<p> This qualitative ethnographic collective case-study of two Nigerian Early Childhood Education (ECE) practitioners focused upon the practitioners&rsquo; reflections over a three-day period in February 2014 (and then a 3-month period from February through April 2014) of their first 18-months of implementing constructivist curriculum after participating in a week-long workshop in October 2012 on constructivist education theory and practice. The reflections were framed by seven questions, and their sub-questions, addressing their impressions of the most efficacious sections of the workshop, what worked and did not in their classrooms, their frustrations and successes, and their recommendations for further workshops for additional ECE practitioners. The practitioners responded to the inquiries in three different formats, as follows: the face-to-face discussion of the seven formal interview questions, a three-month journal (from February 2014 through April 2014) with the formal interview questions, and informal afternoon chat sessions that were more free-ranging. A comparison among the answers, mediated by NVivo10 (2012) software thematic sorting, revealed differences in the quantity and emphasis of the answers to the questions, varied by written and verbal responses. The most surprising finding and one that qualifies as a central phenomenon was that without sufficient parent education and support that the smooth transition from the Rote systems to the constructivist curriculum could be slowed down and even halted at the school site, as the parents voiced their concerns that the students were not going to be well-educated under this new curriculum. In further workshops, it is now apparent that parental education and engaged support must be presented and discussed so that ECE constructivist curriculum can be more widely implemented in Lagos, Nigeria and elsewhere.</p>

<p> While high levels of skills in education and achievement are critical for a student&rsquo;s social and economic success, schools have yet to live up to their educational responsibilities to children of color and children living in poverty. Nationwide, the achievement gap affects students of color, particularly low-income Latino students. Gay argued that contributing to educational deficits are teachers who do not understand the importance of knowing their students&rsquo; cultural backgrounds. This qualitative dissertation utilized the conceptual frameworks of culturally responsive pedagogy and sociocultural interactions to understand Latina Head Start preschool teachers&rsquo; perspectives in the classroom when implementing culturally responsive pedagogy embedded within sociocultural interactions in classrooms. </p><p> The major findings in this study documented that the Latina Head Start preschool teacher participants were sensitive to the unique needs of Latinao dual language learners from low-income families. The teacher participants overwhelmingly reported that providing emotional support, <i>cari&ntilde;o </i> (affection), and empathy to all of the children throughout classroom interactions was vital for student learning. They regularly used the children&rsquo;s home language, Spanish, and supported children&rsquo;s development in both languages. The Latina Head Start preschool teacher participants expressed a sense of commitment and responsibility to ensure each Latino child is successful. The Latina Head Start preschool teacher participants shared a natural ability to teach with <i>cari&ntilde;o</i> while utilizing culturally responsive pedagogy with interwoven sociocultural interactions as they worked with their Latina/o students.</p><p>

<p> The quality of early caregiving and educational environments has a significant effect on children&rsquo;s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom. </p><p> The purpose of this qualitative study was to propose a middle-range, systematic theory for the types of practices and ideologies that the most successful early childhood teacher education programs use to prepare their preservice teachers for the education profession. A more focused purpose of this grounded theory study was to describe the ways in which early childhood preservice teachers learn about children&rsquo;s cognitive development as well as how they describe their application of this knowledge to developmentally appropriate pedagogical practices. A secondary purpose of this study was to examine these various clinical models as described by experts in the field. Analysis was completed on semi-structured interviews with preservice teachers and faculty members, open-ended surveys completed by preservice teachers, and university documents. As a result of rigorous data analysis, a theory emerged to explain clinical practice at three model early childhood teacher preparation programs. Findings suggest that there are seven layers of strength that contribute to the model programs&rsquo; expertise in preparing their preservice teachers. This study is significant in that it reports researchbased elements that may contribute to policy regarding models for teacher preparation and meaningful clinical experiences.</p>

<p> With an increasing concern in the American school system being the significant growth in the number of bilingual students, the communication between teacher and student, and student to student, has become a focus of attention. The purpose of the present study was to draw on Sullivan&rsquo;s (2012) dialogical approach and Bakhtin&rsquo;s theoretical framework on the concept of dialogism, using Bakhtin&rsquo;s notions of utterance as the unit of analysis. Bakhtin&rsquo;s (1986) primary (oral speech genres) and secondary genres (narrative texts) were applied to analyze the growth of oral language and meaning-making during interactive read-alouds when carefully scaffolded open-ended questions were utilized. The study approached the field through an individual and collective case study with two dual language learners (Ballantyne et al., 2008) in a kindergarten classroom. Participants&rsquo; utterances were collected using videotaped and audiotaped sessions and were analyzed by applying Cazden&rsquo;s IRE (2001) protocol and a writing protocol. The findings suggested that Bakhtin&rsquo;s ideas of author/hero, double-voicing, and elements of carnivalesque matter in the narrative texts read during interactive read-alouds. The findings also determined that Bakhtin&rsquo;s concepts of (a) One Utterance, (b) Multiple Utterances, (c) Double-voicing, and (d) Revoicing emerged from the dataset. The triangulation of data sources confirmed the importance of teachers examining the texts to be used during read-alouds, and the importance of creating a dialogical atmosphere that generates multiple utterances from its participants and increases oral language skills and meaning-making.</p>

Within the last decade, the pressures of implementing state mandated early learning guidelines and meeting the requirements from federal, state and local agencies, have taken their toll on many preschool programs. In the present study, preschool programs were given a chance to voice their opinions about how curriculum standards and other external mandates were directly and indirectly influencing curriculum planning, teaching practices, and child activity. A brief survey was sent to 90 preschool directors in a region in Massachusetts, 28 directors completed this survey. A sample of nine directors, from the survey respondents, volunteered to be interviewed. In two separate interviews the researcher asked a series of questions to obtain data from the participants. These interview questions focused on how the participants made sense of the mandatory integration of early learning standards and other external mandates into their preschool program and their concerns based on their role as a preschool director. The results of the study revealed that external guidelines set forth by the state and federal government were a great concern to the preschool directors. These directors agreed that curriculum mandates were necessary yet the amount of work, time and expenditure needed to meet the demands of these mandates could be quite overwhelming. Concerns were particularly relevant in the areas of obtaining or maintaining NAEYC accreditation and the push for a standardized curriculum and/or a standardized assessment tool. To receive specific types of funding, a program must be using a standardized assessment tool. Many funding sources also require that a program be accredited by NAEYC. The financial and physical expense of both of these requirements was prohibitive. The results were analyzed with respect to child development and early childhood education principles. The findings indicated that curriculum mandates focused primarily on young children's cognitive development to the detriment of social and emotional competence. The findings also indicated that children were being pressured to spend more time on narrow academic skills and less time on play. Yet play has been found to provide children with opportunities to interact socially, express and control emotions, and develop symbolic thinking skills (Nicolopoulou, 2010).

This study investigated the conflict resolution abilities employed by 3-4 year old children within an Israeli kindergarten that was inspired by the Reggio Emilia approach in Italy. Conflict resolution is a significant phenomenon worldwide and the subject of considerable research, due to potential negative outcomes from involvement in conflict, and escalation of the conflict to a stage of violence. Nevertheless, a gap in knowledge was identified, regarding the Reggio Emilia educational approach, as an intervention to support the development of children‘s social-emotional competence to enable them to resolve interpersonal conflicts using pro-social strategies. An in-depth case study was conducted using grounded theory principles to develop a model to answer the question: To what extent might a Reggio Emilia inspired approach support resolution of interpersonal conflicts between 3-4 year old children in an Israeli kindergarten class? The rich qualitative data were gathered through video filmed observations, teacher's semi-structured interviews, children's interviews, documents, and field notes. A four-phase content analysis of the data enabled conceptualisation of the characteristics of the educational setting and the children's conflict resolution strategies. The findings allowed the emergence of a model evidencing that both direct and indirect intervention strategies were used to support the conflict resolution among the children. Teachers responded in a range of ways to children's request for direct intervention, and most especially used a clarification-mediation conversation. Indirectly, they promoted democratic pedagogy with children through participation, listening and dialogue. The findings reveal the children's development in their conflict resolution, which indicate a significant advancement in their pro-social negotiation abilities. Additionally, the findings show a significant increase in the children's spontaneous intervention as peer observers of the conflict and a decrease in their request of teacher intervention. The research suggests that over time, no extra-curricular intervention is needed within a supportive and democratic educational approach, such as the Reggio Emilia inspired approach provides. It illuminates strategies to support teachers, teacher trainers and policy makers for enabling children resolving conflicts independently using pro-social strategies. The research contributes to knowledge regarding selecting an intervention for improving kindergarten children's conflict resolution strategies.

Made available in DSpace on 2014-07-29T16:10:25Z (GMT). No. of bitstreams: 1 Dissertacao Telma.pdf: 1267338 bytes, checksum: d37cfe0970f5152ffe8c3f64632c1d4d (MD5) Previous issue date: 2007-08-29 / Nossa pesquisa compõe um dos vários subprojetos que ora encontram-se em desenvolvimento, integrados ao projeto de Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas, o qual se encontra ligado à linha de Pesquisa Formação e Profissionalização Docente da Faculdade de Educação da Universidade Federal de Goiás. Investigamos o lugar da educação infantil no curso de Pedagogia, com o objetivo de compreendermos o lugar que a Educação Infantil ocupa no Curso de Pedagogia da FE/UFG, sob a ótica dos discentes. Assumimos a premissa de que o Curso de Pedagogia é o lugar por excelência para a formação de professores de educação infantil. Com base no método materialista dialético, desenvolvemos uma pesquisa teórica, documental e empírica com a participação de 266 estudantes, e também com professores que participaram da elaboração do novo currículo do Curso de Pedagogia da FE\UFG aprovado em 2003. Para apreendermos o movimento concreto e contraditório deste objeto na sua totalidade sócio-histórica, realizamos as análises dialogando com Marx, Hobsbawm, Bianchetti; na área do Ensino Superior: Dourado, Oliveira, Catani, Neves, Sguissardi, Cunha; no campo da formação de professores e do Curso de Pedagogia: Brzezinski, Freitas, ANFOPE; quanto à Educação Infantil: Barbosa, Oliveira, Silva, Rosemberg, Arce, Kuhlmann, Kramer. Analisamos a historicidade e o papel da FE\UFG nas lutas dos movimentos de educadores. Partimos do campo da Educação Superior no Brasil, a partir da década de 1990, regida pelas transformações econômicas, políticas e sociais, evidenciando o impacto das reformas educacionais no Brasil para a formação de professores para a educação infantil, visando entendermos como a lógica do capital se relaciona diretamente com as políticas educacionais. Este trabalho contextualiza a trajetória dos Cursos de Pedagogia nas últimas décadas. Buscamos relacionar a FE/UFG aos seus elementos históricos, bem como sua postura teórica e política diante das transformações sociais pelas quais vivenciaram os seus atores e as alterações ocorridas em 2003 em relação ao lugar dado à Educação Infantil, sendo esta considerada a primeira etapa da Educação Básica. O debate se dá especificamente na concepção e percepção dos discentes sobre as mudanças que o currículo do Curso de Pedagogia da FE/UFG sofreu nesse ínterim buscando relacioná-lo com a Educação Infantil, materializado nas falas dos discentes do Curso de Pedagogia da Faculdade de Educação da Universidade Federal de Goiás FE/UFG, mostrando o lugar que ela ocupa. A educação infantil sob esse contexto está começando a ocupar um lugar com discussões pontuais, necessárias para a atuação do professor, porém ainda de forma não suficiente. Acreditamos ser necessário que professores e alunos, numa discussão coletiva, repensem a estrutura curricular, e a formação desses profissionais para atuarem tanto na Educação Infantil como nos anos iniciais do Ensino undamental. / Nossa pesquisa compõe um dos vários subprojetos que ora encontram-se em desenvolvimento, integrados ao projeto de Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas, o qual se encontra ligado à linha de Pesquisa Formação e Profissionalização Docente da Faculdade de Educação da Universidade Federal de Goiás. Investigamos o lugar da educação infantil no curso de Pedagogia, com o objetivo de compreendermos o lugar que a Educação Infantil ocupa no Curso de Pedagogia da FE/UFG, sob a ótica dos discentes. Assumimos a premissa de que o Curso de Pedagogia é o lugar por excelência para a formação de professores de educação infantil. Com base no método materialista dialético, desenvolvemos uma pesquisa teórica, documental e empírica com a participação de 266 estudantes, e também com professores que participaram da elaboração do novo currículo do Curso de Pedagogia da FE\UFG aprovado em 2003. Para apreendermos o movimento concreto e contraditório deste objeto na sua totalidade sócio-histórica, realizamos as análises dialogando com Marx, Hobsbawm, Bianchetti; na área do Ensino Superior: Dourado, Oliveira, Catani, Neves, Sguissardi, Cunha; no campo da formação de professores e do Curso de Pedagogia: Brzezinski, Freitas, ANFOPE; quanto à Educação Infantil: Barbosa, Oliveira, Silva, Rosemberg, Arce, Kuhlmann, Kramer. Analisamos a historicidade e o papel da FE\UFG nas lutas dos movimentos de educadores. Partimos do campo da Educação Superior no Brasil, a partir da década de 1990, regida pelas transformações econômicas, políticas e sociais, evidenciando o impacto das reformas educacionais no Brasil para a formação de professores para a educação infantil, visando entendermos como a lógica do capital se relaciona diretamente com as políticas educacionais. Este trabalho contextualiza a trajetória dos Cursos de Pedagogia nas últimas décadas. Buscamos relacionar a FE/UFG aos seus elementos históricos, bem como sua postura teórica e política diante das transformações sociais pelas quais vivenciaram os seus atores e as alterações ocorridas em 2003 em relação ao lugar dado à Educação Infantil, sendo esta considerada a primeira etapa da Educação Básica. O debate se dá especificamente na concepção e percepção dos discentes sobre as mudanças que o currículo do Curso de Pedagogia da FE/UFG sofreu nesse ínterim buscando relacioná-lo com a Educação Infantil, materializado nas falas dos discentes do Curso de Pedagogia da Faculdade de Educação da Universidade Federal de Goiás FE/UFG, mostrando o lugar que ela ocupa. A educação infantil sob esse contexto está começando a ocupar um lugar com discussões pontuais, necessárias para a atuação do professor, porém ainda de forma não suficiente. Acreditamos ser necessário que professores e alunos, numa discussão coletiva, repensem a estrutura curricular, e a formação desses profissionais para atuarem tanto na Educação Infantil como nos anos iniciais do Ensino undamental.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-03-23T18:54:22Z No. of bitstreams: 2 Dissertação - Ana Carolina Giannini Silva - 2017.pdf: 2621742 bytes, checksum: 60becf969c406e872ea1400e7abf73ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-03-24T11:01:51Z (GMT) No. of bitstreams: 2 Dissertação - Ana Carolina Giannini Silva - 2017.pdf: 2621742 bytes, checksum: 60becf969c406e872ea1400e7abf73ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-03-24T11:01:51Z (GMT). No. of bitstreams: 2 Dissertação - Ana Carolina Giannini Silva - 2017.pdf: 2621742 bytes, checksum: 60becf969c406e872ea1400e7abf73ea (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The purpose of this research is to understand the world of work in Early Childhood Education and the basis of the work of children's education workers, based on the assumption that human relations are permeated with contradictions, and in the capitalist society these relations are characterized by alienation and fetishism, influencing the teaching practice in this stage of education. The research starts from the conceptualization of work in Marx and from an analysis of how the work is uncharacterized under the influence of capital. We seek to understand the relationship between education and work as a possibility to break with the ills of capital and to restore, through the school, the concept of work as an ontological constitution of the human being. We highlight the role of the teaching worker, specifically what happens in Early Childhood Education, revealing the fetishes that uncharacterize it and deprive it of its role. The method of research is the Dialectical and Historical Materialism. Such an approach is justified because the cognitive process that will serve to construct the new knowledge will privilege the relation between the subject and the object, being the object of study the teaching practice in Early Childhood Education. The research has an empirical character, since it used semi-structured interviews, questionnaires and observation of different moments of the practice of teachers, coordinators and principals. These empirical data were analyzed in order to perceive the contradictions and thus analyze the teaching practice in Early Childhood Education, understanding the different conceptions that permeate the work in this stage of education, such as: childhood, child, teaching, teacher, student, and how the workers' actions materialize. The research revealed that the teaching practice in children's education is strongly influenced by neoliberal ideals. Also, there is a pedagogical current that defends an anti-school pedagogy for Early Childhood Education, which has negative reflections on the teaching practice, causing a (de)professionalization of this worker, since work, as manifested in the capitalist society in which we live, makes work synonymous with employment and subsumes this individual into the exploitative ills of capital. This fact restricts this worker to a relationship with and in the labor market, as torture, suffering and exploitation. Thus, we perceive the necessity of the educational worker of the Early Childhood Education to have an education that provides them with the awareness about their existence, breaking with the alienation and the fetish produced by capitalist society. It is also worth recalling the role of the school as a privileged locus for the omnilateral formation of man, with emphasis on Early Childhood Education, having as reference the Historical-Critical Pedagogy that recovers the figure of the teacher as protagonist in the teaching-learning process. / Esta pesquisa tem como objetivo compreender o mundo do trabalho na Educação Infantil e em que se fundamentam o trabalho das trabalhadoras da Educação Infantil, partindo-se do pressuposto que as relações humanas são permeadas de contradições, e na sociedade do capital se configuram de forma alienada e fetichizada, influenciando o trabalho docente nesta etapa de educação. A pesquisa parte da conceituação de trabalho em Marx e de uma análise de como o trabalho se descaracteriza sob as influências do capital, buscando entender a relação entre educação e trabalho como possibilidade de romper com as mazelas do capital e restituir, por meio da escola, o conceito de trabalho como constituição ontológica do ser humano, destacando o papel do trabalhador docente, em específico o que ocorre na Educação Infantil, revelando os fetiches que o descaracterizam e o impedem de cumprir o seu papel. O método da pesquisa é o Materialismo Histórico Dialético. Tal abordagem se justifica pois o processo cognitivo que servirá para a construção do novo conhecimento privilegiará a relação entre o sujeito e o objeto, sendo o objeto de estudo o trabalho docente na Educação Infantil. A pesquisa tem um caráter empírico, pois utilizou a entrevista semi-estruturada, questionários e também observação de diferentes momentos da prática de professores, coordenadores e diretores. Estes dados empíricos foram analisados a fim de perceber as contradições e assim analisar o trabalho docente na Educação Infantil, compreendendo as diferentes concepções que permeiam o trabalho nesta etapa de educação, tais como: infância, criança, ensino, professor, aluno, e como as ações das trabalhadoras se materializam. A pesquisa revelou que o trabalho docente na educação infantil está sob forte influência dos ideais neoliberais e que existe uma corrente pedagógica que defende uma pedagogia anti-escolar para a educação infantil, o que tem refletido de forma negativa no trabalho docente, causando uma (des)profissionalização deste trabalhador, uma vez que o trabalho tal como se manifesta na sociedade capitalista em que vivemos, torna o trabalho sinônimo de emprego e subsumi este indivíduo as mazelas exploratórias do capital reduzindo-o a uma relação com e no mercado de trabalho, como tortura, sofrimento e exploração. Assim, percebemos a necessidade do trabalhador docente da Educação Infantil ter uma formação que propicie a consciência da sua existência, rompendo com a alienação e o fetiche produzidos pela sociedade do capital. E ainda resgatar o papel da escola como lócus privilegiado para a formação onilateral do homem, com destaque para a Educação Infantil, tendo como referencial a Pedagogia Histórico-Crítica que resgata a figura do professor como protagonista no processo de ensino-aprendizagem.