Made available in DSpace on 2018-07-27T17:13:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-10-03. Added 1 bitstream(s) on 2018-07-27T17:16:51Z : No. of bitstreams: 1 000896501.pdf: 2111543 bytes, checksum: f39ec8edb2beb688e31b9d1335ee340f (MD5) / Esta dissertação focaliza as práticas pedagógicas, referentes às interações das crianças com o mundo letrado, práticas essas realizadas na primeira etapa da educação infantil, que atende crianças de zero a três anos de idade. Em pesquisa buscamos averiguar, as concepções de ensino e de aprendizagem da leitura e da escrita, preponderantes nas práticas e nos discursos das educadoras. Inicialmente apresentamos um breve histórico dessa modalidade de ensino. A seguir focalizamos as concepções epistemológicas mais presentes no ensino para posterior análise das práticas pedagógicas e suas implicações no processo de aprendizagem da leitura e da escrita. A pesquisa foi realizada no município de Rio Claro - SP e a escolha das escolas municipais se deu por meio de uma classificação das mesmas em três grandes grupos: escolas grandes (com 12 salas de aulas), escolas médias (6 salas) e escolas pequenas (4 salas). Após esta classificação, uma escola de cada grupo foi sorteada de acordo com a tabela de Fisher e Yates (1957), totalizando 18,75% das creches do município. Participaram da pesquisa seis professoras e 11 monitoras inteirando 17 educadoras. A coleta de dados deu-se por meio das observações das aulas e de entrevistas com as educadoras. As observações foram registradas em diário de campo e gravação de áudio. As entrevistas foram feitas em momentos indicados pelas participantes e também gravadas em áudio e, depois, transcritas integralmente. Os dados coletados e analisados revelaram que a maioria dos encaminhamentos didáticos, observados, que focam a leitura e a escrita, em aulas, baseiam-se nas concepções epistemológicas empirista ou apriorista. Das seis professoras participantes da pesquisa quatro apresentaram em suas práticas, atividades consideradas inovadoras. Os discursos tanto das monitoras quanto os das professoras mostraram uma mistura, ... (Resumo completo, clicar acesso eletrônico abaixo) / The purpose of this dissertation is to focus on teaching practices related to children's interaction with the literate world. Such practices were performed in early childhood education, which cater to children aged zero to three years old. During the research, we verified the conceptions of teaching and learning how to read and write, which play a dominant role in educators' practices and speeches. Initially, we present a brief history of this mode of education. Following, we focus on the most common epistemological conceptions in teaching, so we can later analyze the teaching practices and their implications in the process of learning to read and write. The research was carried out in the Municipality of Rio Claro, SP, Brazil. The municipal schools were chosen according to their classification into three large groups: big schools (12 classrooms); medium-sized schools (six classrooms) and small schools (four classrooms). After this classification, one school of each group was picked according to the Fisher-Yates Shuffle (1957), totaling 18.75% of day-care centers in the Municipality. Seventeen educators participated in the research: six teachers and 11 teaching assistants. Data was collected by observing classes and interviewing the educators. The observations were registered in a field log and audio recordings. The interviews were performed at times arranged with the participants, and they were also recorded and, then, totally transcribed. The collected and analyzed data showed that the reading and writing-related didactic approaches observed in the classroom are based on the conceptions of either the empiricist or aprioristic epistemology. Four out of the six participating teachers presented innovating activities in their practices. Both the assistants' and the teachers' speeches showed a mixture of conceptions, thus demonstrating a contradiction between their practice and ... (Complete abstract electronic access below)

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-11-07Bitstream added on 2014-06-13T20:12:27Z : No. of bitstreams: 1 druzian_a_me_rcla.pdf: 1277132 bytes, checksum: 6cef9440d7aa1e6729d0baec55a55310 (MD5) / Atualmente, entre os problemas que afetam a educação brasileira destacam-se os referentes à alfabetização. Nesse cenário, observamos, em busca de transformá-lo, mobilizações governamentais, mediante investimentos em programas que visam à alfabetização das crianças de até oito anos de idade. Como essas ações centram-se no ensino fundamental, inferimos que a educação infantil ainda não é considerada como parte do processo da aprendizagem da leitura e da escrita, nem etapa para o acesso e desenvolvimento deste. Contrariando os que se recusam, por motivos diversos, a refletir sobre a alfabetização na educação infantil, pesquisadoras como Jolibert e SraïKi, Ferreiro, Micotti e Teberosky afirmam que as crianças desde muito pequenas vivenciam experiências com a escrita. Diante desse embate, esta dissertação teve como objetivo geral identificar o enfoque dado à leitura e à escrita nas instituições públicas da educação infantil. Especificamente, visou a identificar as concepções de ensino e aprendizado da leitura e da escrita, apresentadas por professores em suas práticas pedagógicas, as relações que se estabeleceram entre seus discursos e práticas e também descrever se os responsáveis pelas crianças manifestaram conhecimento da proposta de ensino utilizada pelas professoras e o que disseram sobre o ensino da leitura e da escrita, nessa etapa da educação básica. Para isso, estudamos o contexto histórico do surgimento das instituições de educação infantil, as funções que lhe foram atribuídas, as epistemologias que se vincularam a essas funções, as práticas pedagógicas referentes à leitura e à escrita, considerando-se os fundamentos epistemológicos e a relação família-escola. A pesquisa foi realizada no município de Limeira - SP. Desse, selecionamos, segundo a tabela de Fisher e Yates, 20% das... / Nowadays, among all the problems that affect Brazilian education, surpass the ones related to literacy. In this scenario, we´ve observed, in order to change it, governmental mobilization, by means of investments in programs that guarantee children´s reading and writing skills up to 8 years old. As these actions are gathered in elementary school´s years, it´s possible to infer that early childhood education is neither considered as part of the reading and writing process nor a level to the access to developing this. Contradicting the ones who refuses, by different reasons, to deeply think about literacy in early childhood education, researchers like Jolibert e Sräki, Ferreiro, Micotti and Teberosky affirm that children since early years do have experiences with writing. Before this resistance, this dissertation has the general objective to identify the approach given to reading and writing skills in public early childhood educational institutions. In specific, it seeks to identify the conceptions of reading and writing teaching and learning, shown by teachers in their pedagogical practices, the relations established between their speech and practices, and to describe if the responsible ones for children show any knowledge of the teaching purpose used by teachers and what they say about the reading and writing teaching, in this level of elementary education. For this, we have studied the historical context within early childhood educational institutions uprising have occurred, the functions that are given to them, the epistemologies linked to these functions, the pedagogical practices involving reading and writing, considering the epistemological principles and the school-family relationship. The research was performed in the city of Limeira- SP. In this city, we have chosen, by Fischer and Yates criteria, 20% of early childhood schools... (Complete abstract click electronic access below)

Made available in DSpace on 2016-07-01T13:10:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-09-01. Added 1 bitstream(s) on 2016-07-01T13:13:42Z : No. of bitstreams: 1 000867231.pdf: 811230 bytes, checksum: e16f62749813481f03e320f443400881 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este estudo trata do trabalho docente na Educação Infantil, tendo como foco os desafios do processo de profissionalização do ensino na relação entre professoras de Educação Física e de Educação Infantil, chamando atenção para a questão da cultura da colaboração. Neste contexto apontou-se como problema de estudo: Quais são os aspectos das práticas docentes que demonstram uma cultura de colaboração no processo de profissionalização do ensino, envolvendo o trabalho docente nas relações que se estabelecem entre as professoras de Educação Física e de Educação Infantil no contexto da Educação Infantil? Partimos do pressuposto (hipótese) de que o trabalho docente na escola encontra-se ainda na idade do ensino como vocação ou na idade do ensino como oficio, nas quais as professoras aprendem ou se desenvolvem profissionalmente e prioritariamente em função das experiências individual e coletiva e das relações sociais que se estabelecem entre os pares. Como objetivo geral buscamos compreender os aspectos que apontam para uma cultura de colaboração no processo de profissionalização do ensino, envolvendo o trabalho docente entre as professoras de Educação Física e de Educação Infantil. Na busca dos dados optou-se pela pesquisa qualitativa, do tipo estudo exploratório, utilizando como técnicas: o questionário; a observação; a fonte documental e a entrevista semiestruturada. Para o tratamento dos dados foi utilizado a análise de conteúdo. Participaram do estudo nove professoras alocadas em três escolas (A, B e C), em cada escola uma professora de Educação Infantil, uma professora Coordenadora Pedagógica e uma professora de Educação Física. Entre os resultados foram observados: a contribuição da formação acadêmica para o trabalho docente na Educação Infantil; valorização da formação continuada, das leituras individuais e do diálogo com as colegas experientes; a boa convivência entre todas... / This study deals with teaching in Early Childhood Education, focusing on the challenges of the teaching professionalization process in the relationship among Physical Education teachers and Educationalists, drawing attention to the issue of the collaboration culture. In this context, it is possible to identify the following study problem: Which are the aspects that demonstrate a collaboration culture in the teaching professionalization process, involving the teaching work in the relationships established among the Physical Education teachers and Educationalists in the context of Early Childhood Education? We assume that teaching at school is still at the age of teaching as a vocation or at the age of teaching as a craft, in which teachers learn and develop professionally and primarily depending on the individual and collective experiences and on social relations that are established among peers. As a general goal, we seek to understand the aspects that point to a collaboration culture in the teaching professionalization process, involving the teaching work among Physical Education teachers and Educationalists. To collect the data, we chose the qualitative research using exploratory case study type and techniques such as: the questionnaire; observation; documentary sources and the semi-structured interview. Content analysis was used to treat the data. Nine teachers from three schools (A, B and C) participated in this study. In each school there was an Educationalist, a Pedagogical Coordinator and a Physical Education teacher. Among the results it was possible to observe: the contribution of academic education for teachers work in Early Childhood Education; the valorization of continued formation, individual readings and dialogue with experienced colleagues; good relationships among all teachers. In general, teaching practices developed in Physical Education and in Early Childhood Education were not related to each other; moments of planning...

Thesis ( MTech( Education))-- Cape Technikon, 2004 / This dissertation is located in the field of early childhood developement. It is situated in the context of education for learners with special educational needs (ELSEN). The specific context was Deaf children who learn through medium of South African Sign Language. The study is an investigation into the cognitive and social 'value-addedness' of computer technology on profoundly deaf young leaners.

Orientador: Marilena Aparecida Jorge Guedes de Camargo / Banca: Maria Walburga dos Santos / Banca: Maria Rosa Rodrigues Martins de Camargo / Resumo: A importância dos brinquedos é temática que vem se evidenciando para a compreensão da aprendizagem infantil e os estudos de Michel Foucault estão cada vez mais se destacando para debater as problemáticas da educação. Partindo deste pressuposto, optou-se pela pesquisa de natureza qualitativa que foi realizada em uma Escola Municipal de Educação Infantil do interior de São Paulo, município de Rio Claro, envolvendo uma professora que trabalhava com crianças de quatro anos e os vinte cinco alunos desta turma. A partir da questão de pesquisa "Como se configura o papel do brinquedo para a formação das crianças na Educação Infantil acerca da sociedade disciplinar foucaultiana?", procuramos identificar que posturas têm a professora que trabalha com a educação infantil no que se refere aos brinquedos à luz de questões caras para Michel Foucault. Para desenvolver este estudo, realizamos observações de campo, registros em diário, registros fotográficos, entrevista semiestruturada e análise documental. Os dados coletados foram organizados em quatro eixos de análises que buscaram atender os objetivos específicos da pesquisa: a) Temos uma escola disciplinar?; b) É hora de aprender ou é hora de brincar?; c) E os brinquedos para que servem?; d) Há possibilidades de transgressão na escola?. As análises, pautadas nas contribuições teóricas de Michel Foucault mostram que a escola de educação infantil, estudada neste trabalho, apresenta elementos elencados para disciplinar e formatar o corpo das crianças. Em linhas gerais, percebemos o uso dos brinquedos para controlar o comportamento dos alunos e também espaços de resistência a esse controle dentro deste ambiente escolar. Com relação aos brinquedos, notamos que há a necessidade de se aprofundar sobre seu potencial para ser utilizado como material pedagógico nas instituições de educação infantil / Abstract: The importance of toys is thematic that has been showing to the understanding of children's learning and the studies of Michel Foucault are each time more if detaching to debate the problematic ones of the education. Under this assumption, one opted for the inquiry of qualitative nature that was carried out in a Municipal School of Early Childhood Education in the state of Sao Paulo, municipality of Rio Claro, involving a teacher who worked with children of four years and the twenty five students in this class. From the research question "How to configure of the role of toy for the training of children in early childhood education concerning the Foucault's disciplinary society?" We have tried to identify which positions have the teacher who works with early childhood education with regard to toys in accordance with important issues to Michel Foucault. To develop this study, we conducted field observations, daily records, photographic records, semi-structured interview and documentary analysis. The collected data were organized in four axes of analyses in order to achieve the research's specific objectives: a) We have a disciplinary school?; b) It's time to learn or is it time to play?; c) And the toys what are they for?; d) There are possibilities of transgression in school?. The analyses based on the theoretical contributions of Michel Foucault shows that early childhood education school, studied in this work, presents elements listed for disciplinary and format the body of children. In general, we noticed the use of toys to control student behavior and also spaces of resistance to this control within this school setting. With regard to toys, we note that there is a need to deepen on its potential to be used as pedagogical material within the early childhood education institutions / Mestre

Orientador: Samuel de Souza Neto / Coorientadora: Dijnane Fernanda Vedovatto Iza / Banca: Maria Cecilia de Oliveira Micotti / Banca: Eliana Ayoub / Resumo: Este estudo trata do trabalho docente na Educação Infantil, tendo como foco os desafios do processo de profissionalização do ensino na relação entre professoras de Educação Física e de Educação Infantil, chamando atenção para a questão da cultura da colaboração. Neste contexto apontou-se como problema de estudo: Quais são os aspectos das práticas docentes que demonstram uma cultura de colaboração no processo de profissionalização do ensino, envolvendo o trabalho docente nas relações que se estabelecem entre as professoras de Educação Física e de Educação Infantil no contexto da Educação Infantil? Partimos do pressuposto (hipótese) de que o trabalho docente na escola encontra-se ainda na idade do ensino como vocação ou na idade do ensino como oficio, nas quais as professoras aprendem ou se desenvolvem profissionalmente e prioritariamente em função das experiências individual e coletiva e das relações sociais que se estabelecem entre os pares. Como objetivo geral buscamos compreender os aspectos que apontam para uma cultura de colaboração no processo de profissionalização do ensino, envolvendo o trabalho docente entre as professoras de Educação Física e de Educação Infantil. Na busca dos dados optou-se pela pesquisa qualitativa, do tipo estudo exploratório, utilizando como técnicas: o questionário; a observação; a fonte documental e a entrevista semiestruturada. Para o tratamento dos dados foi utilizado a análise de conteúdo. Participaram do estudo nove professoras alocadas em três escolas (A, B e C), em cada escola uma professora de Educação Infantil, uma professora Coordenadora Pedagógica e uma professora de Educação Física. Entre os resultados foram observados: a contribuição da formação acadêmica para o trabalho docente na Educação Infantil; valorização da formação continuada, das leituras individuais e do diálogo com as colegas experientes; a boa convivência entre todas... / Abstract: This study deals with teaching in Early Childhood Education, focusing on the challenges of the teaching professionalization process in the relationship among Physical Education teachers and Educationalists, drawing attention to the issue of the collaboration culture. In this context, it is possible to identify the following study problem: Which are the aspects that demonstrate a collaboration culture in the teaching professionalization process, involving the teaching work in the relationships established among the Physical Education teachers and Educationalists in the context of Early Childhood Education? We assume that teaching at school is still at the age of teaching as a vocation or at the age of teaching as a craft, in which teachers learn and develop professionally and primarily depending on the individual and collective experiences and on social relations that are established among peers. As a general goal, we seek to understand the aspects that point to a collaboration culture in the teaching professionalization process, involving the teaching work among Physical Education teachers and Educationalists. To collect the data, we chose the qualitative research using exploratory case study type and techniques such as: the questionnaire; observation; documentary sources and the semi-structured interview. Content analysis was used to treat the data. Nine teachers from three schools (A, B and C) participated in this study. In each school there was an Educationalist, a Pedagogical Coordinator and a Physical Education teacher. Among the results it was possible to observe: the contribution of academic education for teachers work in Early Childhood Education; the valorization of continued formation, individual readings and dialogue with experienced colleagues; good relationships among all teachers. In general, teaching practices developed in Physical Education and in Early Childhood Education were not related to each other; moments of planning... / Mestre

Orientador: Maria Cecília de Oliveira Micotti / Banca: Flavia Medeiros Sarti / Banca: Luciana Maria Giovanni / Resumo: A presente dissertação tem como objetivo geral descrever as práticas pedagógicas de professoras que atuam nos três anos iniciais da Educação Infantil. Os objetivos específicos referem-se a descrever, de modo mais apurado, as práticas voltadas à interação das crianças com o mundo letrado; detectar as concepções pedagógicas empregadas pelas professoras; averiguar a existência, ou não, de coerência entre discursos e práticas docentes; detectar os posicionamentos expressos pelas componentes das equipes gestoras das escolas e por representante da Secretaria Municipal da Educação e, em que medida os mesmos se aproximam ou não dos discursos e das práticas das professoras; e identificar as finalidades atribuídas à Educação Infantil nas Propostas Pedagógicas das escolas onde a pesquisa foi realizada. A pesquisa pautou-se no enfoque qualitativo, com dados coletados em entrevistas semiestruturadas, observação de aulas e análise de documentos; foi realizada nas quatro escolas municipais de Rio Claro - SP, nas quais a partir do ano letivo de 2015 todas as classes (Berçário I, Berçário II e Maternal I) foram atribuídas a professoras. As participantes foram oito docentes, quatro diretoras de escola, duas professoras coordenadoras e uma coordenadora pedagógica da Secretaria Municipal da Educação. O embasamento para a pesquisa contou com o levantamento de aspectos teóricos e históricos sobre a Educação Infantil, sobretudo em seus anos iniciais; abordou campos de experiências a serem trabalhad... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present dissertation aims to describe the pedagogical practices of teachers who work in the initial three years of Early Childhood Education. The specific objectives are to describe, more accurately, the practices aimed at the interaction of children with the literate world; to detect the pedagogical conceptions employed by the teachers; to ascertain the existence or not of coherence between discourses and teaching practices; to detect the placements expressed by the components of the management teams of the schools and by the representative of the Municipal Department of Education, and to what extent they approach or not the discourses and practices of the teachers; and to identify the purposes attributed to Early Childhood Education in the Pedagogical Proposals of the schools where the research was carried out. The research was based on the qualitative approach, with data collected in semi-structured interviews, observation of classes and analysis of documents; was carried out in the four municipal schools of Rio Claro - SP, in which all classes (Nursery I, Nursery II and Maternal I) were assigned to teachers from the 2015 school year. The participants were eight teachers, four school directors, two coordinating teachers and one pedagogical coordinator of the Municipal Education Department. The basis for the research was the survey of theoretical and historical aspects of Early Childhood Education, especially in its initial years; addressed fields of experiences to be worked at this stage of Basic Educacion, including contacts with reading and writing; pointed out the characteristics of different pedagogical conceptions regarding the acquisition of knowledge; and presented researches with children belonging to the age group related to Early Childhood Education. The data obtained revealed that the period of work of the teachers who work in the ... (Complete abstract click electronic access below) / Mestre

M.Ed. / This study has been devoted to an investigation into a phenomenon called "separation anxiety", which manifests in some children who enter into nursery school at a very young age. The principal aim of the said investigation has been to identify possible causes for this anxiety in a bid to formulate guidelines for the parents of children suffering from this form of anxiety. An unfortunate trend in the modern-day workplace is the expectation that mothers resume their duties all too soon after the birth of their babies. In order to provide in the subsequent clamant need for child care, nursery schools and day-care centres have been obliged progressively to provide such care for ever-younger children; in fact, from as young as three months. In doing so, both parents and teachers/facilitators are confronted with the oft-times Herculean task of having to deal with a toddler who experiences anxiety upon being separated from his/her mother/father. Parents (and teachers/facilitators alike) are often left feeling utterly helpless and frustrated at being unable to allay the child's fears and anxiety. An important first step, however, is to make parents and teachers/facilitators understand that the nursery school represents, in a very real sense, the baby or toddler's first separation from the safety and security of his/her family and home environment. In view of the above postulation of the research problem, this study has commenced with the establishment of a theoretical framework within which to explore the emotional, physical and intellectual development of the young child. The said theoretical framework has subsequently been further enhanced by a study of relevant anxieties that the young child may experience.. For this purpose, an in-depth discussion has been undertaken on relevant literature on separation anxiety. The results of the research have been as follows: Parents need more detailed information on the emotional, physical and intellectual development of their children. Mothers need to be supported in their dual role of working and of being the primary educator at home. Fathers are largely absent from the education of their children. A traumatic experience, such as hospitalisation, could serve as a contributing factor to the anxiety a young child exhibits when separated from its mother. The choice of nursery school and the resident teachers/facilitators could play a deciding part in the way in which toddlers perceive their separation from their parents.

Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.

This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.