A presente pesquisa se situa no contexto das investigações que buscam contribuir para o ensino de matemática nas séries iniciais da escolaridade. As investigações nesta área sugerem que as habilidades metacognitivas do indivíduo devam se tornar o foco da instrução em sala de aula. A literatura sobre educação matemática destaca as atividades de resolução de problemas como especialmente significativas para a investigação dos processos metacognitivos do aluno. Além disto, o tema problemas aritméticos verbais com história tem gerado numerosos artigos e livros que analisam as diversas categorias de problemas existentes, entre eles os problemas de adição/subtração e de multiplicação/divisão. Assim, o presente trabalho se propõe a investigar a eficácia de procedimento de desenvolvimento de habilidades metacognitivas em matemática, utilizando-se de problemas aritméticos verbais com história em um ambiente lúdico de aprendizagem. A amostra foi composta com 100 alunos de três turmas de segunda série do Ensino Fundamental. Todos os alunos foram avaliados por meio da Prova de Problemas Aritméticos Verbais com História (de adição, subtração, multiplicação e divisão) e o Subteste de Aritmética do Teste de Desempenho Escolar TDE. A partir dos resultados obtidos nestas duas avaliações, cada classe foi dividida em duas metades, a primeira, com resultados superiores à mediana, compôs o grupo de controle superior, e a segunda, com resultados inferiores à mediana, foi novamente subdividida, sendo que, um quarto compôs o grupo de controle inferior e o outro quarto, o grupo de intervenção. Este grupo recebeu o treinamento em habilidades metacognitivas em matemática em um ambiente lúdico de aprendizagem, ao longo do segundo semestre letivo, num total de 11 sessões, enquanto os outros dois grupos de controle participaram de atividades placebo. No final de cada semestre letivo, todos os alunos foram novamente avaliados, como no seu início. A análise estatística dos resultados obtidos no TDE e na Prova de Problemas Aritméticos revelou diferença significativa nas duas avaliações apenas para os alunos do Grupo de Intervenção. Para os dois Grupos de Controle, a diferença foi significativa somente no TDE. Assim, foi possível concluir que o treinamento realizado com o Grupo de Intervenção foi eficaz no sentido de promover uma melhoria nas habilidades metacognitivas em matemática. / This research situates within the context of investigations that seek to contribute to the teaching of mathematics in the early grades of schooling. Investigations in this area suggest that the metacognitive skills of the individual should become the focus of instruction in the classroom. The literature on mathematics education highlights the activities of problem solving as particularly significant for the investigation of the metacognitive processes of the student. Moreover, the theme of \"verbal arithmetic problems with history\" has generated numerous articles and books about the different categories of problems, including the problems of addition / subtraction and multiplication / division. The present study aims to investigate the effectiveness of the procedure of developing metacognitive skills in mathematics, using the \"verbal arithmetic problems with the story\" in a playful learning environment. The sample is composed of 100 students from three classes of second grade of elementary school. All students were assessed using the Test of Verbal Arithmetic Problems with History (addition, subtraction, multiplication and division) and the arithmetic subtest of the Test of Educational Achievement - TDE. From the results obtained in these two evaluations, each class was divided into two halves, the first are better than the median, composed the Control Higher Group, and second, with results below the median was again divided, with one quarter composed the Control Lower Group and the other fourth the Intervention Group. This group received training in metacognitive skills in mathematics in a playful learning environment, during the second semester, a total of eleven sessions, while the other two control groups participated in activities placebo. At the end of each semester all students were re-evaluated, as in the beginning. Statistical analysis of results obtained in the TDE and Problem Arithmetic Test revealed significant differences in the two ratings for the students in the intervention group. For the two control groups, the difference was significant only in the TDE. Thus, we concluded that the training carried out with the group intervention was effective in promoting an improvement in metacognitive skills in mathematics.

In 2001 White Paper 5 on Early Childhood Development announced that a year-long Reception Year (Grade R) programme would gradually be phased in at primary schools. In addition, the Report on the Nationwide Audit of ECD Provisioning noted that the overwhelming majority of ECE teachers are inadequately trained. Despite the teachers’ lack of capacity, the national Department of Education introduced the official curriculum, the National Curriculum Statement (NCS), into Grade R classes in 2004. Prior to 2004, there was no official curriculum for Grade R. Instead, teachers designed their own curricula. The NCS, by its very imposition, is an example of radical curriculum change. I undertook a qualitative study from Grade R teachers' perspectives in order to illuminate how nine ECE teachers in Gauteng, South Africa are responding to this curriculum change. My findings are consistent with the four main responses discussed in the literature, and on which I based my conceptual framework, namely ignore, resist, adopt and adapt. The Grade R teachers in my study viewed the NCS as developmentally inappropriate for their five-year-old learners. Although they manifested all four responses, they mainly resisted, adopted or adapted curriculum change. Their response could best be typified as "reluctant compliance". After six years of implementation, ignoring it completely is no longer a realistic option. In addition, they either reinterpreted their traditional practices as already compliant with the NCS or they implemented formal academic activities to develop school readiness skills The Grade R teachers in my study had one outstanding characteristic in common they are passionate about their work. Overall, the teachers reported that the NCS has detracted from their enjoyment of their work. In most cases, the Grade R teachers noted that they would pursue Foundation Phase posts because of the absence of a career path for Grade R teachers. Instructional leadership should be developed to support Grade R teachers to implement the NCS appropriately. Once this is in place, Grade R teachers need to be convinced of how the NCS could be implemented in developmentally and culturally appropriate ways and how this could benefit their learners. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

Teaching, Why should we do it? This study deals with teaching in preschool. Is it really something that the preschool should be doing or do we risk a ‘schoolification’ of preschool? The survey also concerns language and language teaching in preschool. How do educators and principals view language? What does it mean for them and how do they view their language skills and language teaching skills to children. The survey investigates how the preschool works with teaching and how an educator works with the language to support the child in their language development. This survey also addresses how different preschools evaluate their activities and discusses how this affects the work with egalitarianism in preschool framed in the governing document curriculum for preschool 2018.

Der Lehrer Karl Prelle (1895- 1975) ist den Wenigsten ein Begriff, aber auch er hatte sich der Lehre und Erziehung im Besonderen gewidmet und eine Vielzahl von Aufzeichnungen, Bildern und Texten hinterlassen.Ein Schlüsselthema seiner Arbeit war, dass Kinder am besten lernen, wenn sie Spaß daran haben und nicht durch Drill und Strafen dazu gezwungen werden. Hierfür entwickelte Prelle eine ganze Reihe von „Lernspielen“. Daneben zielte sein Wirken auf Heimatverbundenheit, Gesamtunterricht, religiöse Erziehung, sowie frühzeitige kindliche Förderung ab. Bei der Betrachtung des Wirkens und Schaffens von Karl Prelle ist es von zentraler Bedeutung, die von ihm angestrebten und notwendigen Veränderungen im historischen Kontext von Bildung und Erziehung zu verstehen. Zum einen war der Unterricht der damaligen Zeit wenig kindgerecht. Zum anderen war es die Not des einklassigen Landschullehrers, die Prelle veranlasste, neue Wege zu gehen. Er war als Lehrer allein für Kinder in acht Klassenstufen und unterschiedlicher Wissensprägung verantwortlich. Die Schüler einer Dorfschule mussten ihren vorwiegend in der Landwirtschaft tätigen Eltern bei der Hof- und Feldarbeit helfen. Diese Umstände galt es, ebenfalls zu bedenken. Wie also konnten alle Kinder in der begrenzten Zeit sinnvoll unterrichten? Hierfür wurden die Schüler in Abteilungen eingliedert aber die anderen Schüler mussten in der Zeit ruhig und sinnvoll beschäftigt werden. Die Kinder sollten die Möglichkeit haben, sich selbst im Stillen Inhalte zu erarbeiten und zu wiederholen. Hierbei traut Prelle den Kindern zu, eigenverantwortlich und selbständig arbeiten zu können. Auch wenn dies von vielen Zeitgenossen angezweifelt wurde. Seine Konzeption orientiert sich an dem Jenaplan und der Montessoripädagogik. Ihre Grundgedanken passte er an die Gegebenheiten einer ländlichen Volksschule an. / Karl Prelle (1895—1975) is a Lower Saxon educational reformer. A key theme of his work was, that children learn best when they enjoy it and when they are not forced by means of drills or sanctions. For this Prelle developed a whole series of "educational games". Additionally, his work is aimed onto local ties, total education, religious education, and early childhood education. When looking at the work and creation of Karl Prelle it is crucial to understand the intended and necessary from him changes in the historical context of education. Firstly, the school-lessons of that time were not suitable for children. Secondly he was the only teacher for more than 100 children, so he had to find new ways for a meaningful lesson. Their design is based on the Jenaplan and the Montessori method. The concepts he created were implemented in the realities of a rural primary school.

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Made available in DSpace on 2016-04-29T14:15:57Z (GMT). No. of bitstreams: 1 Regina Rodrigues da Costa.pdf: 1189254 bytes, checksum: 5dab6e97a9dba41270bcaccb8ef96ba4 (MD5) Previous issue date: 2010-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study discusses the value of Play for the child, his goal was to investigate the senses and meanings of joke street children between 9 and 11 years, appraised by professional team of education of rua da Municipal Department of Social Assistance of Guarujá as brincantes Street, residents in the neighborhood of waterfall, located in the municipality of Guaruja, Sao Paulo State. Given the objectives proposed in the research, based on the qualitative study, data were collected through semi-structured interviews and applied in their own space of the Street between September and November 2009. the playground is perceived as one of the pillars of the construction process of relations between the child and the world which allows a constructive this identity in the way of being, thinking and acting for the world's critical appropriation. research part of understanding of how children define the condition of "being a child", and their representations about playing. Critical analysis grasps the specific questions that lead to approximation of street children with feelings that emerge from this social experience. shapes of practical realization of the game on the conditions imposed by the public space, the confrontation between the play dreamed and lived in entering. Conversely parsing the value of the content and contributions from the game to the child's social, training points the implications and the impact of experience for their lives as a result of the search, it is concluded that certainly playing in the street offers a playful social experience, though, cannot be regarded as fully satisfactory experience with content able to contribute with an apprenticeship, strengthening the subjectivity of the child. by reason of conditions imposed by the street environment, given the risk with accidents, urban violence and disrespect human game Street which should be developed as spontaneous activity becomes an activity divested and alienating the play depending on the restrictions of spaces for play. thus offers reduced contributions for the construction of children's social imaginary, committing its rapprochement with the contents of an informational universe capable of inducing the critical understanding of everyday life, exercise between understanding and dealing with the real world / Este estudo aborda o Valor do Brincar para a criança, seu objetivo foi investigar os sentidos e os significados da brincadeira de rua para crianças entre 9 e 11 anos, conceituadas pelos profissionais da equipe de educação de rua da Secretaria Municipal de Assistência Social de Guarujá como brincantes de rua,residentes no Bairro da Cachoeira,localizado no município de Guarujá,Estado de São Paulo.Atendendo os objetivos propostos na pesquisa,com base no estudo qualitativo, os dados foram coletados por meio de entrevistas semi-estruturadas e aplicadas no próprio espaço da rua entre setembro e novembro de 2009.O brincar é entendido como um dos pilares do processo de construção das relações entre a criança e o mundo que possibilita uma identidade construtiva presente no modo de ser,pensar e agir para apropriação critica do mundo.A investigação parte da compreensão de como as crianças definem a condição de ser criança ,e suas representações sobre brincar.A análise crítica apreende as questões concretas que levam a aproximação das crianças com a rua,revelando os sentimentos que emergem dessa experiência social.As formas concretas de realização da brincadeira diante das condições impostas pelo espaço público,o confronto entre o brincar sonhado e o vivido na cotidianidade.Afinando a análise no valor do conteúdo e contribuições da brincadeira para a formação social da criança,aponta as implicações e o impacto da experiência para suas vidas Como resultado da pesquisa, conclui-se que certamente brincar na rua propicia uma experiência social lúdica,embora,não possa ser considerada como uma experiência totalmente satisfatória,dotada de um conteúdo capaz de contribuir com um aprendizado, fortalecendo a subjetividade da criança.Em razão das condições impostas pelo ambiente de rua,conferido no risco com os acidentes,a violência urbana e o desrespeito humano, a brincadeira de rua que deveria ser desenvolvida como atividade espontânea,passa a ser uma atividade alienada e alienante na simplificação dos jogos e brincadeiras em função das restrições dos espaços para brincar.Desta forma,oferece reduzidas contribuições para a construção do imaginário social da criança,comprometendo sua aproximação com o conteúdo de um universo informacional capaz de induzir a compreensão crítica da vida cotidiana,o exercício entre compreender e lidar com o mundo real