Education and training affect the way children's behavior, we shape children's attitudes and values. One of the ways which we can develop the personality of a child in kindergarten is to use the principle of individuation. The theoretical part is, besides development of individualization in the upbringing and education of children of preschool age, given the current requirements for the individualization of children in kindergartens. It discusses the development and acceptance of the basic needs of children of preschool age, specifies the conditions, the position of teacher for individualizing education of children in kindergarten. The practical part verifies the possibility of individualization in age heterogeneous and homogeneous model. Assesses differences and experience in these models in the approaches of preschool teachers including the effect of a specific environment specific kindergarten.

L’objectif général de cette thèse est d’étudier le rôle de la syllabe dans l’entrée dans l’écrit des élèves de grande section de maternelle par le biais d’une tâche d’écriture inventée. Il s’agit tout d’abord d’examiner les pratiques didactiques des enseignants de grande section à l’aide d’un questionnaire portant les unités de langues les plus employées dans la découverte de la langue (lettre/son, syllabe et mot) et dans les domaines d’activités de la lecture, de l’écriture et de l’oral. Les résultats obtenus montrent que l’unité la plus employée en lecture et en écriture est le mot, alors que l’unité de l’oral est la syllabe. Partant de ce constat, nous avons cherché à connaître l’impact que pourrait avoir un travail oral basé sur la syllabe sur les productions écrites des élèves. L’ensemble des données obtenues est en faveur de l’hypothèse selon laquelle les élèves prennent en compte des éléments de l’oral (lettre, son, syllabe) pour coder des énoncés oraux à l’écrit. De plus, les résultats montrent l’usage de six traitements qui sous-tendent l’entrée dans l’écrit démontrant que ce n’est pas un processus unique et que de nombreux paramètres peuvent conduire l’élève à traiter un énoncé oral de diverses manières. Dans une dernière partie, nous avons mené une étude de didactique expérimentale basée sur la syllabe orale dans le but d’observer les effets d’un entraînement régulier à la syllabe orale sur les productions écrites des élèves. Les résultats ne permettent pas de valider l’hypothèse selon laquelle la syllabe serait l’unité pivot de l’entrée dans l’écrit en grande section de maternelle, mais montrent néanmoins certains effets de l’intervention.L’objectif général de cette thèse est d’étudier le rôle de la syllabe dans l’entrée dans l’écrit des élèves de grande section de maternelle par le biais d’une tâche d’écriture inventée. Il s’agit tout d’abord d’examiner les pratiques didactiques des enseignants de grande section à l’aide d’un questionnaire portant les unités de langues les plus employées dans la découverte de la langue (lettre/son, syllabe et mot) et dans les domaines d’activités de la lecture, de l’écriture et de l’oral. Les résultats obtenus montrent que l’unité la plus employée en lecture et en écriture est le mot, alors que l’unité de l’oral est la syllabe. Partant de ce constat, nous avons cherché à connaître l’impact que pourrait avoir un travail oral basé sur la syllabe sur les productions écrites des élèves. L’ensemble des données obtenues est en faveur de l’hypothèse selon laquelle les élèves prennent en compte des éléments de l’oral (lettre, son, syllabe) pour coder des énoncés oraux à l’écrit. De plus, les résultats montrent l’usage de six traitements qui sous-tendent l’entrée dans l’écrit démontrant que ce n’est pas un processus unique et que de nombreux paramètres peuvent conduire l’élève à traiter un énoncé oral de diverses manières. Dans une dernière partie, nous avons mené une étude de didactique expérimentale basée sur la syllabe orale dans le but d’observer les effets d’un entraînement régulier à la syllabe orale sur les productions écrites des élèves. Les résultats ne permettent pas de valider l’hypothèse selon laquelle la syllabe serait l’unité pivot de l’entrée dans l’écrit en grande section de maternelle, mais montrent néanmoins certains effets de l’intervention. / The aim of this thesis is to study the role of syllable at early learning of writing for kindergarten pupils by the means of an invented spelling task. First of all, in fields of activities such as reading, writing and oral examination, it is a matter of examining the didactic practices of kindergarten teachers thanks to a questionnaire carrying the most employed units used in the discovery of languages (letter/sound, syllable and word). The results show that the most employed unit in reading and writing activities is the word, whereas the unit of the oral examination is the syllable. On the basis of this report, we sought to know the impact of an oral work based on the syllable, upon pupils’ written productions. All obtained data is in favor of the assumption according to which, the pupils take into account elements of the oral examination (letter, sound, and syllable) to code oral statements in their writings. Moreover, results show the use of six treatments, which underlie the early learning of writing, and show that it is not a single process, and that many parameters can lead the pupil to treat an oral statement in various ways. Eventually, we conducted a study of experimental didactic work based on the oral syllable, aiming to observe the effects of a regular training for oral syllable upon the written productions of the pupils. The results do not make it possible to validate the assumption according to which, the syllable would be the pivot unit of the entrance in writing at kindergarten, but nevertheless show certain effects of the intervention.

Early childhood is a critical period during which children develop social-emotional competence that will affect future success. Developing social-emotional assets is of importance for kindergarten children because of their concurrent cognitive and social changes as well as the experience of transitioning from home to school environment. A growing number of schools have adopted social-emotional learning (SEL) programming to focus on fostering children’s prosocial behaviors through direct instruction and engaging activities in classroom settings. However, some researchers have proposed that learning should capitalize on children’s natural interests rather than adult-determined agendas. Based on theoretical assumptions regarding potential effectiveness of child-centered group play therapy (CCGPT) as a treatment modality, I sought to explore the effects of CCGPT on social-emotional assets of kindergarten children utilizing parent and teacher reports across pretest, posttest, and one-month follow-up. Additionally, given that group sizes have been inconsistent and rarely explored across previous studies, I investigated the therapeutic aspect of group sizes in CCGPT outcome by comparing 2-member and 3-member CCGPT groups. Forty-three participants with mean age of 5.14 were recruited from three elementary schools, including 19 Hispanic, 14 Caucasian, and 10 African American. Twenty-one participants were randomly assigned to the intervention group receiving a mean of 15.32 CCGPT sessions over 8 weeks, and 22 participants were assigned to the waitlist control group. Six mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significance and η2 calculation to assess practical significance. Results indicated a statistically significant interaction effect on SEARS-P Total score, F (2, 72) = 4.533, p = .014, with medium effect size of η2 = .101. Post Hoc analyses indicated a non-statistically significant interaction effect on SEARS-P Self-Regulation/Responsibility subscale with a small effect, F (1.868, 67.248) = 1.776, p = .179, η2 = .043; a statistically significant interaction effect on SEARS-P Social Competence subscale with a medium effect, F (1.696, 61.049) = 3.413, p < .05, η2 = .079; and a statistically significant interaction effect on SEARS-P Empathy subscale with a medium effect, F (1.439, 51.79) = 4.592, p < .05, η2 = .106. Thus, participants in the CCGPT group showed a non-significant increase in the ability to self-regulate emotions and to take responsibility for actions and a significant increase in competence to interact socially with others and in empathy for others. Teacher reports did not show statistically significant results with a small effect, F (2, 70) = .917, p = .404, η2 = .013. Results on group sizes indicated that no statistical differences were detected between two-member and three-member groups with no effect, F (1.493, 25.377) = .039, p = .942, η2 = .001. Moreover, the results on follow-up supported that a certain level of the effects of CCGPT lasted one month after the intervention. Overall, children seemed to benefit from CCGPT, and CCGPT may be considered a viable treatment for enhancing kindergarten children’s social-emotional development.

Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs. The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating to specific outcomes of each desired program.) Curriculum is discussed with emphasis given to programs which are both age and developmentally appropriate for the early childhood area. Day-care materials are discussed in detail in the final chapter, although there are references throughout the manuscript that help explain overlaps in the two types of programs. Since the entire manuscript is based on experiences of the author and was developed from working programs, materials are of a research basis, but they have also been used and tested. Therefore it will be useful to professionals in their existing or planned programs. The author hopes the experiences within this manuscript prove invaluable to the novice in developing and implementing quality early childhood programs. This manuscript’s purpose is to assist those who dedicate their lives to meeting these needs of the young by providing a working guide for early childhood program development.

With my study I wish to highlight the importance of encouraging and developing the children's written language in kindergarten. I have through a qualitative study investigated how preschool teachers perceive their role and mission, what skills they have to respond to children's needs for language stimulation and written language development. I have interviewed six preschool teachers in two different kindergartens. The purpose of the study is to see how the interviewees preschool teachers perceive their role in the work of the written language in kindergarten and how their perceptions can be interpreted on the basis of Michel Foucault's theory of power and control. Research shows that children before school starts to develop an interest in texts and symbols, and that the environment is very important for children to have sight of written texts and images already in preschool. The curriculum 98/2016 also highlights the importance of bringing children's interest into the linguistic world they have around them and to give an understanding of their communicative functions. The preschool teacher with his education, profession and clear responsibility of the curriculum has big role for children to develop in written language. The study shows that preschool teachers are aware of their important role but lack the necessary approach. The interviewed preschool teachers say that they do not use any methods consciously working to stimulate and challenge the child in his written language development. They meet a child´s interest in writing only when the child shows an interest. Half of the preschool teachers expressed that they do not make any links to the preschool curriculum. My study highlights the teachers' important role in children's written language stimulation and development in preschool for others interested in kindergarten and school.

The aim of this graduation thesis entitled Preparation of Vietnamese children for Czech state kindergarten, subtitled Confrontation norms, examines the requirements emphasised on Vietnamese children during adaption to preschools facilities. The purpose of thesis was to identify the main Vietnamese and Czech culture differences, which Vietnamese children are confronted with after entering Czech kindergarten. The study is composed of eight chapters, constituting Vietnamese culture, its habits, traditions, differences and describes the methodology of qualitative research. The investigation was conducted for one year in the Czech-Vietnamese Education Centre Talent, where the researcher subjectively perceived different norms. The last chapter of thesis summarises results of the investigation, critically reflects and answers to research questions.

L'utilisation du jeu pour les apprentissages n'est pas une idée nouvelle. Cependant, l'étude de jeux à but éducatif montre que les concepteurs de jeux éprouvent des difficultés pour articuler didactique et ludique. C'est à ce niveau que se porte notre réflexion, particulièrement sur les conditions d'une articulation du ludique et du didactique lors du processus de conception d'une ressource. La prise en compte de cette articulation nous a conduit à introduire un nouveau terme jeu-situation désignant cet objet situé entre une situation didactique où les apprentissages sont prioritaires et un jeu où le ludique est prédominant. Notre travail se décompose en deux temps : la conception d'un jeu-situation numérique pour l'apprentissage de l'énumération à l'école maternelle d'une part et l'appropriation de cette ressource par des professeurs d'école maternelle d'autre part.La conception de la ressource repose sur différents cadres théoriques, notamment sur la théorie des situations didactiques. De plus, la conception associe la méthodologie d'ingénierie didactique et de Design-Based Research. Notre étude se poursuit par l'élaboration d'un modèle de conception d'un jeu-situation élaboré autour d'un processus fondamental qu'est l'intégration. Ce modèle est mis à l'épreuve lors de la conception du jeu-situation numérique " A la ferme " pour l'apprentissage de l'énumération à l'école maternelle.Nous abordons, dans un deuxième temps, l'appropriation de ce jeu-situation par des professeurs d'école maternelle. La conceptualisation de la notion d'appropriation s'appuie sur plusieurs domaines : celui de la psychologie de l'environnement et de gestion, celui de la didactique en convoquant notamment l'approche documentaire du didactique. Nous accordons aussi une place importante aux connaissances professionnelles des professeurs qui impactent les processus d'appropriation de ressources. Nous pouvons ainsi présenter un modèle théorique général du concept d'appropriation d'une nouvelle ressource que nous instancions à l'école maternelle et au numérique avec l'outil tablette tactile. L'appropriation est observée à travers trois regards : l'instrumentation, l'instrumentalisation et les orchestrations que nous lions aux connaissances professionnelles / The use of the game for learning is not a new idea. However, the study of educational purpose games shows that game designers have difficulty articulating didactic and ludic. It is at this level that our thinking is focused, especially on the conditions of articulating ludic and didactic during the process of designing a resource. Taking into account this articulation led us to introduce a new term game-situation for this object between a didactic situation where learning is a priority and a game where the ludic is predominant. Our work is divided into two stages: the conception of a digital game-situation for the learning of enumeration skills in the kindergarten on the one hand and the appropriation of this resource by kindergarten teachers, on the other hand. The design of the resource is based on various theoretical frameworks, notably on the theory of didactic situations. In addition, the design combines didactic engineering methodology with Design-Based Research. Our study continues with the development of a model of a game-situation concept based on a fundamental process of integration. This model is tested in the design of the digital game-situation "On the farm" for the learning of enumeration skills in kindergarten. In a second step, we deal with the appropriation of this game-situation by kindergarten teachers. The conceptualisation of the appropriation notion is based on several domains: social and management sciences, didactics by convening in particular the documentary approach to didactics. We also place an emphasis on the professional knowledge of teachers who impact on the processes of resource appropriation. We can thus present a general theoretical model of the concept of appropriation of a new resource that we instantiate in the kindergarten and the digital with the tactile tablet tool. The appropriation is observed through three perspectives: instrumentation, instrumentalization and orchestrations that we link to professional knowledge

Tendo em vista que as relações estabelecidas pela criança com a escola, com seus colegas e professores e com a aprendizagem são fatores constituintes do sucesso escolar, considero que a passagem da Educação Infantil (EF) para o Ensino Fundamental (EF) seja um momento especialmente importante no estabelecimento dessas relações, podendo ter forte impacto na forma como as crianças lidam com a escola. Calcado nesses pressupostos, o objetivo deste trabalho foi o de ouvir as crianças, procurando identificar e mapear sentidos que podem ter para elas suas formas de interagir com a escola nesse momento de transição. A interação da criança na escola (com a cultura escolar, com os atores sociais desse contexto e com a língua escrita enquanto objeto de conhecimento) foi o objeto desta pesquisa, numa perspectiva histórico-cultural (Vygotsky) e enunciativo-discursiva (Bakhtin). A pesquisa foi realizada em duas escolas públicas de São Paulo, acompanhando 20 crianças em dois momentos: na Fase I em classes do último estágio da EI e, na Fase II, em classes da 1ª série do EF. Foi adotada uma abordagem de caráter etnográfico, articulada ao enfoque microgenético apoiado na concepção enunciativo-discursiva da linguagem. Os depoimentos foram obtidos através de entrevistas individuais e grupos focais. Como forma de favorecer a interlocução e ampliar a possibilidade expressiva, foram coletados também desenhos das crianças sobre a escola. A partir da análise dos dados, foi possível constatar a tendência das crianças a perceber ambas as escolas como um lugar para brincar com colegas, apesar dos limites das regras disciplinares e das práticas pedagógicas que pouco favorecerem a dialogia e a ludicidade. Assim como a brincadeira, a conversa e as eventuais tensões entre crianças confirmam-se como recursos constitutivos do sujeito e das relações escolares. A forma como a criança interage com a professora, de forma similar nas duas escolas pesquisadas, pode ser compreendida dentro de um modelo de relação educativa tradicional, sendo o professor, na díade com o aluno, quem detém a primazia do saber e do poder. A interação com a língua escrita, para a maioria das crianças pesquisadas, não se configurou como fonte de interesse direto, prevalecendo motivações extrínsecas à realização das atividades de ler e de escrever, principalmente na escola de EF. Houve entretanto a atribuição de valor positivo à possibilidade de conquista de novos conhecimentos, sendo a escola associada ao seu papel social como transmissora de saber. Pode-se assim compreender o fascínio que parece exercer sobre as crianças a chegada à \"escola dos maiores\", representando a conquista de outros espaços, novas responsabilidades e conhecimentos socialmente reconhecidos. Nesse contexto, percebeu-se uma forte tolerância das crianças ao lidar com queixas relativas a aspectos considerados difíceis na EF, não se configurando uma \"cristalização\" ou \"preconceito\" contra o funcionamento escolar. A criança parece ter nesse momento uma vontade intensa de fazer dar certo sua experiência como aluno. Enfim, esse momento inicial do percurso escolar parece reunir condições especialmente favoráveis para a criança desenvolver vínculos positivos com a escola, o que, infelizmente, nem sempre tem sido bem aproveitado pelos educadores. / Considering that children\'s relations with school, classmates, teachers and the learning process are factors involved in school success, the passage from kindergarten to elementary school is an especially important moment, impacting strongly the way that children deal with school. Based on this idea, the objective of this research is to identify and map children\'s perceptions, and their ways to interact with school when undergoing a transitional moment in their school life: from kindergarten to elementary school. Children\'s interaction in school, including school culture, written language, and the social actors involved in this context, was studied in a cultural-historic (Vygotsky) and enunciative-discoursive (Bakhtin) perspective. An ethnographic approach was adopted, with a microgenetic focus, and based upon an enunciative-discoursive language conception. The research was conducted in two schools in Sao Paulo city, Brazil, with twenty children, in two moments: part one took place in classes of the last stage of kindergarten and part two in classes of first grade of elementary school. The testimonies were obtained in individual and focus group interviews. Children\'s drawings about school were used to increase the expressive possibilities and enrich the verbal expression. Data analysis revealed a trend among the children to describe school as a place to play with friends, despite its disciplinary rules, and pedagogical practices which do not favor dialog and ludic approaches. In addition to games, conversation and occasional conflicts among children experiences were observed, and can relate to the consolidation of their individuality and social relations. The children interaction with teachers, found to be similar in both schools, can be interpreted as consistent with a traditional educational model, where the teacher holds the source of knowledge and authority. Most children, particularly in elementary school, did not show interest in interacting with the written language, prevailing external motivations, instead. However, the study confirmed children do value the acquisition of new knowledge, thus associating school with its traditional social role of transmission of knowledge. This value may explain the excitement noted by the children upon moving up to elementary school, a higher level in the educational system which can represent conquering new spaces, responsibilities and possibilities for learning, and therefore acquiring knowledge. Nevertheless, the school difficulties seem to be minimized as the children\'s observed behavior demonstrates their tolerance through the way they deal with related complaints, i.e. independently from any attributed or preconceived value of the school system. At this moment, children seem to have a great desire to make their student experience work successfully. The children\'s initial experience in elementary school seems to bring up favorable conditions for positive relations with the school to flourish, despite some difficulties. Unfortunately, educators may not be taking advantage of the children\'s positive attitude towards the new school environment to capitalize for their learning process

O objetivo geral do estudo foi compreender as significações dos gestores educacionais sobre o atendimento às crianças do campo na educação infantil. Buscou-se ainda compreender: como municípios da mesorregião de Ribeirão Preto (SP) ofertam a educação infantil às crianças de 0 a 5 anos moradoras em área rural; como gestores educacionais organizam e significam o atendimento às crianças do campo na educação infantil. O estudo teve uma abordagem quantitativa e qualitativa. Os dados quantitativos foram levantados por meio de questionários respondidos por 18 secretarias de educação de municípios da mesorregião de Ribeirão Preto. As informações qualitativas foram levantadas por meio de observação em 4 pré-escolas localizadas no campo e de entrevistas com gestores de um município da mesorregião de Ribeirão Preto, escolhido como foco da pesquisa. Participaram 6 gestores: 1 secretária de educação, 1 coordenadora municipal de educação infantil, 2 diretoras escolares e 2 coordenadoras pedagógicas das pré-escolas no campo. O material empírico foi categorizado e analisado de acordo com a perspectiva teórico metodológica da Rede de Significações. Os resultados advindos dos questionários indicam que: a quase totalidade dos municípios oferta educação infantil para as crianças em área rural; a oferta é prioritária para crianças de 4 e 5 anos de idade, ou seja, na pré-escola; quando ofertado, o atendimento das crianças de 0 a 3 anos do campo ocorre somente em creche localizada em área urbana; a oferta de pré-escola ocorre preferencialmente em área urbana; os municípios alegam possuir proposta pedagógica, mas não a fundamentam em legislações relativas à educação do campo; existe investimento em formação continuada, mas poucos municípios oferecem formação específica; parte das escolas de educação infantil localizadas no campo não possuem autonomia administrativa; investimento em transporte escolar da criança para a área urbana em detrimento de investimento em atendimento na própria área rural; os municípios disponibilizam transporte público, mas ainda alguns não possuem a figura de um monitor para acompanhar as crianças no trajeto entre escola e a casa. A pesquisa qualitativa revela que o município investigado realiza atendimento prioritário da criança do campo de 4 a 5 anos, em pré-escola localizada em área rural. As gestoras apresentam significações que transitam entre a preocupação em manter aspectos gerais da educação infantil para todas as crianças e a busca por adaptações de aspectos específicos da educação infantil para as crianças de área rural. As participantes tomam a valorização da cultura do campo como norteadora das práticas específicas nas pré-escolas no campo. Apontam para a necessidade de reestruturação na gestão escolar no município, que vincula as pré-escolas no campo à escolas de educação infantil localizadas na cidade. A indicação política para cargo de diretor escolar é significada como negativa pelas diretoras escolares e necessária para a secretaria de educação. O envolvimento do prefeito é destaque na educação infantil para as crianças em área rural e reflete nas possibilidades de gestão. / This study mainly aimed at understanding the meanings from educational managers on the support for children from rural areas in preschool education. The study as well intended to comprehend: how townships from the mesoregion of Ribeirão Preto offer preschool education to 0 to 5 year-old children who live in rural areas; how educational managers organize and signify the support for children from rural areas in preschool education. The study was carried out having a qualitative and quantitative approach. Quantitative data were obtained through questionnaires filled out by 18 educational secretaries within the mesoregion of Ribeirão Pretos townships. Qualitative data were obtained through observation of 4 preschools in rural area and through interviews with managers from one township within the mesoregion of Ribeirão Preto, chosen as the research focus. The participants were 6 managers: 1 preschool secretary, 1 city preschool coordinator, 2 school principals and 2 city preschool coordinator in rural area. Empirical material was categorized and analyzed according to the methodological-theoretical perspective of the Network of Meaning. Results from the questionnaires indicate that: almost all townships offer preschool to children from rural areas; offer is mainly for 4 to 5 year-old children; when offered the services for 0 to 3 year-old children from rural areas only occur in kindergartens set in urban places; preschool offer is preferably in urban area; townships allege to have a pedagogical proposal, however it has not been based on legislations concerning education in rural areas; there is investment for continuing education, however only a few townships offer specific degree; some preschools in rural areas have no managerial autonomy; investment in transportation for children to commute from urban to rural areas in detriment of investment to support the rural area itself; townships offer public transportation, however some still do not have someone to monitor the children from school home and from home to school. The qualitative research reveals the investigated township performs prioritize support for 4 to 5 year-old children from rural areas, in preschools located in rural areas. Managers presented meanings that go from worry in keeping general aspects of preschool for all children until the pursuit to adapt specific aspects of preschool for children in rural areas. Participants believe the valorization of rural area culture is the clue for preschools in rural areas to have specific practices. Managers claim for the restructuring of municipal school management, which links preschools in rural areas to preschools in urban areas. School directors mean the position of school principal being indicated politically as negative, although necessary for the Education Secretariat. The involvement of the mayor is a main point in preschool for children in rural areas, and reflects management possibilities.

A pesquisa foi motivada pela alteração da organização da educação básica por meio das Leis federais nº.11.114/05, que alterou a idade obrigatória de ingresso no ensino fundamental para seis anos de idade, e nº.11/274/06, que ampliou a duração do ensino fundamental para nove anos. Tinha-se como objetivo analisar a implementação do ensino fundamental de nove anos na rede municipal de São Paulo. Para tanto, foi realizado um estudo de caso em uma turma de 1º ano do ensino fundamental de nove anos, em escola da rede municipal, visando articular as orientações e normatizações da política nacional, sua adequação em nível municipal e sua realização no cotidiano da escola. Como forma de contextualizar o objeto de pesquisa abordou-se aspectos históricos da ampliação do ensino fundamental e buscou-se referências sobre a etapa até então responsável pelo atendimento das crianças de seis anos: a educação infantil. Foram levantados exemplos de experiências de ensino fundamental de nove anos anteriores à alteração nacional, bem como a relação das mudanças estudadas com o financiamento da educação básica. Foi feito levantamento documental sobre o tema nas normatizações nacionais, estaduais de São Paulo e municipais, a fim de subsidiar as análises dos dados da pesquisa de campo. O estudo realizado permite afirmar que a maioria das crianças de seis anos, até a alteraçãoda legislação, estava matriculada em alguma instituição, sendo a etapa da educação infantil a que concentrava a maioria das matrículas. Durante o 1º semestre de 2010, foi feita observação em uma turma de 1º ano de escola da rede municipal e realizadas entrevistas com os sujeitos envolvidos com a mudança: professoras, crianças, mães e representante da equipe gestora da escola. Partindo do referencial teórico do campo da educação infantil e considerando a necessidade da consolidação de uma pedagogia da infância, os dados revelaram que não houve a reestruturação do ensino fundamental a partir do ensino fundamental de nove anos, mas sim a antecipação de práticas de alfabetização antes realizadas na 1ª série do ensino fundamental com oito anos de duração. Também não houve espaço para participação das crianças e dos adultos envolvidos na definição da política e sua implementação. / The motivation of this research was the change of the organization of basic education by the federal lows nº. 11.114/05 that changed the mandatory age of entry into the elementary school at the age of six, and nº.11/274/06 that enlarged the duration of elementary school to nine years. This research aimed to analyze the implementation of the nine years elementary school in São Paulos public education system. In order to achieve this aim a study case was performed with a 1st year class of the new elementary school organization, in a public school, aiming to verify the integration of national policies guidelines and norms, yours adequacy at municipal level and its achievement in the school routine. In order to contextualize the research subject it deals with the historical feature of elementary schools enlargement and with kindergarten, which has been responsible for six years of childrens education. Examples of nine years elementary school organization that happened before the national change were collected, as well as the relation between these changes and basic education funding. A documentary research was made about the subject in a national level, state level and municipal level in order to support the data analyses collected in field work. The research data allows us to declare that most of the six years old children, until the change of national low, were enrolled in some kind of institution, most of them in kindergartens. The observation of a public schools 1st year class was performed in the first semester of the year 2010, as well as interviews with those who were involved with the change: teachers, children, mothers and directors of the school. Using the childhood education field as the theoretical basis and considering the need of a childhood pedagogy, the data shows that a reconstruction of the elementary school considering its enlargement did not happened, instead earlier literacy practices of the 1st grade of the eight years elementary school were anticipated. The data also shows that children and adults involved of this new model did not have the chance to participate in the definition and implementations process.