scholarly journals Terapia ocupacional x violência na escola: possibilidades de enfrentamento na educação infantil/ Occupational Therapy X Violence at school: possibility of coping in early childhood education

2021 ◽  
Vol 5 (2) ◽  
pp. 153-169
Author(s):  
MARIA NATALIA SANTOS CALHEIROS ◽  
Natália Sobral Monteiro ◽  
Jessyca Gabrielle Albuquerque Virgolino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Occupational Therapy ◽  
Basic Education ◽  
Structured Interviews ◽  
Categorical Analysis ◽  
Education Professionals ◽  
Childhood Education ◽  
The Face ◽  
Diagnosis Method

Introdução: Sabe-se que a escola é um ambiente que contribui não só para o desenvolvimento de aprendizagem, mas também para a construção da cidadania, e nesse contexto diversas medidas vêm sendo tomadas para o enfrentamento da violência. Objetivo: Este artigo propõe investigar as possíveis intervenções da terapia ocupacional para o enfrentamento da violência na escola na educação infantil através de um diagnóstico situacional. Métodos: A pesquisa caracteriza-se como qualitativa, sendo realizada numa escola pública de educação básica localizada no município de João Pessoa-PB e sua coleta de dados se deu por meio de observações das crianças no recreio e aplicação de entrevista semiestruturada com professores e profissionais da educação infantil. Resultados: Utilizou-se a análise categorial de Bardin e desenvolveu-se três categorias abrangendo o significado da violência para os profissionais, as realidades do contexto frente a violência na escola e propostas de enfrentamento. Conclusão: Concluiu-se que, para o enfrentamento, é necessário construir um trabalho de atenção e cuidado articulado com a escola, crianças, família e comunidade.Palavras-chave: Violência. Escola. Terapia Ocupacional. Educação Infantil. Enfrentamento da violência. Crianças. AbstractIntroduction: It is known that the school is an environment that contributes not only to the development of learning, but also to the construction of citizenship, and in this context several measures have been taken to confront violence. Objective: This article proposes to investigate the possible interventions of occupational therapy to cope with violence at school in early childhood education through a situational diagnosis. Method: The research is characterized as qualitative, being carried out in a public school of basic education located in the city of João Pessoa-PB and its data collection occurred through observations of children in the playground and application of semi-structured interviews with teachers and early childhood education professionals. Results: Bardin's categorical analysis was used and three categories were developed covering the meaning of violence for professionals, the realities of the context in the face of violence at school and proposals for coping. Conclusion: It was concluded that, in order to cope, it is necessary to build a work of attention and care articulated with the school, children, family and community.Keywords: Violence. School; Occupational Therapy. Early Childhood Education. Coping with violence. Children. ResumenIntroduction: Se sabe que la escuela es un entorno que contribuye no sólo al desarrollo del aprendizaje, sino también a la construcción de la ciudadanía, y en este contexto se han tomado varias medidas para hacer frente a la violencia. Objetivo: Este artículo propone investigar las posibles intervenciones de terapia ocupacional para hacer frente a la violencia en la escuela en la educación de la primera infancia a través de un diagnóstico situacional. Método: La investigación se caracteriza por cualitativa, realizada en una escuela pública de educación básica ubicada en la ciudad de Joao Pessoa-PB y su recopilación de datos se produjo a través de observaciones de niños en el patio de recreo y aplicación de entrevistas semiestructuradas con profesores y profesionales de la educación de la primera infancia. Resultado: Se utilizó el análisis categórico de Bardin y se desarrollaron tres categorías que abarcan el significado de la violencia para los profesionales, las realidades del contexto frente a la violencia en la escuela y las propuestas para hacer frente a la violencia. Conclusión: Se llegó a la conclusión de que, para hacer frente, es necesario construir una obra de atención y cuidado articulada con la escuela, los niños, la familia y la comunidad.Palabras clave: Violencia. Escuela. Terapia Ocupacional. Educación en la primera infância. Afrontamiento de la violência. Niños. 

scholarly journals O/a professor/a de educação física na educação infantil

2019 ◽  
Vol 12 (1) ◽  
pp. 160
Author(s):  
Priscila Errerias Bonfietti ◽  
Gabriel Da Costa Spolaor ◽  
Rogério De Melo Grillo ◽  
Elaine Prodócimo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
School Context ◽  
Structured Interviews ◽  
Education Professionals ◽  
School Work ◽  
Childhood Education ◽  
Body Culture ◽  
Didactic Material

ResumoO estudo teve como objetivo analisar a presença do/a professor/a de Educação Física na Educação Infantil da rede pública de ensino de Jundiaí, SP. Foi realizada pesquisa qualitativa por meio de observações de 50 aulas de Educação Física em 4 escolas e entrevistas semi-estruturadas com os/as 4 professores/as observados/as e as 4 coordenadoras pedagógicas. Verificou-se que a prefeitura fornece material didático e horários de capacitação aos/às especialistas. Porém, esses/as ainda carecem de maior integração e valorização no contexto escolar. Faltam condições estruturais adequadas e a tematização da Cultura Corporal ainda é pouco presente nas escolas. É necessário que se continue em busca de aprimoramentos para a Educação Infantil que dizem respeito não só ao/à especialista, mas a todos/as os/as envolvidos/as no trabalho escolar. ResumenEl estudio tuvo como objetivo analizar la presencia del profesor de Educación Física en la enseñanza infantil de la rede pública de la ciudad de Jundiaí, SP. Fue realizada investigación cualitativa por médio de observaciones de 50 clases de Educación Física en 4 escuelas y  entrevistas semiestructuradas con los 4 profesores observados y los 4 cordinadores pedagógicos. Los resultados apuntaron que son ofrecidos materiales didácticos y períodos  para formación profesional a los docentes. Sin embargo, hay necesidad de mayor integración y valoración del area.  Faltan condiciones estruturales adecuadas y la Cultura Corporal es todavia poco trabajada en la escuela. Hay necesidad de mantener la búsqueda de mejoras para la enseñanza infantil para todos los involucrados en el trabajo escolar, no solamente los profesores.Palabras Clave: Educación Física Escolar; Enseñanza Infantil; Profesor de Educación Física; Práctica Docente AbstractThe aim of this study was to analyze the presence of Physical Education teachers in public Early Childhood Education in Jundiaí, in the countryside of São Paulo state. It was observed 50 Physical Education classes in 4 schools and semi-structured interviews, which were applied to 4 Physical Education professionals and to 4 educational coordinators. It was verified that the city hall provides didactic material and training schedules to the specialists. However, these still need greater integration and appreciation in the school context. There are no adequate structural conditions and the thematization of Body Culture is still not very present in schools. It is necessary to continue the search for improvements to Early Childhood Education that concern not only the specialist, but all those involved in school work.

scholarly journals VIVENDO E NARRANDO O “SER PROFESSORA” DA EDUCAÇÃO INFANTIL: INCURSÕES DE FRANCISCA

2020 ◽  
Vol 17 (1) ◽  
pp. 336-349
Author(s):  
Silvia Adriana Rodrigues ◽  
Andreia Guilhen Pinto
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Context ◽  
Basic Education ◽  
Childhood Education ◽  
Teaching Identity

The discussion now presented is an excerpt from a collective investigation, in progress, which aims to understand the ways of constituting professionalism and teaching identity from narratives written by teachers of Basic Education and Higher Education. Thus, within the limits of this article, the reflections triggered by the story of an active teacher in Early Childhood Education are brought up. Reading the writings, based on dialogism and otherness, led us to affirm the formative and reflective potential of the narratives not only for those who narrate, but also for those who read them; as well as the extent to which the teaching construction/constitution paths -even being singular -are influenced by plural and collective elements of the socio-cultural context (concrete and subjective) that the subjects are inserted in.

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 Early childhood education professionals’ knowledge about prevention, detection and treatment of acute respiratory infections in children

2019 ◽  
Vol 41 ◽  
pp. e43759
Author(s):  
Patrícia Domingos dos Santos ◽  
Franciele Cascaes da Silva ◽  
Bruna Weber Santos ◽  
Camila Isabel Santos Schivinski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Detection ◽  
Respiratory Infections ◽  
Nursery School ◽  
Acute Respiratory Infections ◽  
Education Professionals ◽  
Childhood Education ◽  
Nursery Schools ◽  
The City

The present study aimed to identify and compare knowledge and practices of early childhood education professionals from three public nursery schools (A, B and C) in the city of Florianópolis/SC relative to prevention, early detection and handling of acute respiratory infections (ARIs) in children aged between zero and six years old. A total of 120 educators answered a questionnaire. The instrument was composed of 15 close- and open-ended questions, five of which were scored. In statistical analyses, the Anova One-Way test revealed no significant differences for knowledge between professionals from the three institutions, with nursery school B having the highest mean score (6.12 ± 0.8), showing fair knowledge about child care. Overall results point to existing gaps concerning the need for guidance on these aspects of a child’s health.

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.

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