scholarly journals THE CONCEPT OF CHANCE IN EARLY CHILDHOOD EDUCATION: AN ANALYSIS FROM THE PERSPECTIVE OF THE REGISTER OF SEMIOTIC REPRESENTATIONS

2021 ◽  
Vol 20 (2) ◽  
pp. 5
Author(s):  
VERÔNICA YUMI KATAOKA ◽  
AIDA CARVALHO VITA ◽  
CLAUDIA BORIM DA SILVA
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Figurative Language ◽  
Mother Tongue ◽  
School Context ◽  
Teaching Sequence ◽  
Childhood Education ◽  
Semiotic Representations ◽  
Different Types ◽  
Semiotic Registers

This article aims to investigate the teaching of chance in the context of tactile models (TM) from the perspective of the Theory of Register of Semiotic Representations. In this qualitative research, we sought to identify the different types of semiotic registers and transformations (treatment and conversion), in the solutions of the tasks of the Jefferson’s Random Walks Teaching Sequence of children in early childhood education (aged 5 years). We found the presence of different registers, most frequently mother tongue and figurative language, and of conversions. Finally, the TM proved versatile, particularly in addressing the concept of chance, for the mobilization of different semiotic registers and transformations, which can encourage teachers to use this material to work concepts in the school context. Abstract: Portuguese Neste artigo tem-se como objetivo investigar o ensino de Probabilidade no contexto da maquete tátil (MT) sob a ótica da teoria de Registro de Representações Semióticas. Nesta pesquisa de cunho qualitativo, buscou-se identificar os diferentes tipos de registros semióticos e de transformações (tratamento e conversão), nas soluções das tarefas da Sequência de Ensino Passeios Aleatórios do Jefferson de crianças da educação infantil (5 anos). Verificou-se a presença dos diferentes registros, mais frequentemente a lingua materna e figural, e das conversões. Por fim, a MT mostrou-se versátil, em particular na abordagem do conceito de chance, para a mobilização de diferentes registros semióticos e de transformações, o que pode estimular os professores no uso desse material para trabalhar conceitos probabilísticos no âmnbito escolar.

Didactic Proposal for Physical Education for Three-Year Olds in Early Childhood Education

2021 ◽  
pp. 262-279
Author(s):  
Carmen Delgado Ruiz ◽  
Elena Portero Ponce ◽  
Elena González Vela ◽  
María Muñoz Álvarez
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Performing Arts ◽  
Autonomous Community ◽  
Childhood Education ◽  
La Mancha ◽  
Different Types

Throughout this chapter the authors are going to present a didactic proposal, called “Lights, Camera, and Action” that is arranged to be carried out with three-year-old boys and girls and consists of five sessions, which will be spread over 15 days, and physical activity will be performed twice a week. In this proposal, topics like the typical in the performing arts such as circus, theater, dance, and music are explored. In this playful and motivating way, physical activity will be promoted, through our own content such as jumps, turns, and different types of balance. The didactic proposal contains objectives, competences, and contents, regulated by the Curriculum Decree 67/2007 establishing Early Childhood Education in the Autonomous Community of Castilla-La Mancha (Spain).

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.

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.

Children’s mathematical and verbal competence in different early education and care programmes in Australia

2015 ◽  
Vol 15 (2) ◽  
pp. 144-157 ◽  
Author(s):  
Claudia Hildenbrand ◽  
Frank Niklas ◽  
Caroline Cohrssen ◽  
Collette Tayler
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Informal Care ◽  
Care Service ◽  
Verbal Ability ◽  
Early Childhood Educators ◽  
Care Programme ◽  
Childhood Education ◽  
Different Types ◽  
Education And Care

This study investigated the relationship between children’s attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children’s verbal ability and the early childhood education and care programme attended, but mathematics results tell a different story. At the first measurement, children who consistently attended only informal care outperformed children who either consistently attended a formal early childhood education and care service type or attended a mix of formal and informal care. The development of mathematical and verbal competencies between first and second measurements, 1 year later, did not differ between children who attended different types of early childhood education and care. Early childhood educators in Australia are required to provide programmes that incorporate both mathematical concepts and language development. However, many early childhood educators describe uncertainty about how to support children’s mathematical learning. Further professional development and support in this area is necessary.

scholarly journals Analysis of noun (direct object) collocations with the high-frequency verb DO by Spanish students in an online learner corpus

2019 ◽  
Vol 27 ◽  
pp. 99-120
Author(s):  
Sidoní López Pérez ◽  
Hanane Benali Taouis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
High Frequency ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Direct Object ◽  
Childhood Education ◽  
Learner Corpus ◽  
Ict Tools ◽  
La Rioja

This paper analyzes noun (direct object) collocations with the high-frequency verb do by Spanish university students in a computerized learner corpus that includes 155 participants and a total of 246 writing samples. The corpus includes the students' spontaneous written contributions to a compulsory online forum from the nonlinguistic subject, ICT Tools Applied to the Learning of English, included in the curriculum of the Degree in Early Childhood Education at Universidad Internacional de La Rioja (UNIR), from 2014-2015 to 2015-2016. The analysis reveals that these learners produce collocation errors with the high-frequency verb do in two different cases: 1) when they use do instead of make; and, 2) when they make use of do as an alternative to other verbs. Results show different underlying factors which are clearly interrelated. First, the students have problems to differentiate between do and make. Second, they make use of do with delexical constructions that require make and with causative make structures. Third, they make use of patterns from their mother tongue which are not always accurate in English. Finally, the students show low collocational awareness and competence. All these aspects suggest pedagogical implications for the teaching and learning of collocations with do which are also included in the paper.

scholarly journals Imagem, biopoder e racismo nas instituições de educação infantil (Image, biopower and racism in child education institutions)

2019 ◽  
Vol 13 (1) ◽  
pp. 260
Author(s):  
Edmacy Quirina de Souza ◽  
Nilson Fernandes Dinis
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Michel Foucault ◽  
Rio De Janeiro ◽  
School Context ◽  
Sao Paulo ◽  
São Paulo ◽  
Childhood Education ◽  
Collège De France ◽  
Belo Horizonte

This article aims to analyze how ethnic-racial differences constitute the organization of spaces and educational environments from the imagery practices that adorn the school spaces. We propose to analyze the concepts of biopower and racism, relating them to the images collected in the researched institutions, reflecting how the images materialize and express racist discourses, propagating whitening and valuing Eurocentric culture. These images constitute panels, photos, engravings and drawings which make up the geography of the school. The investigative work was based on the theoretical and epistemological principles of the post-structuralist qualitative approach. Through the analyzed discursive materialities, the readings of the imagery texts exhibited in the school context are processed. The images were recorded in twelve institutions of early childhood education in the years of 2013 and 2014 in the municipality of Itapetinga, a city located in the Southwest region of Bahia. The results of this study point to the need to invest in the formative processes of teachers who care for and educate children in the institutions of early childhood education, in view of the re-dimensioning of their action regarding ethnic-racial issues.ResumoEste artigo tem como objetivo analisar como as diferenças étnico-raciais se constituem na organização dos espaços e ambientes educativos a partir das práticas imagéticas que ornamentam os espaços escolares. Propomos analisar os conceitos de biopoder e racismo, relacionando-os às imagens coletadas nas instituições pesquisadas, refletindo como as imagens materializam e expressam discursos racistas, de propagação do branqueamento e valorização da cultura eurocêntrica. Estas imagens constituem-se em painéis, fotos, gravura e desenhos que compõem a geografia da escola. O trabalho investigativo se deu a partir dos princípios teóricos e epistemológicos da abordagem qualitativa de base pós--estruturalista. Por meio das materialidades discursivas analisadas se processam as leituras dos textos imagéticos exibidos no contexto escolar. As imagens foram registradas em doze instituições de educação infantil nos anos de 2013 e 2014 no município de Itapetinga, cidade situada na região Sudoeste da Bahia. Os resultados desse estudo apontam para a necessidade de investimento nos processos formativos dos docentes que cuidam e educam crianças nas instituições de educação infantil, tendo em vista o redimensionamento de suas ação referente às questões étnico-raciais.Keywords: Childhood, Ethnic-racial relations, Racism, Biopower.Palavras-chave: Infância, Relações étnico-raciais, Racismo, Biopoder.ReferencesABBAGNANO, Nicola. Dicionário de Filosofia. São Paulo: Martins Fontes: 2000.ARAÚJO, Inês Lacerda. Do signo ao discurso: introdução à filosofia da linguagem. São Paulo: Parábola Editorial, 2004.CASTRO, Edgardo. Vocabulário de Foucault: um percurso pelos seus temas, conceitos e autores. Belo Horizonte: Autêntica, 2009.COSTA, Jurandir Freire. Da cor ao corpo: a violência do racismo. In: SOUZA, Neusa Santos. Tornar-se negro: as vicissitudes da identidade do negro brasileiro em ascensão social. Rio de Janeiro: Edições Graal, 1983, p. 1 – 16.DICIONÁRIO ETIMOLÓGICO NOVA FRONTEIRA DA LÍNGUA PORTUGUESA.  Rio de Janeiro: Nova Fronteira, 1986.DICIONÁRIO DE RELAÇÕES ÉTNICAS E RACIAIS. São Paulo: Selo Negro, 2000.DICIONÁRIO ANALÓGICO DA LÍNGUA PORTUGUESA: IDÉIAS AFINS. Rio de Janeiro: Lexikon, 2010.DREYFUS, Hubert L.; RABINOW, Paul. Michel Foucault: uma trajetória filosófica: para além do estruturalismo e da hermenêutica. Rio de Janeiro: Forense Universitária, 2010.DUARTE, André. Biopolítica e resistência: o legado de Michel Foucault. In: RAGO, Margareth; VEIGA-NETO, Alfredo (Orgs.). Figuras de Foucault. Belo Horizonte: Autêntica, 2008, p. 45 – 55.FOUCAULT, Michel. Microfísica do poder. Rio de Janeiro: Edições Graal, 1979.FOUCAULT, Michel. Em defesa da sociedade: curso no Collège de France (1975-1976). Tradução de Maria Ermantina Galvão. São Paulo: Martins Fontes. 1999.FOUCAULT, Michel. Os anormais: curso do Collège de France. São Paulo: Editora WMF Martins Fontes, 2010.HALL, Stuart. El trabajo de la representación. In: Representation: cultural repreentations and signifying practices. London, Sage Publications, 1997. Disponivel em: http://metamentaldoc.com/14_El_trabajo_de_la_representacion_Stuart_Hall.pdf. Acesso em setembro 2013.KOSSOY, Boris. Fotografia & História. São Paulo: Ateliê Editorial, 2012.MANGUEL, Alberto. Lendo imagens: uma história de amor e ódio. São Paulo: Companhia das Letras, 2001.MISKOLCI, Richard. Do desvio às diferenças. Teoria & Pesquisa, n. 47, jul./dez. de 2005, p. 09-41.MISKOLCI, Richard. O desejo da nação: masculinidade e branquitude no Brasil de fins do XIX. São Paulo: Annablume, 2012.SEDGWICK, Eve Kosofsky. A epistemologia do armário. Cadernos Pagu (28), janeiro-junho de 2007, p. 19-54.SILVA, Tomaz Tadeu.  A produção social da identidade e da diferença. In: Identidade e diferença: a perspectiva dos Estudos Culturais. Petrópolis, RJ: Vozes, 2012, p 73-102.SOARES, Carmem Lúcia. A educação do corpo e o trabalho das aparências: o predomínio do olhar. In: ALBUQUERQUE JÚNIOR, Durval Muniz de; VEIGA-NETO, Alfredo; SOUZA FILHO, Alípio de (Orgs.). Cartografias de Foucault. Belo Horizonte: Autêntica, 2011, p. 69-82.VEIGA-NETO, Alfredo. Dominação, violência, poder e educação escolar em tempos de Império. In: RAGO, Margareth; VEIGA-NETO, Alfredo (Orgs.). Figuras de Foucault. Belo Horizonte: Autêntica, 2008, p. 13 – 38.

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