scholarly journals “Quem vai orar?!”: Os discursos religiosos entre adultos e crianças em uma escola pública de educação infantil

Horizontes ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 81
Author(s):  
Jordanna Castelo Branco
Keyword(s):  
Early Childhood ◽  
Public School ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Metropolitan Region ◽  
Structured Interviews ◽  
Public Network ◽  
Childhood Education ◽  
Qualitative Survey ◽  
Adults And Children

ResumoO presente trabalho tem como objetivo analisar os discursos religiosos que circulam entre adultos e crianças em uma escola de Educação Infantil da rede pública municipal da região metropolitana do Rio de Janeiro. Foi realizada uma pesquisa qualitativa, de inspiração etnográfica numa escola da rede pública municipal que contou com observação direta e entrevistas semi estruturadas com os professores e a direção da escola. O estudo apontou que a presença dos discursos religiosos presentes na escola Educação Infantil da rede pública municipal campo da pesquisa eram naturalizados por adultos e crianças, sendo excludentes e discriminatórios. Palavras-chave: Escola pública, Educação Infantil, discurso religioso.“Who is going to pray?”: Religious discourses among adults and children in an Early Childhood public schoolAbstractThis study aims to analyze the religious discourses that circulate among adults and children in a school of Early Childhood Education of the municipal public network of the metropolitan region of Rio de Janeiro. A qualitative survey was conducted of ethnographic inspiration in a municipal public school attended by direct observation and semi structured interviews with teachers and the direction. The study found that the presence of religious discourses present in kindergarten school municipal public field of research were naturalized by adults and children.Keywords: Public school, Childhood, Religion discourse.

scholarly journals Letramento Visual na Educação Infantil: uma Proposta de Ensino

2019 ◽  
Vol 20 (3) ◽  
pp. 327
Author(s):  
Ana Carolina Vieira de Brito ◽  
Alda Maria Coimbra Aguilar Maciel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rio De Janeiro ◽  
Nursery School ◽  
National Curriculum ◽  
Narrative Structure ◽  
Childhood Education ◽  
Teacher Opinion ◽  
Educational Product ◽  
Curriculum Guidelines

O artigo discute o letramento na Educação Infantil por meio da pedagogia de multiletramentos. Foi realizada uma retrospectiva histórica e breve análise dos documentos Referencial Curricular Nacional da Educação Infantil - RCNEI, Diretrizes Curriculares Nacionais para a Educação Infantil - DCNEI e Orientações Curriculares para a Educação Infantil - OCEI. Para a elaboração do produto educacional, foram utilizados os conceitos da Gramática do Design Visual - GDV e a estrutura narrativa de Labov para a organização da contação de histórias. Baseou-se nas concepções do método pesquisa-ação de cunho qualitativo, cujo campo de aplicação foi uma creche pública do Município do Rio de Janeiro – segmento Maternal I –, localizada em uma comunidade da zona Norte do Estado do Rio de Janeiro. Iniciou-se a elaboração do produto utilizando a opinião das professoras da unidade, na qual a pesquisa foi realizada, para que o material fizesse realmente sentido para elas. Ao disponibilizar o produto, esperou-se perceber cada teoria sendo utilizada em favor da formação de sujeitos mais autônomos, críticos e criativos. Palavras-chave: Multiletramento. Multimodalidade. Educação Infantil. Caderno Pedagógico. Abstract                                                                                                   This article presents a research that discusses a literacy instrument in Early Childhood Education through multiliteracy pedagogy. It was started with a historical retrospective and a brief analysis was carried out of the National Curricular Reference Framework for Early Childhood Education (RCNEI), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the Curriculum Guidelines for Early Childhood Education (OCEI). For the elaboration of the educational product, in turn, the concepts of the Grammar of Visual Design (GDV) and the narrative structure proposed by Labov for the organization of storytelling were used. It was based on the conceptions of the qualitative action research methodology, whose field of application was a public nursery school of the Municipality of Rio de Janeiro - Maternal I -, located in a community in the northern area of the State of Rio de Janeiro.  The elaboration of the product was started using the teacher’ opinion of the unit where the research was carried out so that the material could make real sense to them. In making our product available, it is hoped to perceive each theory being used in favor of the formation of more autonomous, critical and creative subjects. Keywords: Multiliteracy. Multimodality. Child Education. Early Childhood Education. Pedagogical Handbook.

Peran Guru Anak Usia Dini Dalam Pengenalan Bahasa Inggris Dasar di PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 21-35
Author(s):  
Taranindya Zulhi Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Childhood Education ◽  
Basic English

Abstrak: Guru PAUD memiliki beragam peran seperti guru pada umumnya.  Namun pembedanya tampak pada peran guru PAUD yang bertugas mengembangkan beragam kemampuan dasar anak untuk menggali potensi anak sejak dini.  Kemampuan dasar bahasa asing pada usia ini dimulai dari pengenalan bahasa Inggris secara mendasar yakni melalui kosakata sederhana. Tujuan penelitian ini untuk: 1) mengetahui pengenalan bahasa Inggris dasar dan 2) peran guru anak usia dini dalam pengenalan bahasa Inggris RA/PAUD. Dengan menggunakan jenis penelitian lapangan serta pendekatan deskriptif kualitatif peneliti menentukan Sumber data primer nya adalah kepala RA/PAUD, sie kurikulum, serta wali peserta didik. Sedangkan sumber data sekunder adalah referensi yang relevan dengan pengenalan bahasa Inggris, peran guru, dan PAUD. Kemudian Data diperoleh melalui teknik observasi partisipatif wawancara semi terstruktur dan dokumentasi uji keabsahan data menggunakan uji credibility, transferability dan confirmability melalui reduction, display data dan conclusion drawing.Hasil yang diperoleh adalah pengenalan bahasa Inggris dasar di RA/PAUD dilakukan setiap hari menyatu dengan pembelajaran tema-tema dan sub tema dalam muatan kurikulumnya berbentuk kosakata harian dan sapaan peran guru anak usia dini dalam pengenalan bahasa Inggris dasar sangat bervariasi. Guru memiliki multi peran dalam satu waktu. Peran-peran tersebut adalah sebagai educator, mediator, observer, facilitator, motivator, administrator, dan composer. KataKunci: peran guru PAUD, pengenalan bahasa Inggris, PAUD     Abstract: Early Childhood Education (PAUD) teachers have various roles like teachers in general. But the difference is seen in their roles tasked with developing a variety of children's basic abilities to explore children's potential from an early age. The basic ability of foreign languages ​​at this age starts from the basic introduction of English through simple vocabulary. The purpose of this study is to: 1) determine the introduction of basic English and 2) the roles of early childhood teachers in the introduction of English in this level. By using the type of field research and the qualitative descriptive approach, the researcher determines that the primary data source is the head of the RA, curriculum courses, and guardians of students. While secondary data sources are relevant references to the introduction of English, the role of teachers, and PAUD. Then the data obtained through participatory observation techniques semi-structured interviews and documentation of data validity test using the test of credibility, transferability and confirmability through reduction, display data and conclusion drawing.The results obtained are the introduction of basic English in RA done every day together with the learning of themes and sub themes in the curriculum content in the form of daily vocabulary and the greeting of the role of early childhood teachers in the introduction of basic English varies greatly. The teacher has multiple roles at one time. These roles are as educator, mediator, observer, facilitator, motivator, administrator, and composer.   Keywords: the role of PAUD teachers, introduction to English, early childhood education

scholarly journals Classificação na Educação Infantil: discutindo propostas, concepções e práticas Rank in Early Childhood Education: discussing proposals, concepts and practices

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Edneri Pereira Cruz ◽  
Ana Coelho Vieira Selva
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Common Property ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Structured Interviews ◽  
Childhood Education ◽  
Conceptual Clarity ◽  
Role Of Teachers

O estudo investiga como a Classificação vem sendo tratada na Educação Infantil. Em particular, as atividades propostas em livros didáticos e a atuação de docentes em sala de aula. Esta pesquisa contemplou: análise de livros didáticos de Matemática, observação de sala de aula e realização de entrevistas semiestruturadas com professoras desta etapa de ensino. De modo geral, tanto nos livros didáticos quanto nas propostas em sala de aula, as atividades apresentam-se como contexto fecundo para se explorar aspectos numéricos, geométricos e lógicos, com a predominância de atividades que previam o agrupamento de objetos que possuíam uma propriedade comum ou mesmo atributo. Na preocupação em tornar o conhecimento acessível e com significado para a criança, se perdeu em algumas atividades a clareza conceitual.The study investigates how the Classification has been treated in kindergarten. In particular, the activities proposed in textbooks and the role of teachers in the classroom. This research included: analysis of textbooks of Mathematics, classroom observation and carrying out semi-structured interviews with teachers of this educational stage. In general, both in textbooks as the proposals in the classroom, the activities are presented as fruitful context for exploring numerical, geometric and logical aspects, with the predominance of activities that provide for grouping of objects that had a common property or even attribute. The aim of making it accessible and meaningful to the child's knowledge, was lost in some activities the conceptual clarity.  

scholarly journals Thinking about Practice in Integrated Children's Services: Considering Transdisciplinarity

2012 ◽  
Vol 37 (3) ◽  
pp. 94-99 ◽  
Author(s):  
Andrea Nolan ◽  
Jennifer Cartmel ◽  
Kym Macfarlane
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Direct Result ◽  
Structured Interviews ◽  
Children's Services ◽  
Care Community ◽  
Childhood Education ◽  
Education And Care ◽  
Children’S Services ◽  
Role Confusion

Integrated service delivery in the early childhood education and care sector is burgeoning as a direct result of government agendas in Australia that privilege services for young children and families, especially those considered most vulnerable and at risk. In many cases this means reviewing and revising current practice to work more collaboratively with other professionals. This paper reports the findings of one aspect of a larger Australian study entitled: ‘Developing and sustaining pedagogical leadership in early childhood education and care professionals’. The focus of this paper is the understandings and practices of professionals in both Queensland and Victoria working in integrated Children's Services across the education, care, community and health sectors. The notion of transdisciplinary practice is also explored as a way to sustain practice. Qualitative data collection methods, including the ‘Circles of Change’ process, the ‘Significant Change’ method and semi-structured interviews were used. The findings indicate concerns around professional identity, feeling valued, role confusion and the boundaries imposed by funding regulations. Working in a transdisciplinary way was generally considered a useful way to move practice forward in these settings, although the ramifications for leadership that this approach brings requires further consideration.

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 Challenges Faced by Teachers in Teaching through Storytelling and Play-Way Method at Early childhood Education Level

2020 ◽  
Vol V (III) ◽  
pp. 152-165
Author(s):  
Misbah Malik ◽  
Fasiha Altaf ◽  
Mehwish Gull
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sampling Technique ◽  
Education Level ◽  
Research Approach ◽  
Structured Interviews ◽  
Childhood Education ◽  
Resource Rooms ◽  
Grade One ◽  
Phenomenological Design

Teachers use several methods to teach children in Early childhood Education classes. Storytelling and play-way methods are employed to teach initial concepts in a conducive and stimulating learning environment. The purpose of this study was to identify the mindfulness, utilization, and challenges faced by ECE teachers while teaching through these methods. The phenomenological design was employed by using a qualitative research approach. The ten ECE schoolteachers were selected as participants, who were teaching to grade one student through the purposive sampling technique. Self-developed semi-structured interviews were carried out, and the data were transcribed into codes and themes. The research revealed that teachers were more aware of the storytelling method than the play way method. They were facing different challenges while using the storytelling and play-way method at the ECE level. It is recommended that resource rooms should be established for the provision of the best opportunities for training to ECE teachers.

Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood

2008 ◽  
Vol 9 (4) ◽  
pp. 306-316 ◽  
Author(s):  
Linda Knight
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Arts Education ◽  
Pedagogical Practices ◽  
Primary Schooling ◽  
Childhood Education ◽  
The Arts ◽  
Adults And Children

This article is a study of the arts in early childhood as a way of learning, for both children and their teachers. The author suggests that drawing can be a powerful tool for collaborative approaches to pedagogy. When teachers draw with children, pathways of communication can be opened, and the collaborative exercise can trigger processes of transformation for both adult and child. In order to present challenges to more traditional, hands-off pedagogical practices in arts education, this article is an account of reflexive arts pedagogies, and how they can work to improve communication and understandings between adults and children. Within the educational contexts of Australian preschooling and primary schooling, the author examines the process of collaborative drawing, and how this can enable a process of transformation. Her analysis, and the accompanying examples of reflexive practices, combine complementary lenses, socio-cultural and postmodern, that she sees as working in harmony to produce new possibilities, in arts education in particular, and, more broadly, in early childhood education.

scholarly journals “Who Would Bother Getting a Degree When You Would Be on the Exact Same Pay and Conditions . . .?” Professionalism and the Problem With Qualifications in Early Childhood Education and Care: An Irish Perspective

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110318
Author(s):  
Ayooluwa Oke ◽  
Judith E. Butler ◽  
Cian O’Neill
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Structured Interviews ◽  
Childhood Education ◽  
Social Welfare Services ◽  
Childhood Care ◽  
Highly Skilled ◽  
Education And Care ◽  
Impact Of Technology ◽  
The Impact

Although the literature is replete with research that indicates the importance of qualified and highly skilled practitioners in the provision of quality Early Childhood Education and Care (ECEC), challenges to the retention of highly skilled graduates and the establishment of a professional ECEC workforce persist. This study investigates the barriers that hinder practitioners from obtaining higher level ECEC qualifications. It presents findings from the perspectives of practitioners ( n = 18) participating in the Early Childhood Care and Education (ECCE) Scheme using semi-structured interviews. This article is part of a doctoral study with practitioners and parents on quality in ECEC and the impact of technology on quality practice. Importantly, this article presents findings from the practitioner interviews as they relate to the barriers faced by practitioners in obtaining higher level qualifications. Findings indicate that practitioners value the role of qualifications in the provision of quality practice. Despite this, findings suggest that the likelihood of obtaining an ECEC degree is largely dependent on the practitioner’s financial situation. For example, in the absence of appropriate pay scales and occupational profiles, practitioners are forced to avail of social welfare services.

scholarly journals Las ciencias de la naturaleza a través de los cuentos en educación infantil

2021 ◽  
Vol 2 (5) ◽  
pp. 6619-6642
Author(s):  
Estela María Celdrán Fernádez ◽  
Olga Quirante Martínez
Keyword(s):  
Early Childhood ◽  
Public School ◽  
Early Childhood Education ◽  
Children’S Literature ◽  
Natural Sciences ◽  
Human Being ◽  
Autonomous Community ◽  
Teaching Sequence ◽  
Childhood Education ◽  
Living Being

El objetivo general de este artículo consiste en analizar la puesta en práctica de una secuencia de enseñanza sobre ciencias de la naturaleza en la que se utiliza el cuento como recurso didáctico principal. Dicha propuesta tiene como objetivo trabajar el modelo de ser vivo a través de los pollitos y realizar una analogía con el ser humano. Esta propuesta está diseñada para un aula del segundo ciclo de educación infantil (3 años), perteneciente a un colegio público de la Comunidad Autónoma de la Región de Murcia, con 8 niñas y 16 niños, en total 24. La metodología que enmarca esta secuencia didáctica es el trabajo por proyectos, aprovechando que en el aula se estaba viendo un proyecto sobre los pollitos y, para ello, se hace uso del cuento de “El pollo Pepe” cuyo autor es Nick Denchfield. En el apartado de: reflexión sobre la puesta en práctica, se recogen una serie de resultados favorables en cuanto a esta propuesta, lo que significa que es una secuencia adecuada y viable para estas edades, en la que se consigue un acercamiento a las ciencias de la naturaleza a través de la literatura infantil.   The general objective of this article is to analyze the implementation of a teaching sequence on natural sciences in which the story is used as the main didactic resource. The objective of this proposal is to work on the model of a living being through the chicks and to make an analogy with the human being. This proposal is designed for a classroom of the second cycle of early childhood education (3 years old), belonging to a public school of the Autonomous Community of the Region of Murcia, with 8 girls and 16 boys, in total 24. The methodology that frames this didactic sequence is the work by projects, taking advantage of the fact that in the classroom a project about chicks was being seen and, for this, the story of "El pollo Pepe" whose author is Nick Denchfield is used. In the section on: reflection on the implementation, a series of favorable results are collected regarding this proposal, which means that it is an appropriate and feasible sequence for these ages, in which an approach to the sciences of nature is achieved through children's literature.

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