A pesquisa no PPGE-UEPG/PR: Educação física escolar, educação infantil e formação de professores

2021 ◽  
Author(s):  
Silvia Christina de Oliveira Madrid
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Physical Education ◽  
The State ◽  
Early Years ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Theoretical Assumptions

The research (PPGE/UEPG) of this work deals with themes in the areas of School Physical Education, Early Childhood Education and Teacher Training. The authors' academic production is linked to the axes and lines of research of the Study and Research Group on School Physical Education and Teacher Training – Gepefe (UEPG/CNPq). The work begins by presenting the study on the theoretical assumptions that underlie Education for Peace as an educational component of a Culture of Peace, the effective approach from the perspective of Edgar Morin's Theory of Complexity. Next, the study on the methodological theoretical assumptions of Physical Education in the final years of elementary school of the Public Network of the State of Paraná is presented, the research was carried out in schools in a municipality in the interior of the State. The theme of the third study deals with how school management is realized in the pedagogical practice of Early Childhood Education. The fourth study deals with the pedagogical practice of Physical Education in the early years of elementary school of the Municipal Education Network, in an interior city of the State of Paraná. At the end of the work, Gepefe's academic contribution is presented as a space for dialogues between the school context and the Training of Physical Education teachers, in the areas of teaching, research and extension. The authors hope that the work will contribute to foster discussions in the academic and professional spheres, providing debates and reflections in relation to the context of School Physical Education, Early Childhood Education and Teacher Training.

scholarly journals Uso de recursos podcast e webquest no estudo do tema avaliação na educação infantil

2018 ◽  
Vol 11 (2) ◽  
pp. 192-205
Author(s):  
Fernanda Beatriz da Costa Miranda de Carvalho ◽  
Cristhiane Pereira de Lima ◽  
Alessandra Dutra ◽  
Vanderley Flor da Rosa ◽  
Jair de Oliveira
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Early Years ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Content Assessment ◽  
The North

RESUMO:As tecnologias de informação e comunicação estão presentes na vida das pessoas nas mais diversas esferas sociais. Na educacional, por exemplo, elas colaboram no sentido de otimizar o processo de ensino e aprendizagem. No entanto, é necessário que os profissionais da educação desenvolvam conhecimentos e competências para saber utilizar de maneira significativa todos esses recursos. Assim, este estudo busca discutir os resultados da aplicação das ferramentas podcast e webquest na apresentação do conteúdo “Avaliação na Educação Infantil” a alunos de uma escola pública localizada ao norte do Paraná, de um curso de formação de professores, modalidade Médio Integrado, voltado para formação de docentes da Educação Infantil e dos anos iniciais do Ensino Fundamental. Para isso, foram utilizados os tipos de pesquisa bibliográfica, de campo e analítica. Os resultados apontam que o uso da ferramenta podcast na prática pedagógica enriqueceu as tarefas propostas e executadas e despertou a autonomia e a criticidade nas respostas fornecidas pelos alunos. Além disso, as tarefas propostas aos alunos por meio da webquest despertaram maior interesse, curiosidade e entusiasmo nos alunos, os quais participaram de forma dinâmica e colaborativa, instigando-os a serem sujeitos ativos do processo de construção do próprio conhecimento. PALAVRAS-CHAVE: tecnologias; ensino; formação de professor.   ABSTRACT:The Information and communication technologies are present in the lives of people in many different spheres. In education, for instance, they collaborate to optimize the teaching and learning process. However, it is necessary for professionals of education to develop knowledge and skills to know how to use these resources in a meaningful way. Thus, this study seeks to discuss the results of the application of the podcast and webquest tools used to present the content Assessment in Early Childhood Education to students of a teacher training course, Integrated High School modality, aimed at the training of Teachers of Early Childhood Education and Early Years of Teaching of a public school, located in the north of Paraná. For this, the types of bibliographic, field and analytical research were used. The results point out that the use of the podcast tool in pedagogical practice, enriched the tasks proposed and executed and awoke the autonomy and criticality in the answers provided by the students. In addition, the proposed tasks aroused greater interest and curiosity in the students, who participated in activities in a dynamic and collaborative way, being instigated to be active subjects of the process of building their own knowledge. KEYWORDS: technologies; teaching; teacher training.

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

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 DISCIPLINAS ESPECÍFICAS DE EDUCAÇÃO INFANTIL NO CURSO DE PEDAGOGIA DA UNIVERSIDADE ESTADUAL DE LONDRINA: CONTRIBUIÇÕES PARA O PROCESSO FORMATIVO INICIAL DE PROFESSORES

2018 ◽  
Vol 15 (4) ◽  
pp. 106-117
Author(s):  
Marta Regina Furlan de Oliveira ◽  
Lauriete da Silva Bernardes Vicente
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
State University ◽  
Childhood Education ◽  
Knowledge For Teaching ◽  
Qualitative Nature

This article has the main objective of understanding the initial formation of teachers of Child Education, providing a critical look at the contributions of the specific disciplines of this area to the graduation of Pedagogy from the State University of Londrina. This text is justified, mainly, by considering that Early Childhood Education is the first stage of the basic education of the child and needs to be better re-signified in the courses of teacher training, in this case, Degree in Pedagogy. There is still the need to analyze this process of initial training and if there is quality in the teacher training to work with children from the earliest age. The methodology proposed is of a qualitative nature, with a bibliographical study, analysis of the official documents and specific disciplines directed to the formation of teachers for Early Childhood Education, in order to perceive the contributions of the Pedagogical Course of the State University of Londrina, with a view content and content of their respective subjects. As a result, it is believed that the Pedagogy course, if well structured and organized as a curriculum of knowledge for teaching, research and extension, can effectively contribute in the initial educational process for a quality work with the education of the childhood.

scholarly journals Experiências formativas com brincadeiras e interações na educação infantil

2020 ◽  
Vol 11 (2) ◽  
pp. 113-124
Author(s):  
Alexandre Rodrigo Nishiwaki da Silva
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Minas Gerais ◽  
Pedagogical Practice ◽  
Project Organization ◽  
Education Professionals ◽  
Childhood Education ◽  
Time Space

Este artigo apresenta o Projeto “Organização do Tempo-Espaço na Educação Infantil”, iniciativa desenvolvida a partir da demanda de formação de profissionais da Educação Infantil apresentada pela Secretaria Municipal de Educação e Cultura de Alfenas, Minas Gerais. Foram realizados encontros nas escolas, nos quais levantamos a forma como as brincadeiras são incorporadas à prática pedagógica em cada contexto, tendo como objetivo construir espaços em que a brincadeira e a interação estivessem na centralidade. O projeto se orienta por relações dialógicas entre a universidade e a comunidade, superando a hegemonia acadêmica e privilegiando a construção coletiva de saberes, ou seja, elaborar com as professoras da rede municipal um aparato teórico e prático sobre a importância da brincadeira e da interação nesta etapa da educação. Buscamos construir conhecimentos ética e cientificamente coerentes por meio da Metodologia Comunicativa Crítica, perspectiva que almeja não apenas explicar as situações sociais, mas edificar sonhos e utopias para transformar a sociedade. O referencial adotado, Aprendizagem Dialógica, em linhas gerais interpreta os problemas educativos e busca transpô-los por meio de práticas solidárias e igualitárias. Assim, este projeto se propõe a discutir as exigências da formação de professores/as para a educação infantil com a contribuição de diferentes perspectivas para, em diálogo com os/as docentes e a comunidade, construir novas propostas pedagógicas. Como resultados, apontamos o envolvimento das escolas nos processos de elaboração de novas práticas, reconfigurando a organização do espaço e do tempo, e centralizando a brincadeira e a interação no processo de ensino e aprendizagem na Educação Infantil. Palavras-chave: Extensão Universitária; Formação Permanente de Professores/as; Creche; Pré-Escola Training experiences with play and interactions in childhood education Abstract: This paper presents the Project “Organization of time-space in Early Childhood Education,” this initiative was developed based on the demand for training of Early Childhood Education professionals presented by the Education and Culture Secretariat of a municipality in the south of Minas Gerais State, Brazil. Meetings were held in schools in which we raised the way in which games are incorporated into pedagogical practice in each context, aiming to build spaces in which play and interaction were central. The project is guided by dialogical relations between the university and the community, overcoming academic hegemony and privileging the collective construction of knowledge, that is, building with the teachers a theoretical and practical apparatus on the importance of play and interaction in education childish. We seek to build ethical and scientifically coherent knowledge through Critical Communicative Methodology, a perspective that aims not only to explain social situations but to build dreams and utopias to transform society. The theory, Dialogical Learning, broadly interprets educational problems and seeks to overcome them through solidary and egalitarian practices. Thus, this project aims to discuss the requirements of teacher training for early childhood education with the contribution of different perspectives to, in dialogue with teachers and the community, develop new pedagogical proposals. As a result, we point out the involvement of schools in the processes of building new practices, reconfiguring the organization of space and time, and centralizing play and interaction in the process of teaching and learning in Early Childhood Education. Keywords: University Extension; Permanent Teacher Training; Nursery; Pre-School

Bridging the Gap between Policy and Implementation

2011 ◽  
pp. 242-260
Author(s):  
Jorge Lopez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Open Access ◽  
Educational System ◽  
Major Change ◽  
The State ◽  
Early Years ◽  
Education Services ◽  
Childhood Education ◽  
International Attention

The last decade brought major change to the Mexican educational system as sweeping reforms across all levels were implemented. In particular the early years of education became the focus of legislation to increase quality, open access, and improve curriculum. Mexico captured international attention when it became the first country to make it obligatory for the State to provide pre-school education services for children 3 to 6 years of age and required parents to see that their children attend a public or private pre-school. This chapter explores the gap between policy and implementation of early childhood and technology reform. This sweeping reform is one of the first international attempts to support early childhood education at this level.

La experiencia del prácticum en educación infantil. Una narración en primera persona

2019 ◽  
pp. 60-76
Author(s):  
Victor Amar
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Professional Growth ◽  
Childhood Education ◽  
The Third ◽  
Formative Experience ◽  
Narrative Methodology ◽  
Very High

The chances of success of the internship in early childhood education, which takes place in the third degree, are very high. However, there may be circumstances that may befall the teacher-training student, which in a way turn the formative experience into a pretext for personal and professional growth. In order to know and understand its practice, we use narrative methodology. It is the most suitable way we have found to share his voice, giving him epistemological authority and being a pretext to improve from his experience. Her words lead us to understand that she wants to be a teacher, and that she learns in any situation, even though her tutor is in a context and with a very particular reality. The conclusion is in continuous construction as the student has learned, disapproved and reappeared with the practice; from being a student of practice to becoming one in practice.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

scholarly journals Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

2021 ◽  
pp. 146394912110101
Author(s):  
Geraldine Mooney Simmie ◽  
Dawn Murphy
Keyword(s):  
Early Childhood ◽  
Women Workers ◽  
Early Childhood Education ◽  
Performance Management ◽  
Working Conditions ◽  
The State ◽  
Developmental Needs ◽  
Childhood Education ◽  
Care Workers ◽  
Education And Care

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

scholarly journals Is infant belonging observable? A path through the maze

2018 ◽  
Vol 19 (4) ◽  
pp. 404-416
Author(s):  
Jane M Selby ◽  
Benjamin S Bradley ◽  
Jennifer Sumsion ◽  
Matthew Stapleton ◽  
Linda J Harrison
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Early Years ◽  
Infants And Toddlers ◽  
Quality Outcomes ◽  
Childhood Education ◽  
Learning Framework ◽  
Video Recordings ◽  
Education And Care

This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early Years Learning Framework, the primary being sociopolitical. However, ‘a sense of belonging’ is also proposed as something that should be observable and demonstrable in infants and toddlers – such demonstration being held up as one of the keys to quality outcomes in early childhood education and care. The Early Years Learning Framework endows belonging with two contrasting meanings when applied to infants. The first, the authors call ‘marked belonging’, and it refers to the infant’s exclusion from or inclusion in defined groups of others. The second, the authors provisionally call ‘unmarked’ belonging. Differences between these two meanings of infant belonging are explored by describing two contrasting observational vignettes from video recordings of infants in early childhood education and care. The authors conclude that ‘belonging’ is not a helpful way to refer to, or empirically demonstrate, an infant’s mundane comfort or ‘unmarked’ agentive ease in shared early childhood education and care settings. A better way to conceptualise and research this would be through the prism of infants’ proven capacity to participate in groups.

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