scholarly journals Leitura e produção de texto na educação infantil e séries iniciais do ensino fundamental I / Reading and text production in early childhood education and initial series of elementary school I

2021 ◽  
Vol 7 (8) ◽  
pp. 78890-78903
Author(s):  
José Henrique Rodrigues Machado ◽  
Natasha Ferreira Reis ◽  
Anna Carolina Costa Mendes ◽  
Walifer Reis ◽  
Evandro Barros Ribeiro ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Initial Series ◽  
Text Production

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 The effect of special educational assistance in early childhood education and care on psycho-social difficulties in elementary school children

2021 ◽  
Author(s):  
Guido Biele ◽  
Ratib Lekhal ◽  
Kristin R. Overgaard ◽  
Mari Vaage Wang ◽  
Ragnhild Eek Brandlistuen ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Psychiatric Disorders ◽  
Directed Acyclic Graphs ◽  
Educational Assistance ◽  
Developmental Problems ◽  
Childhood Education ◽  
Education And Care ◽  
Social Difficulties

AbstractThree to seven percent of preschoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. We use data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2008, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigate the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analyze bias due to treatment by indication with directed acyclic graphs, adjust for treatment predictors to reduce bias, and estimate effects in different patient groups and outcome domains with a hierarchical Bayesian model. In the adjusted analysis, preschoolers with special educational assistance had on average by 0.1 (0.03-0.16) standardized mean deviation weaker psycho-social difficulties in elementary school. Mean effect sizes varied between groups and outcomes. We estimate positive effects of educational assistance during the transition from preschool to the school years. It should therefore be considered as an intervention for preschoolers with developmental or behavior problems. More research with improved measurements of treatment and outcomes is needed to identify success factors for their implementation.

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 LISTENING TO THE CHILDREN IN RESEARCH AND QUALITY OF EARLY CHILDHOOD EDUCATION

2019 ◽  
Vol 49 (174) ◽  
pp. 16-35
Author(s):  
Silvia Helena Vieira Cruz ◽  
Sandra Maria de Oliveira Schramm
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Experiences ◽  
Educational Services ◽  
Childhood Education ◽  
Racial Relations ◽  
Research Studies

Abstract Based on the image that Childhood Pedagogy has been creating of children as rich, competent, diverse, and with rights, the article highlights their perspective on themes related to their educational experiences. Based on research studies done in Brazil, published between 2008 and 2018, which heard children, this paper presents voices expressing opinions, wishes, complaints, and fears about subjects such as discipline, play, ethnic-racial relations, and the transition to elementary school. These voices express the competence of children to evaluate the educational services meant for them and often reveal violations of rights that are guaranteed in official documents. These voices need to be heard and considered to build the quality of early childhood education.

scholarly journals The Effect of Special Educational Assistance In Early Childhood Education And Care On Psycho-Social Difficulties In Elementary School Children

2021 ◽  
Author(s):  
Guido Biele ◽  
Ratib Lekhal ◽  
Kristin R. Overgaard ◽  
Mari Vaage Wang ◽  
Ragnhild Eek Brandlistuen ◽  
...  
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Psychiatric Disorders ◽  
Directed Acyclic Graphs ◽  
Educational Assistance ◽  
Developmental Problems ◽  
Childhood Education ◽  
Education And Care ◽  
Social Difficulties

Abstract Background: Three to seven percent of pre-schoolers have developmental problems or child psychiatric disorders. Randomized controlled trials (RCTs) indicate that interventions in early childhood education and care improve long-term outcomes of children from disadvantaged backgrounds. It is unknown if effects generalize beyond the well-structured context of RCTs and to children who may not have a disadvantaged background but have developmental problems or psychiatric disorders. Methods: We use data from the population-based Norwegian Mother, Father and Child Cohort Study, recruiting pregnant women from 1999 to 2009, with child follow-up from ages 6, 18, and 36 months to ages 5, 7, and 8 years. This sub-study included 2499 children with developmental problems or psychiatric disorders at age five. We investigate the effects of special educational assistance at age five on mother-reported internalizing, externalizing, and communication problems at age eight. We analyse bias due to treatment by indication with directed acyclic graphs, adjust for treatment predictors to reduce bias, and estimate effects in different patient groups and outcome domains with a hierarchical Bayesian model.Results: In the adjusted analysis, pre-schoolers with special educational assistance had on average by 0.1 (0.04-0.16) standardised mean deviation fewer psycho-social difficulties in elementary school. Mean effect sizes varied between groups and outcomes.Conclusion: We estimate positive effects of educational assistance during the transition from preschool to the school years. It should therefore be considered as an intervention for pre-schoolers with developmental or behaviour problems. More research with improved measurements of treatment and outcomes is needed to identify success factors for their implementation.

scholarly journals BASE NACIONAL COMUM CURRICULAR E A LACUNA NO ENSINO DE INGLÊS PARA CRIANÇAS NO BRASIL

2019 ◽  
Vol 26 (1) ◽  
pp. 9
Author(s):  
Ana Paula de Lima ◽  
Raquel Fontes Borghi ◽  
Samuel de Souza Neto
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Common Core ◽  
National Curriculum ◽  
Foreign Languages ◽  
Childhood Education ◽  
Young Learners ◽  
Wide Range ◽  
The Common

Tendo em vista a importância da Língua Inglesa nos mais diversos âmbitos da sociedade contemporânea, podemos observar uma grande expansão do ensino dessa língua estrangeira nas escolas de Educação Infantil e Anos Iniciais do Ensino Fundamental, tanto públicas quanto privadas. A falta de diretrizes oficiais nacionais que orientem a formação e o trabalho do professor, oriunda do caráter facultativo da inclusão de línguas estrangeiras na matriz curricular desses níveis de ensino, traz implicações para a qualidade do ensino de Inglês para crianças. Assim, considerando a importância de se regulamentar esse ensino, este trabalho teve por objetivos identificar e analisar, na primeira e última versões da Base Nacional Comum Curricular (BNCC), as referências ao ensino de Língua Inglesa para crianças e os encaminhamentos para o trabalho docente na Educação Infantil e no Ensino Fundamental I. Opta-se pela pesquisa qualitativa, estudo documental, considerando-se a análise documental da BNCC. A análise mostrou que os documentos não abrangem o ensino de Inglês para crianças, de forma que a lacuna na legislação vigente permanece perpetuando a forma, muitas vezes inadequada, como o ensino vem sendo incluído e conduzido nas escolas regulares brasileiras.COMMON CORE NATIONAL CURRICULUM AND THE LACK IN THE TEACHING OF ENGLISH TO YOUNG LEARNERS IN BRAZILAbstract: We can observe a great expansion of the teaching of English in Early Childhood Education and in the first years of Elementary School in Brazil, once this language is very important in a wide range of fields of contemporary society. The teaching of foreign languages in these levels of education is optional in our context, so there are no official guidelines to the teacher's education and the teaching work, which can influence the quality of the teaching of English to young learners. Since it is important to regulate the teaching of English to young learners in Brazil, this article aims to identify and analyze references to this process in the first and the last versions of the Common Core National Curriculum reference to this process, guiding the teaching work with foreign languages in Early Childhood Education and in the first years of Elementary School. A qualitative research, characterized as a documentary study of the Common Core National Curriculum has been developed. The document analysis has shown that the Common Core National Curriculum does not mention the teaching of English to young learners. This way, the lack in the current legislation remains, perpetuating the inappropriate way the foreign language has been included and teaching to children in Brazil.Keywords: English Language Teaching. Early Childhood Education. First Years of Elementary School. Common Core National Curriculum.BASE NACIONAL COMÚN CURRICULAR Y LA AUSENCIA DE LA ENSEÑANZA DE INGLÉS PARA NIÑOS EN BRASILResumen: Teniendo en cuenta la importancia de la Lengua Inglesa en los más distintos ámbitos de la sociedad contemporánea, podemos observar una gran expansión de la enseñanza de esa lengua extranjera en las escuelas de Educación Infantil y Años Iniciales de la Enseñanza Fundamental, tanto públicas cuanto. La falta de directrices oficiales que orienten la formación y el trabajo del profesor, originada del carácter facultativo de la inclusión de lenguas extranjeras en la matriz curricular de esos niveles de enseñanza, trae implicaciones para la calidad de la enseñanza de inglés para niños. Considerando la importancia de la reglamentación de ese nivel de enseñanza, este trabajo, mediante un análisis documental, pretende verificar si la primera y última versiones de la Base Nacional Común Curricular hacen referencia a la enseñanza de Lengua inglesa para niños, apuntando encaminamientos para el trabajo docente en la Educación Infantil y en la Enseñanza Fundamental I. Desarrollamos una pesquisa cualitativa, caracterizada como un estudio documental de la Base Nacional Común Curricular. El análisis mostró que los documentos no abarcan la enseñanza de Inglés para niños, de modo que la ausencia en la legislación vigente continúa, perpetuando la manera, muchas veces inadecuada, de cómo la enseñanza está siendo incluida y conducida en las escuelas regulares brasileñas.Palabra-clave: Enseñanza de Lengua Inglesa. Educación Infantil. Enseñanza Fundamental I. Base Nacional Común Curricular.

Sign in / Sign up

Export Citation Format

Share Document