistieron y la construcción de su autonomía entre pares. Es justo decir que nos encontramos con un entorno con interacciones intercalados entre afectiva y proporcionadoras la construcción de la autonomía (el niño-niño) y otra disciplina (profesor o monitor-niño).Palabras clave: La Autonomía; Interacciones; La Afectividad.

scholarly journals A OBSERVAÇÃO NA EDUCAÇÃO INFANTIL COMO FORMA DE RESPEITO ÀS CRIANÇAS

2019 ◽  
Vol 16 (3) ◽  
pp. 156-161
Author(s):  
Viviane Barrozo Manfré ◽  
Cinthia Magda Fernandes Ariosi
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Meaningful Learning ◽  
Educational Practice ◽  
Childhood Education ◽  
Children's Education ◽  
Education Professional ◽  
Integral Development ◽  
Children’S Education

This work focuses on the theme of observation as a powerful tool to the educational practice in early childhood education, through which it is possible to establish interactions that aim to ensure meaningful learning, contributing to the integral development of the child. The purpose of this study was to reflect on the concept of observation, what are the implications for the pedagogical work in children's education and what is it for, in order to contribute to the improvement of educational practices in children's education respecting children. Therefore, this work was carried out based on the presuppositions of the qualitative research, of a bibliographical nature, based on a consultation on materials that discuss the theme that we propose to discuss and reflect on.Among the observed aspects, we find that the observation brings as a benefit to the educational practice the knowledge, respect, appreciation of the children and the construction of positive relationships, once, when understanding the child, the teacher begins to change his posture with respect to it, resulting in new behaviors in both. It is understood, therefore, that observation is a fundamental element for an education that respects children, because it is only through a careful and careful look that the education professional offers the best development experiences.

scholarly journals Analysis of Parent Cooperation in Early Childhood Education Institutions

2021 ◽  
Vol 9 (3) ◽  
pp. 445
Author(s):  
Vevi Sunarti ◽  
Jamaris Jamna ◽  
Sufyarma Marsidin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Institution ◽  
Education Institution ◽  
Large Contribution ◽  
Considerable Influence ◽  
Childhood Education ◽  
Children's Education ◽  
Role Of Parents

Children's education cannot be separated from the large contribution of parents, who realize it or not will have a considerable influence on the success of an education. Therefore, in any situation, the role of parents cannot be ignored. One of the things we can observe is the need for parental cooperation in the implementation of existing education in an educational institution, we call it an early childhood education institution. Early childhood education cannot be separated from the cooperation of parents, the low cooperation of parents with early childhood education institutions will affect the success of the program itself. In this study the researchers tried to analyze the things that caused the low work of parents in early childhood education institutions, questionnaires were distributed to 21 who had children who were in early childhood education institutions and distributed randomly. With the results of good job research in terms of orientation to tasks that are considered quite good, (2) Orientation to the process which is considered quite good (3) Orientation to the assessment is quite low. The conclusions we can draw from this research are the need for an approach given to parents, so that parents want to be involved and cooperate in early childhood education institutions.

scholarly journals Editorial: Opening for debate and contestation: OECD’s International Early Learning and Child Well-being Study and the testing of children’s learning outcomes

2019 ◽  
Vol 17 (1) ◽  
pp. 1-10
Author(s):  
Claudia Diaz-Diaz ◽  
Paulina Semenec ◽  
Peter Moss
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Outcomes ◽  
Large Scale ◽  
Well Being ◽  
Early Learning ◽  
Comparative Assessment ◽  
Special Issue ◽  
Standardized Measures ◽  
Childhood Education

This special issue aims to bring critical perspectives to bear on a growing phenomenon in education: comparative assessment of educational performance using standardized measures of outcomes or ‘international large-scale assessments’. We focus on one of its latest examples: the International Early Learning and Child Well-being Study. Proposed by the Organisation for the Economic Co-operation and Development (OECD, n.d.a) in 2012, this study is now being put into practice, targeting early childhood education and young children in particular. The articles in this edited collection offer varied critiques of this project as well as critiques of the influential role that the OECD is playing in how member countries design, implement and assess their early childhood education.

scholarly journals The Shape of Things to Come and what to do about Tom and Mia: Interrogating the OECD’s International Early Learning and Child Well-Being Study from an anti-colonialist perspective

2019 ◽  
Vol 17 (1) ◽  
pp. 87-101 ◽  
Author(s):  
Mathias Urban
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Well Being ◽  
Early Learning ◽  
Frame Of Reference ◽  
Post Colonial ◽  
Childhood Education ◽  
Child Characters ◽  
To Come

In this article, I discuss the International Early Learning and Child Well-being Study (IELS), which is currently being rolled out by the Organisation for Economic Co-operation and Development. I summarise the development of IELS and the critique that has been voiced by early childhood scholars, professionals and advocates. I then move to an aspect of IELS that has so far been absent from the discussion: the actual conduct of the test, using the two stylised child characters Tom and Mia. I provide a provisional reading of the Tom and Mia imaginary through the lens of post-colonial and neo-colonial analysis. Applying the concept of colonisation as a frame of reference opens a space for introducing resistance and anti-colonial practices as productive forces to challenge the global hegemony. I draw on Pedro Sotolongo’s concept of the power of marginal notions to argue that experiences made on the margins of society, both geographically and socially, offer very practical alternatives to reconceptualising early childhood education, and services for young children, families and communities.

What's Going On…

1974 ◽  
Vol 21 (7) ◽  
pp. 599-600
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
Learning Experiences ◽  
Early Learning ◽  
Concept Development ◽  
Classroom Teachers ◽  
Early Childhood Mathematics ◽  
Affective Development ◽  
Childhood Education

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

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