scholarly journals EDUCAÇÃO AMBIENTAL, CONSUMO E RESÍDUOS SÓLIDOS: AS CONCEPÇÕES DE PROFESSORAS DE EDUCAÇÃO INFANTIL

2020 ◽  
Vol 17 (1) ◽  
pp. 13-25
Author(s):  
Natália Teixeira Ananias Freita ◽  
Fátima Aparecida Dias Gomes Marin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Environmental Education ◽  
Solid Waste ◽  
Preschool Teachers ◽  
Pedagogical Practices ◽  
Research Subjects ◽  
Structured Interviews ◽  
Childhood Education ◽  
Municipal Schools

The aim of this study was to discuss the formation of teachers and their conceptions and pedagogical practices in relation to Environmental Education in Solid Waste in the context of Early Childhood Education. The methodological notes concern the qualitative approach, of the "case study" type. Ten preschool teachers from the Municipal Schools of Kindergarten were listed as research subjects and the data were obtained through semi-structured interviews. In this article we present the discussions concerning the pedagogical conceptions about Environmental Education, Consumption and Solid Waste mentioned by the preschool teachers. The teachers' conceptions about Environmental Education permeate the bias of Environmental Awareness, linked to the child's relationship with the environment in which they live. Regarding Solid Waste, the teachers connect the theme with recycling. Most teachers understand the distinction between Consumption and Consumerism. We believe that Environmental Education in Solid Waste should be carried out in Early Childhood Education based on daily situations and guided by pedagogical practices appropriate to the children's possibilities of comprehension, which includes a good initial and continuous teacher training on environmental issues.

scholarly journals Psicomotricidade e práticas pedagógicas no contexto da Educação Infantil: uma etnografia escolar

2018 ◽  
Vol 11 (1) ◽  
pp. 130
Author(s):  
Fauston Negreiros ◽  
Carolina Machado de Sousa ◽  
Francisca Kétsia Lourenço Gomes de Moura
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Motor Coordination ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Childhood Education ◽  
Discursive Analysis ◽  
Integral Development ◽  
Three Stages

O estudo tem como objetivo analisar como ocorrem as práticas pedagógicas psicomotoras na escola de Educação Infantil e qual a importância da psicomotricidade para o desenvolvimento da criança. Utilizou-se abordagem qualitativa, etnográfica e descritiva. Realizou-se observação não participante, diários de campo e entrevistas semiestruturadas. Os dados foram analisados de acordo com a técnica da Hermenêutica de Profundidade, seguindo três etapas: análise sócio-histórica; análise Formal ou Discursiva e (Re) Interpretação. Os resultados revelaram que as práticas psicomotoras utilizadas pelas professoras de Educação Infantil da escola analisada são atividades voltadas às brincadeiras, canções, recorte, colagem, pintura, massinha de modelar e o desenvolvimento da coordenação motora. Apesar da instituição escolar ser muito pequena e não disponibilizar materiais para que a psicomotricidade possa ser estimulada de forma mais ampla, as educadoras se esforçam com o que tem para que os aspectos psicomotores sejam realizadas com as crianças, pois elas sabem da importância dessa ciência para o desenvolvimento integral infantil, englobando o lado motor, psíquico e afetivo.Palavras- Chaves: Psicomotricidade. Práticas.  Educação infantil. Psychomotricity and pedagogical practices in the context of Early Childhood Education: a school ethnographyABSTRACTThe study aims to analyze how the psychomotor pedagogical practices occur in the School of Early Childhood Education and what is the importance of psychomotricity for the development of the child. A qualitative, ethnographic and descriptive approach was used. Non-participant observation, field diaries and semi-structured interviews were carried out. The data were analyzed according to the Depth Hermeneutics technique, following three stages: sociohistorical analysis; Formal or Discursive analysis and (Re) Interpretation. The results showed that the psychomotor practices used by the teachers of Early Childhood Education of the analyzed school are activities related to the games, songs, cut, collage, painting, modeling clay and the development of motor coordination. Although the school institution is very small and does not provide materials for psychomotricity to develop, the educators strive with what they have for the psychomotor aspects to be carried out with the children, because they know the importance of this science for the integral development of the child, encompassing the motor, psychic and affective side.Keywords: Psychomotricity. Practices. Child education Psicomotricidad y prácticas pedagógicas en el contexto de la Educación Infantil: una etnografía escolarRESUMENEl estudio tiene como objetivo analizar cómo ocurren las prácticas pedagógicas psicomotoras en la escuela de Educación Infantil y cuál es la importancia de la psicomotricidad para el desarrollo del niño. Se utilizó el abordaje cualitativo, etnográfico y descriptivo. Se realizó observación no participante, diarios de campo y entrevistas semiestructuradas. Los datos fueron analizados de acuerdo con la técnica de la Hermenéutica de Profundidad, siguiendo tres etapas: análisis sociohistórico, análisis formal o discursivo y (re) interpretación. Los resultados evidencian que las prácticas psicomotoras utilizadas por las profesoras de Educación Infantil de la escuela investigada son actividades direccionadas a la jugada, canciones, recorte, collage, pintura, modelaje y el desarrollo de la coordinación motora. A pesar de la institución escolar ser muy pequeña y no brindar materiales para que la psicomotricidad pueda ser estimulada de forma más amplia, las educadoras se esfuerzan con lo que tienen para que los aspectos psicomotrices sean realizados con los niños, pues ellas saben la importancia de dicho aspecto para el desarrollo integral infantil, englobando el lado motor, psíquico y afectivo.Palabras clave: Psicomotricidad. Prácticas. Educación Infantil.

EFFECTS OF PEDAGOGICAL APPROACHES and PRACTICES FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION: A RESEARCH REVIEW

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pushpita Rajawat
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Relative Effectiveness ◽  
National Level ◽  
The Other ◽  
Pedagogical Practices ◽  
Research Review ◽  
Childhood Education ◽  
Pedagogical Approaches

The relative effectiveness of different pedagogical approaches and pedagogies in early childhood has raised substantial debate. While the other are associated with the acquisition of basic skills and knowledge and some of them are associated with socio-emotional development and problem-solving abilities. In general, research revealed both positive and negative effects of pedagogical approaches, without favouring specific pedagogical approaches over mainstream ones. However, it is important to note that research evidence and studies considering the same approaches in the same context are very limited. On the other hand, specific pedagogical practices are found to enhance child development, including high-quality interactions involving sustained-shared thinking methods, play-based learning, scaffolding, as well as a combination of staff- and child initiated activities. Research impacts pedagogy and pedagogical practices in the sense that research findings can inform policy makers and practitioners on best practices and what works best in enhancing staff performance, process quality and child development. Research on pedagogy and practices is usually not conducted at the national level, but focuses on particular programmes. So, research review has been used as a guide or manual to provide pedagogical guidance for Early Childhood Education (ECE) staff not only in India but also worldwide. The main focus of the study is that how of the best pedagogical practices and approaches across the country can be useful and implemented in early childhood education

IMPLEMENTATION OF STEAM (Science Technology Engineering Art Mathematics) - BASED EARLY CHILDHOOD EDUCATION LEARNING IN SEMARANG CITY

2019 ◽  
Vol 2 (5) ◽  
pp. 276 ◽  
Author(s):  
Muniroh Munawar ◽  
Fenny Roshayanti ◽  
Sugiyanti Sugiyanti
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Age ◽  
Research Subjects ◽  
Research Focus ◽  
Fully Integrated ◽  
Childhood Education ◽  
Science Technology ◽  
Innovation And Invention ◽  
Data Collection Technique

Learning in Early Childhood Education (ECE) today should adjust the 21st century competency framework. In this case, learning innovation is needed to actualize a generation that is creative, innovative, critical thinking, able to communicate and collaborate. STEAM (Science Technology Engineering Art Mathematics) - based ECE learning is currently seen as an approach that aims to stimulate creativity and  prepare children in a world of work that is full of innovation and invention. Research shows that there is a positive relationship between STEAM experience at early age and school success in the future. The purpose of this study is to describe the implementation of STEAM-based ECE learning in Semarang City. Three ECE schools that have implemented STEAM-based learning in Semarang City were included as research subjects. The research methods used were qualitative with observation, interview and documentation as a data collection technique. The research focus of the research results include: 1) Story times in STEAM class, 2) STEAM Processes in learning, 3) STEAM activities in class. Data analysis results show that the implementation of STEAM-based learning is not fully integrated, so assistance by expert teams is needed and there is no  comprehensive learning media tool.Pembelajaran di PAUD sekarang ini hendaknya menyesuaikan kerangka kompetensi abad 21, dimana inovasi pembelajaran sangat dibutuhkan untuk mewujudkan generasi yang kreatif, inovatif, berpikir kritis, mampu berkomunikasi dan berkolaborasi. Akhir-akhir ini STEAM (Science Technology Engineering Art Mathematics) dipandang sebagai sebuah pendekatan untuk menyiapkan generasi abad 21, yang bertujuan untuk menstimulasi kreativitas, menyiapkan anak-anak dalam dunia kerja yang penuh inovasi dan invensi. Riset menunjukkan bahwa ada hubungan positif antara pengalaman STEAM di awal usia dengan kesuksesan sekolah di masa mendatang. Adapun tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan pembelajaran STEAM di PAUD. Metode penelitian yang digunakan adalah kualitatif, pengumpulan data dilakukan melalui observasi, wawawancara dan dokumentasi. Sedangkan hasil penelitian ini mendeskripsikan: 1) Storytimes dalam kelas STEAM, 2) STEAM Process dalam pembelajaran, 3) Aktivitas STEAM di kelas. Hasil analisis data menunjukkan bahwa implementasi pembelajaran berbasis STEAM tidak sepenuhnya terintegrasi, sehingga diperlukan bantuan oleh tim ahli dan tidak ada alat media pembelajaran yang komprehensif.

scholarly journals Logros de niños y niñas de educación inicial mediante el juego con bloques de Lego (Achievements of Early Childhood Education children through play with Lego blocks)

Retos ◽  
2020 ◽  
pp. 241-249
Author(s):  
Alix María Casadiego ◽  
Karina Avendaño Casadiego ◽  
Leidy Carolina Cuervo ◽  
Gabriel Avendaño Casadiego ◽  
Alvaro Avendaño Rodríguez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Temporal Relationship ◽  
Free Play ◽  
The Other ◽  
Pedagogical Practices ◽  
Childhood Education ◽  
Didactic Engineering ◽  
Two Phases ◽  
Observation Code

 El juego, además de ser una de las experiencias que más disfrutan niños y niñas durante su etapa en educación inicial, les permite aprender y desarrollarse en forma integral. De acuerdo con ello, el presente estudio tiene como objetivo indagar en cuáles logros en relaciones espaciales, temporales y socioafectivas son más exitosos los niños y las niñas de educación inicial e identificar su evolución durante 10 semanas de observación. La metodología tuvo dos fases: inicialmente, mediante la ingeniería didáctica, se construyó un código de observación y una vez construido se realizaron las observaciones durante 10 semanas de trabajo. Las actividades fueron realizadas, durante las horas de juego libre, en las escuelas donde la Facultad de Educación de la Universidad Surcolombiana realiza sus prácticas pedagógicas. Los resultados mostraron que es en la actividad socio afectiva donde se obtienen mayores logros desde el comienzo de la experiencia; por otro lado, el principal logro se obtiene en la característica relación temporal, relacionada con la capacidad para anticiparse a los acontecimientos o predecir resultados, específicamente en la capacidad de organizar un plan para llevar a cabo una idea, que se logra en un 87%. Abstract. Playing, in addition to being one of the experiences that children enjoy the most during their stage of early childhood education, allows them to learn and develop in an integral way. In accordance with this, the present study aims to investigate which achievements in spatial, temporal and socio-affective relationships are more successful in early childhood education children and to identify their evolution during 10 weeks of observation. The methodology had two phases: initially, through didactic engineering, an observation code was constructed and once it was ready, observations were made during 10 weeks of work. The activities were carried out, during free play hours, in the schools where the Education Faculty of the Surcolombiana University carries out its pedagogical practices. The results showed that it is in the socio-affective activity where the greatest achievements are obtained from the beginning of the experience; on the other hand, the main achievement is obtained in the characteristic temporal relationship, related to the ability to anticipate events or predict results, specifically in the ability to organize a plan to carry out an idea, is achieved 87%.

scholarly journals Dialogue and Interaction in Early Childhood Education: A Systematic Review

2016 ◽  
Vol 6 (1) ◽  
pp. 51 ◽  
Author(s):  
Rocío García-Carrión ◽  
Lourdes Villardón-Gallego
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Later Life ◽  
Pedagogical Practices ◽  
Life Outcomes ◽  
Long Term Effects ◽  
Learning And Development ◽  
High Quality ◽  
Substantial Impact ◽  
Childhood Education

<p>There is solid evidence that high quality Early Childhood Education (ECE hereafter) have substantial impact on later life outcomes. A growing literature suggests that interventions that develop social competency as well as cognitive, language and academic skills in the earliest years play a role in later educational, social and economic success. Less is known about the most conducive interactions –verbal and non-verbal- underpinning such pedagogical practices in early childhood education. This article aims at reviewing the last decade’s early childhood education with a twofold objective: (a) to describe how dialogue and interaction take place in high-quality early childhood education settings; (b) to identify the effects, if any, on children’s learning and development as a result of implementing dialogue-based interventions in ECE. The studies were identified through systematic search of electronic databases and analyzed accordingly. Several types of interactions given in high quality ECE programs and its short and long-term effects are discerned in this review. </p>

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

Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers

2021 ◽  
pp. 227-251
Author(s):  
Theresa J. Canada
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
University Campus ◽  
Childhood Education ◽  
Urban City ◽  
Parents And Children ◽  
Childhood Parenting ◽  
Early Childhood Center

This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.

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