scholarly journals EDUCAÇÃO INFANTIL E ROTINA: DOIS ELOS QUE DEVEM PERMANECER UNIDOS

2016 ◽  
Vol 13 (2) ◽  
pp. 60-68
Author(s):  
Dulce Helena B Rodrigues ◽  
Jorge da Cunha Dutra
Keyword(s):  
Education Research ◽  
Literature Search ◽  
Daily Practice ◽  
Educational Process ◽  
Daily Routine ◽  
Small Children ◽  
Research Participants ◽  
Children's Education ◽  
Children’S Education

The objective of this articleis to analyseif the educatorschild education,research participants,use or have a daily routine in their practices in the classroom with small children. For this interviews were made with three teachers working in the area. In addition, we performed a literature search having a theoretical the following authors: Barbosa (2006a; 2006b; 2009); Brasil (1998; 2009); Freire (1998) and Ramos (2010). The results were found to meet the objective of the study, because according to the responses of the interviewsall teachers use the routine in their daily practice. Therefore, it is possible to affirm that the routine in children's education is of paramount importance for the success of the educational process.

Parents’ Attitude Towards the Conditions and the Organization of the Educational Process

2021 ◽  
Vol 9 (1) ◽  
pp. 18-27
Author(s):  
Olya Tyankovska
Keyword(s):  
Young People ◽  
Educational Process ◽  
Social Growth ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
Main Factors ◽  
The Relationship

The article presents how parents evaluate the school, their views on the relationship between their children and the teachers. The family and the school are the two main factors for children's education and they influence learning, personal and social growth of young people. Conclusions are presented based on a survey conducted in early 2020 explaining the perceptions, views and attitudes of parents towards the educational process in a particular school.

scholarly journals CONSTRUÇÃO DA AUTONOMIA NA EDUCAÇÃO INFANTIL: interações entre crianças e professoras

2019 ◽  
Vol 5 (18) ◽  
pp. 9651
Author(s):  
Maria Fabrícia de Medeiros ◽  
Adelaide Alves Dias
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
El Nino ◽  
Video Recording ◽  
Daily Routine ◽  
Childhood Education ◽  
Children's Education ◽  
Palabras Clave ◽  
Children’S Education ◽  
The City

CONSTRUCTION OF AUTONOMY IN EARLY CHILDHOOD EDUCATION: interactions between children and teachersCONSTRUCCIÓN DE AUTONOMÍA EN LA EDUCACIÓN INFANTIL: interacciones entre los niños y los maestrosRESUMOEste estudo investigou as interações e afetividade entre professoras-criança e criança-criança e suas implicações para o processo da autonomia infantil. Observou-se a rotina diária de uma turma de Maternal 2 com 26 crianças de 3 anos, uma professora e uma monitora em um CREI-Centro de Referência em Educação Infantil na cidade de João Pessoa-PB. A técnica empregada foi a de vídeogravação de episódios interativos e os dados foram tratados por meio da análise microgenética, onde dividimos os episódios interativos em 3 (três) tipos de díades: criança-criança, professoras-criança e criança-professoras. Os resultados indicam que as crianças resistiam e construíam sua autonomia entre os pares. É oportuno dizer que encontramos um ambiente com interações intercaladas entre afetivas e proporcionadoras da construção da autonomia (criança-criança) e outras disciplinadoras (professora ou monitora-criança).Palavras-chave: Autonomia; Interações; Afetividade.ABSTRACTThis study investigated the interactions and affection between child teachers and child-child and its implications for the process of children's autonomy. There was the daily routine of a group of Maternal 2 with 26 children 3 years old, a teacher and a monitor in a Children's Education Reference CREI-Center in the city of João Pessoa-PB. The technique used was the video recording of interactive episodes and the data were treated by microgenetic analysis, where we divided the interactive episodes in three (3) types of dyads: child-child, child-teachers and child- teachers. The results indicate that children resisted and building their autonomy among peers. It is fair to say that we find an environment with interactions interspersed between affective and proporcionadoras the construction of autonomy (child-child) and other disciplinary (teacher or monitor-child).Keywords: Autonomy; Interactions; Affectivity.RESUMENEste estudio investigó las interacciones entre maestros y afecto y cuidado de los niños y sus implicaciones para el proceso de autonomía de los niños. No era la rutina diaria de un grupo de Maternal 2 con 26 niños de 3 años, un profesor y un monitor de referencia Educación CREI - centro de niños en la ciudad de João Pessoa -PB. La técnica utilizada fue la grabación en vídeo de episodios interactivos y los datos fueron tratados mediante análisis microgenético, donde se dividió a los episodios interactivos en tres (3) tipos de díadas: Familias con niños, Apto para maestros y niños-profesores. Los resultados indican que los niños se resistieron y la construcción de su autonomía entre pares. Es justo decir que nos encontramos con un entorno con interacciones intercalados entre afectiva y proporcionadoras la construcción de la autonomía (el niño-niño) y otra disciplina (profesor o monitor-niño).Palabras clave: La Autonomía; Interacciones; La Afectividad.

scholarly journals O processo de inclusão de crianças com deficiência na educação infantil / Inclusion of Students with Disability in Children’s Education

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Antonia Zelina Resplandes de Souza ◽  
Thelma Helena Costa Chahini
Keyword(s):  
Gifted Students ◽  
Autism Spectrum ◽  
Educational Process ◽  
Federal Law ◽  
Structured Interviews ◽  
Children's Education ◽  
Children With Disability ◽  
Adequate Education ◽  
Children’S Education ◽  
Spectrum Disorders

ABSTRACTIncluding students with disability in Children’s Education requires an adequate specific educational qualification, commitment and effort of all professionals involved in the educational process. The challenge to promote a good quality and adequate education to students with disability, autism spectrum disorders and high abilities and/or gifted students on all levels in Children’s Education in Maranhão. This study aims to investigate, thru semi structured interviews among 23 participants, concluded that due to lack of operationalization of current federal law, the schools/professionals are not prepared to include children with disability in Children’s Education in Maranhão.RESUMOIncluir crianças com deficiência na Educação Infantil requer, além de uma qualificação adequada às necessidades educacionais específicas dessas crianças, o compromisso e o comprometimento de todos os profissionais envolvidos no processo educacional, bem como a desconstrução das concepções e atitudes existentes em relação a essa temática, como, no caso, o preconceito, o estigma, o assistencialismo, dentre outros. Um dos grandes desafios da educação na atualidade é proporcionar uma educação de boa qualidade e adequada aos educandos com deficiência, transtornos do especto autista e altas habilidades e/ou superdotação em todos os níveis de ensino. Neste sentido, este estudo teve por finalidade investigar o processo de inclusão de crianças com deficiência na Educação Infantil Maranhense. Desenvolveu-se uma pesquisa exploratória, descritiva. Ao todo, foram 23 participantes. Sendo 11 professores, 03 Coordenadores e 9 Gestores da Educação Infantil. Todos pertencentes ao sexo feminino, com faixa etária de 33 a 67 anos de idade. Os instrumentos de Coleta de Dados compreenderam entrevistas semiestruturadas. Os resultados apontam a não operacionalização da Legislação Federal vigente, visto que as escolas pesquisadas, juntamente com seus profissionais, não se encontram preparadas para a inclusão de crianças com deficiência na Educação Infantil. Ressalta-se a urgência na efetivação das Diretrizes Legais na Educação Infantil, visando incluir e acolher todas as crianças de forma plena, com ou sem deficiência.

Aboriginal Parental Involvement in Education

1978 ◽  
Vol 6 (4) ◽  
pp. 45-53 ◽  
Author(s):  
J. Budby
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Educational Process ◽  
Department Of Education ◽  
Children's Education ◽  
Queensland Department ◽  
The Family ◽  
Children’S Education ◽  
Parental Involvement In Education ◽  
Consultative Group

The Aboriginal consultative group to the Schools Commission in their report, Education for Aborigines, made the following statement about the involvement of parents in the education of their children: We are aware of recent research that emphasises the importance of adult and parent involvement in the educational process. This is particularly relevant in an Aboriginal context, where traditionally the education of children was the responsibility of the family. We are keen to see Aboriginal parents become more active in their children’s education and in turn develop more skills and greater confidence in themselves.These thoughts resound the sentiments of the Queensland Department of Education. We appreciate the need for parents to become more involved in education, in providing guidelines of what they feel should be taught to cater for the needs of the Aboriginal/Islander child.

The Role of Turkmen Folk Tales in Children’s Education

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammet KARABAYIR
Keyword(s):  
Fairy Tales ◽  
Teaching Methods ◽  
Active Role ◽  
Educational Process ◽  
Folk Tales ◽  
Children's Education ◽  
Active Involvement ◽  
Children’S Education ◽  
Main Factor

The aim of this research is investigating the role and the mission of fairy tales for the elementary school children and finding out what kind of contribution they might have for pedagogical sphere in general. Four fairy tales and their pedagogical components have been studied. Brief summaries are presented. We tried to show that fairy tales, when selected carefully, play an important role in developing children individually and socially and thus can become an important aspect of children’s education. Children who are the main factor of the educational process may become more successful when they play an active role in this particular process rather than being a participant of the ‘classical’ teaching methods when the knowledge is being presented directly by the teacher. Fairy tales, which are one of the most important aspects of active involvement in learning, form a fundamental ground for children’s involvement in the process of acquiring knowledge. Children can identify themselves with a hero of a particular tale, thus having an opportunity to experience the events presented in that tale. This allows a child to gain permanent knowledge and decreases the possibility of forgetting the acquired information.

scholarly journals Empowerment for Education of Students with Special Education Needs

2018 ◽  
Vol 3 (94) ◽  
Author(s):  
Audronė Dumčienė ◽  
Saulius Šukys
Keyword(s):  
Special Education ◽  
Parent Involvement ◽  
Parental Involvement ◽  
Educational Process ◽  
Children's Education ◽  
Special Education Needs ◽  
Children’S Education ◽  
Education Needs ◽  
Education Of Students ◽  
Education Process

Background. Teachers who are in favour of education of students with special needs (SEN) together with their peers (inclusive education) appreciate the role of parents in the education process of students. However, Čiuladienė and Paužienė (2012) indicate that the majority of Lithuanian general education schools are not sufficiently prepared for inclusive education.Methods. The sample consisted of 170 parents of students with SEN in grades 5–10. The scale of Parental Involvement in School was used to establish parental involvement in children’s education process. Results. The parent involvement levels in children’s education process were established using three five-point scales: Parent Involvement with Teacher/School – 1.60  points; Teacher Involvement with Parent – 2.22 points; Parent Involvement with Child’s Schoolwork – 3.03 points.More educated parents compared to parents with lower education indicated that communicating with teachers they really felt equal partners (χ 2  = 20.37, p < .001).Parents admit that better collaboration between parents and teachers can more encourage open and honest communication  between  them  (63.5%). A  little  less  than  three-quarters  of  parents  often  or  very  often  received information from teachers about their children’s learning and behaviour. Parents who claimed to have sufficient knowledge of educating their children sometimes indicated that they needed teachers and other professionals to help them with their children’s development problems (χ 2  = 14.11, p < .001).Conclusions. Most parents were involved in the education of pupils with SEN at home but they were little involved in their children’s educational process at school and other school activities.Keywords: student, special education needs, parent, teacher.

scholarly journals Preschool-age children’s education by art: problems and possibilities

2018 ◽  
Vol 42 (3) ◽  
pp. 134-143
Author(s):  
Reda Ponelienė
Keyword(s):  
Empirical Study ◽  
Educational Process ◽  
Preschool Age ◽  
Educational Achievements ◽  
Children's Education ◽  
Self Development ◽  
Children’S Education ◽  
Art Activities

In the preschool age, one of children’s favourite activities is drawing, playing with colours, shapes, various techniques. The empirical study conducted in March, 2018 (N=182) demonstrated that respondents evaluated preschoolers’ education by art as significant for children’s educational achievements, self-development of value approaches and abilities. The teachers who participated in the research disclosed the possibilities provided by art in the educational process and pointed out the problems that hindered appropriate organization of art activities for preschoolers.

POLA PENDIDIKAN AGAMA DALAM KELUARGA JAMA’AH TABLIGH DI DESA BOLANG KECAMATAN DAYEUHLUHUR KABUPATEN CILACAP

2019 ◽  
Vol 20 (2) ◽  
pp. 283-298
Author(s):  
Kholid Mawardi ◽  
Cucu Nurzakiyah
Keyword(s):  
Religious Education ◽  
Adult Children ◽  
Daily Activity ◽  
Family Members ◽  
Special Study ◽  
Children's Education ◽  
The Family ◽  
Children’S Education ◽  
The Village

The results of the study found that the responsibility of religious education of children in the family of Tablighi Jama'ah differed in terms of several conditions, namely first, when parents were not going to khuruj where both parents were responsible for children's education; secondly, when the father goes khuruj, then the mother is responsible for everything including children's education; third, when both parents go khuruj, then the responsibility of the child is left to other family members such as grandparents or their first adult children; and fourth, when the child goes to khuruj, where parents are responsible for children's religious education both mother and father. The pattern of the religious education in the Tablighi Jama'ah family in the village of Bolang is formed from several similarities held in the implementation of religious education, one of which is the daily activity that is carried out by the Tablighi Jama'at family. Al-Qur'an becomes one of the material given to children in the ta'lim. Children are taught how to read the Qur'an and memorize short letters such as Surat al-Falaq, al-Ikhlas, and so on. In addition to al-Qur'an, in this ta'lim there is a special study in the Tablighi Jama'ah, which is reading the book of fadhilah ‘amal, and the last is mudzakarah six characteristics.

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