scholarly journals EDUCAÇÃO INFANTIL E CULTURA ADOTIVA: O TRABALHO COM OS FILMES INFANTIS NA PRÁTICA PEDAGÓGICA DO PROFESSOR DA EDUCAÇÃO INFANTIL/ CHILDHOOD EDUCATION AND ADULT CULTURE: WORKING WITH CHILDREN'S MOVIES IN THE PEDAGOGICAL PRACTICE OF THE EARLY CHILDHOOD EDUCATION TEACHER

2021 ◽  
Vol 7 (2) ◽  
pp. 15345-15357
Author(s):  
Sandra Regina Mantovani Leite ◽  
Isadora Rosadiuk de Campos
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Pedagogical Practice ◽  
Education Teacher ◽  
Childhood Education ◽  
Adult Culture

Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings through Professional Development School Experiences

2016 ◽  
pp. 143-164 ◽  
Author(s):  
Lea Ann Christenson ◽  
Janese Daniels ◽  
Judith Cruzado-Guerrero ◽  
Stephen T. Schroth ◽  
Marisa Dudiak ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Developmentally Appropriate ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
Childhood Education

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

scholarly journals A EDUCAÇÃO AMBIENTAL NA EDUCAÇÃO INFANTIL: limites e possibilidades

2016 ◽  
Vol 23 (1) ◽  
pp. 81
Author(s):  
Daniele Saheb ◽  
Daniela Gureski Rodrigues
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
National Curriculum ◽  
Pedagogical Practice ◽  
Public And Private ◽  
The Public ◽  
Childhood Education ◽  
Palabras Clave ◽  
Curriculum Guidelines

Este artigo objetiva problematizar as características do pensamento e da ação dos docentes da Educação Infantil sobre a temática ambiental nas esferas pública e privada. Trata-se de uma pesquisa com análise qualitativa, cujos instrumentos utilizados foram entrevistas, análise da proposta pedagógica e observação do ambiente educativo. O estudo, realizado em Curitiba, Paraná, revelou a partir da análise das propostas pedagógicas das duas instituições que existe a orientação para o trabalho interdisciplinar com a Educação Ambiental na Educação Infantil. Constatou-se por meio dos discursos que todos os docentes pesquisados concordam com a importância da inserção da Educação Ambiental na Educação Infantil e alegam trabalhar com o tema em suas turmas. As observações do ambiente demonstraram atividades voltadas principalmente à reutilização de materiais recicláveis para a confecção de brinquedos, observação da natureza e horta. Apesar dos avanços do debate sobre a Educação Ambiental na Educação Infantil impulsionado pelas Diretrizes Curriculares Nacionais de Educação Ambiental (2012) e das Diretrizes Curriculares Nacionais para a Educação Infantil (2009), ainda mostrou-se predominante nos discursos e na prática pedagógica uma concepção de cunho reducionista e naturalista. Palavras-chave: Educação ambiental. Educação infantil. Prática pedagógica.  THE ENVIRONMENTAL EDUCATION IN CHILDHOOD EDUCATION: limits and possibilities Abstract: This article aims to discuss the action and thoughts characteristics from the early childhood education teachers on the environmental issues in the public and private spheres. This is a qualitative analysis survey, which the instruments used were interviews, pedagogical proposal analysis and educational environment observation. The study, conducted in Curitiba, Paraná, showed from the pedagogical proposal analysis of the two institutions that there is guidance for the interdisciplinary work with the environmental education in early childhood education. It was found, through the speeches, that all surveyed teachers agree with the importance of the environmental education in early childhood education and claim to work with this subject in their classes.  The environmental observations demonstrated activities related mainly to recyclable material re-use to manufacture toys, nature observation and garden. Despite advances on the environmental education debate in early childhood education driven by the Environmental Education National Curriculum Guidelines (2012) and the Early Childhood Education National Curriculum Guidelines (2009), it is still proved to be predominantly in speeches and in the pedagogical practice a reductionist and naturalist concept. Keywords: Environmental Education. Childhood Education. Pedagogical practice.   LA EDUCACIÓN AMBIENTAL EN LA EDUCACIÓN INFANTIL: límites y posibilidadesResumen: Este   estudio   tiene   como   objetivo   plantearse   como   problema   las características del pensamiento y de las acciones del profesorado de la Educación Infantil sobre tema medioambiental en las esferas públicas y privada. Se trata de una investigación con análisis cualitativa, a los cuales   los   instrumento   utilizados   fueron   entrevistas,   análisis   de   la propuesta   pedagógica   y   observación   del   entorno   educativo.   La investigación, realizada en Curitiba, Paraná, puso de manifiesto a partir del análisis de las propuestas pedagógicas de dos instituciones, donde hay orientación  para el   trabajo interdisciplinario  entre la  Educación Ambiental   y   la   Educación   Ambiental   en   la   Educación Infantil. Se comprobó a través de los discursos que todo el profesorado investigado   concuerda   con   la   importancia   de   la   inclusión   de   la Educación Ambiental a la Educación Infantil donde alega trabajar con   el   tema   en   sus   clases.   Las   observaciones   del   medio ambiente demuestran     actividades   enfocadas   sobre   todo   a   la   reutilización   de materiales reciclables para la elaboración de juguetes, observación de la naturaleza y huerta. Pese a los avances del debate sobre Educación Medio ambiental en la Educación Infantil impulsado por las Directrices Curriculares Nacionales de Educación Ambiental (2012) y de las Directrices Curriculares Nacionales para la Educación Infantil (2009), demostró   todavía   dominante   en   los   discursos   y   en   la   práctica pedagógica una concepción de molde reduccionista y naturalista. Palabras clave: Educación Ambiental. Educación Infantil. Práctica Pedagógica. 

scholarly journals Eating in the Nursery School: Pedagogy, Performativity & Biopolitics

Horizontes ◽  
2016 ◽  
Vol 34 (2) ◽  
pp. 7
Author(s):  
Michalis Kontopodis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Dietary Habits ◽  
Nursery School ◽  
Pedagogical Practice ◽  
Childhood Education ◽  
Nursery Schools ◽  
Whole Wheat ◽  
Education And Care ◽  
School Pedagogy

AbstractThe study presented here explores eating as a pedagogical practice. It pays attention to arrangements of things such as Christmas cookies, whole-wheat and white bread, frozen chicken, plates, chairs, tables, and freezers. Entering in dialogue with performativity theory and post-structuralist approaches, a series of ethnographic analyses from German and Brazilian nursery schools reveal how eating can be enacted as a sensual pleasure, a health risk, an ethnic custom, or a civil right within a variety of local pedagogical contexts. Through specific arrangements of foods and other things, young children are educated to eat with moderation, to change their ethnic dietary habits, or to become modern citizens. Pedagogy can thus entail doing public health, doing ethnic identity, or doing citizenship while eating is an important way of doing these in early childhood education and care settings.Keywords: Early Childhood Education & Care; Ethnicity; Obesity Prevention, Performance.Comendo na escola infantil: Pedagogia, Performatividade & BiopolíticaResumoO estudo apresentado aqui explora o ato de comer como uma prática pedagógica. Tem-se como proposta prestar atenção aos arranjos de comidas como biscoitos de Natal, pão de trigo integral e pão branco, frango congelado, pratos, cadeiras, mesas e congeladores. Através do diálogo com a teoria da performatividade e abordagens pós-estruturalistas, uma série de análises etnográficas de escolas de educação infantil alemãs e brasileiras revelam como comer no jardim de infância pode ser um prazer sensual, um risco para a saúde, um costume étnico, ou um direito civil dentro de diferentes histórias locais e constelações de poder. Através da combinação de alimentos específicos e outras coisas, as crianças são educadas para comer com moderação, para mudar seus hábitos alimentares étnicos, ou para serem cidadãos modernos. A pedagogia pode, portanto, consistir em fazer valer a saúde pública, fazer valer a identidade étnica, ou fazer valer a cidadania e comer é uma forma importante de fazer isso em configurações de educação e nos cuidados na primeira infância.Palavras-chave: Educação da primeira infância e Cuidado; Etnicidade; Prevenção de obesidade; Performance.

scholarly journals WHAT HISTORY DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION THINK IS RELEVANT?

2019 ◽  
Vol 49 (172) ◽  
pp. 96-119
Author(s):  
Pilar Rivero ◽  
Julián Pelegrín
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Student Teachers ◽  
Historical Thinking ◽  
Second Order ◽  
Historical Event ◽  
Education Teacher ◽  
Childhood Education ◽  
The University

Abstract The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.

scholarly journals INSERÇÃO PROFISSIONAL: APRENDIZAGENS, DESAFIOS E IMPLICAÇÕES PARA A FORMAÇÃO E PRÁTICA PEDAGÓGICA NA EDUCAÇÃO INFANTIL

2020 ◽  
Vol 17 (1) ◽  
pp. 350-368
Author(s):  
Diana Aguiar Salomão ◽  
Sandy Lima Costa ◽  
Francisco Mirtiel Frankson Moura Castro
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Beginning Teachers ◽  
Theory And Practice ◽  
Pedagogical Practice ◽  
Institutional Processes ◽  
Childhood Education ◽  
Personal Initiative ◽  
Education Network ◽  
Teaching Learning

This article discusses professional insertion, aiming to understand what learning, challenges and implications this phase of teacher education has for the pedagogical practice of a pedagogue who works in Early Childhood Education in the municipal education network of Fortaleza -Ceará. The research, developed in 2019, used the qualitative approach, carrying out a case study. For data production, a mixed electronic questionnaire (phase I of the research) and a narrative interview (phase II of the research) were used. For the analysis, the Discursive Textual Analysis method was adopted. The theoretical basis of this study used studies related to professional insertion(MARCELO GARCIA, 1999; HUBERMAN, 2007)and teaching learning(OLIVEIRA-FORMOSINHO, 2002; TARDIF, 2002; PLACCO; SOUZA, 2006; PIMENTA, 2009), specifically in the context of Early Childhood Education. The data revealed that the teacher experienced, in parallel, the feelings of survival and discovery of the profession; teaching learning came from personal initiative through the continuous search for knowledge, in addition to interaction with peers and classroom experience; and the lack of institutional support was listed as one of the main challenges for entering the profession. We conclude, therefore, that it is necessary to plan and implement public educational policies aimed specifically at the systematic monitoring of beginning teachers, aiming at promoting institutional processes of induction that meet the training needs of this stage of professional teacher training. In addition, we ratify the need to expand collaboration between school and university to favor teaching learning through experiences that promote the articulation between theory and practice.

scholarly journals Urgensi Manajemen Pendidik Lembaga Pendidikan Anak

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Ahmad Salim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Quality ◽  
Education Teacher ◽  
Childhood Education ◽  
Teacher Qualification ◽  
Education Professional ◽  
Professional Teacher

<p><em>Early childhood education has been developing in Indonesia. It needs professional teacher to accomplish the stated goals. To make professional teacher of early childhood education absolutely needs management. In this paper, writer would present the early childhood education teacher management especially in private early childhood education due to it has many problems. Management of teacher in early childhood education is started from identification of teacher qualification and quantity, developing and enrichment the teacher quality by make clear status of teacher, also increasing the teacher revenue/fee. Moreover the leader of early childhood education should manage retiring of the teacher. Writer believes that many steps above could develop quality of early childhood education.                </em></p><p><strong><em>Keywords</em></strong><em>: Management, early childhood education, professional teacher, </em></p>

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