Teachers spend a great deal of time gathering information for the purpose of conducting on-going assessments inthe classroom. The literacy development of young children should not be determined by one formal (or standardized) assessment tool. Rather, should involve gathering data from multiple instruments, daily observations, and work samples that measure progress. Often, schools have a data-gathering system in place that reflects the child’s growth and development inthe area of literacy skills. As a parent of young children, it is important to ensure that your child is enjoying the reading process and at the same time, that the child is developing his literacy/reading/writing skills to maximum potential. Not all children learn the alphabet by a specific age, and children often learn to ‘sing’ their abc’s before they can identify letters in isolation, or tell you what sounds a letter makes, or what words start with a specific letter. It is an on-going developmental process that takes time, and this is why assessment is important inearlychildhood. We assess to determine how well a child is progressing at a specific time, and to document a specific aspect of learning. Keeping careful progress records helps teachers adapt the curriculum to make it meaningful and child-centered. Furthermore, if assessment is to be effective, parents need to be kept informed in order to help support the child’s learning at home.
Animal welfare is nowadays a complex issue, generating a great political, legal and academic interest, which can be mainly associated with Environmental Education (EA). Ineducation, it is seen as posing immense challenges, placing professionals of educationin face of the need to respond to these challenges. The growth of political parties inthe world, including animal rights and their protection in their programs and action, is an example of how the present issue is inthe international agenda. For instance, in Portugal, the publication of the Law n.º8/2017 of March 3 rd , establishes a legal status of animals, recognizing their nature as living beings with sensitivity, (Diário da República 2017), amending the Civil Code, approved by Decree-Law No. 47 344 of 25 of November 1966 of the Civil Procedure Code.
We underscore, however, that the secretary of education affirmed the law does not enforce the right of enrollment for all children between 0 and 3 years of age that demand it, but only for 50% of the waitlist. Hence, we can state that, without the PPO’s intervention, the administration would not be investing the same efforts in including all childrenin preschool. That indicates the influence of PPO’s performance inthe enforcement of the right to ECE, showing the intensification of disputes between these two institutions, stemming from an incomplete commitment (GAURI; BRINKS, 2008) by the administration. Analyzing the scope of responses to judicialization, we underline the comprehension of Gauri e Brinks (2008), that courts depend on the will of other stakeholders to generate compliance to their rulings; even with the support of relevant political actors, there could be barrier within the level of bureaucracy. Therefore, we see a context where a crossing of factors generated positive effects inthe enforcement of the right to education. We refrain
Inthe participants’ speech, difficulties of a different order stand out. There are some difficulties that are more directly related to the theoretical courses and other more related to practicum. Participants mention that theoretical courses demand too many assignments. At practicum they have experienced several difficulties, namely: managing time for educational activities; to follow the pedagogical and curricular project of the cooperating teacher; to respond appropriately to children with Special Needs; to be consistent with their own educational philosophy, visions, beliefs, pedagogical approaches developed during the theoretical education and the ones adopted by the practicum institution and cooperating teacher; to develop a reflexive attitude towards practice, such as carry out the weekly written reflections.
This article aims to analyze the potentialities and limits of mathematical tasks, elaborated based on the didactic suitability criteria, to favor the development of space perception inchildren of EarlyChildhoodEducation. The criteria of didactic suitability, theoretical tools of the ontosemiotic approach, serve for analysis and evaluation of teaching and learning processes. This qualitative study was developed with thechildren of Group 3 inthe Federal University of Bahia day-care center, through the implementation of task sequences. The results showed that, overall, the task ’s sequences had a level of didactic suitability from medium-high to high and, although they did not reach a high level of suitability, they played a coherent interrelationship, contributing with a favorable
Several studies (n = 25, 69%) defined the right to participate based on a legal paradigm, specifically referring to the United Nations Convention of the Rights of the Child (1989), which affords children’s legal rights to decision-making on all matters that affect them. Participation is thus seen as children’s entitlement to freely express their opinion, being listened to, and having that opinion respected and taken into consideration. Over one third of the studies (n = 13, 36%) specifically mentioned Articles 12 and/or 13 of the Convention. Not surprisingly, few studies (n = 3, 8%) used this paradigm alone to define the right to participate, with most studies (n = 22, 62%) defining participation in combination with other paradigms. Some studies (n = 14, 39%) also focused on existing national legal commitments (e.g., national laws/decrees,
Although not considered inthe instrument as clinical risk, it was possible to identify the group of children clinical situations of acute respiratory failure (sinusitis, rhinitis, bronchitis and asthma), urinary tract infection, cardiac abnormalities (murmurs) and traces of sickle cell anemia. In adolescents, there were obesity, asthma and urinary tract infection. Inthe adult group, found thyroid cancer, limb amputations due to circulatory problems and urinary tract infection. As for the elderly, we detected the presence of cancer and dermatological language as well as changes inthe prostate. Identified that family members continue self-medicating, but only two seniors make use of multiple drugs.
Babies understand the world through what mothers do with their faces, voices, bodies, and hands. The mother’s acts provide the baby with initial experiences of communication and human connections, which are the first social interactions between the child and the world around them. Such interactions differ, depending on the culture in which the child is immersed. According to Ramos (1990), the need for dependence in infancy is inherent to the species: “Children is dependent in infancy, which is inherent to the species. It is from this need for dependence that the attachments and sense of security so important and indispensable for the individual’s future life are developed” (Ramos, 1990, p. 317).
The studies about the importance of literature, investigations, problem solving, and games inearlychildhoodeducation, as well as the situations these authors found concerning the difficulties met in their teaching of mathematics – partic- ularly geometry, quantities and measures – on this educational phase motivated the planning and elaboration of didactic units using the Meli-Melo puzzle. The ex- periences we will report in this article took place in two different earlychildhoodeducation institutions inthe state of São Paulo, with two classes, one formed by children ages 2 to 3 years old (class 1), and the other with children ages 3 to 5 years old (class 2).
The Universal Declaration of Human Rights and the Convention on the Rights of the Child (UN, 1989) have stated that children have a right to receive education, and EarlyChildhoodEducation (ECE) is included in it. ECE is of great value to all children and should be available to all. It provides a sound basis for learning and contributes to the development of social skills, personal competence, confidence and a sense of social responsibility. Hence, every child, including those from deprived socio- economic backgrounds and other underprivileged groups, should have access to earlyeducation services of good quality (Urban, 2009). The development of theEarlyChildhoodEducation and Care(ECEC) profession is an evolving process that has started to focus great at- tention the last years. One of the first tasks in defining a profession is agreeing shared values. What do EarlyChildhood professionals stand for? What competences are needed inthe many roles undertaken by those working with children? Theearlychildhood workforce and the quality of earlychildhood practice is shaped by many factors includ- ing the competences of all those involved inthe profession. One of the key competences needed in ECEC is linked to the goal of achieving social justice through actively addressing diversity, equality and social inclusion. work of achieving social justice for all children, families and communities (Saiz et al., 2014).
Despite the existing evidence on teacher beliefs, research on the correlates of teachers’ ideas about children’s right to participate in ECE is still scarce. Existing studies suggest teachers’ ideas about participation seem to be influenced by the local culture (e.g., local practices and role of teachers), reflecting different guidelines and educational approaches, and documenting disparities between countries. For instance, the teachers’ role in creating the best conditions for children’s independent choices was frequently rated as one of the most important meanings of participation in Denmark, Estonia, Australia, and Sweden, but not in Greece (Broström et al., 2015). Also, teachers’ perceptions of practices supporting children’s expression and participation in daily activities are higher in public settings, and positively associated with group size (Lopes, Correia, & Aguiar, 2016) (cf. Appendix). However, other studies document teachers’ perception of group size as an obstacle to the promotion of children’s participation (e.g., Venninen et al., 2014). In addition, ECE teachers’ perceptions about practices characterized by decision making by the adult are negatively associated with teachers’ education and classroom process (i.e., teacher-child interactions) quality (Lopes, Correia, and Aguiar, 2016). Another study reported small differences between ECE teachers’ and ECE student teacher’ ideas, with most experienced teachers perceiving participation as listening to others, feeling respect for them, and being part of the group to a greater extent than teachers with less experience, suggesting a group-oriented approach of more experienced teachers (Johansson & Sandberg, 2010).
The group of children included eight girls and 12 boys between 3 and 6 years old. Many of thechildren came from a Romani community. Some children had experienced parental imprisonment, drug related violence in their homes, unemployment of both parents and low socio-economic status. Four of the 20 children were identified as having Special Educational Needs and one of them was being accompanied by theChildren and Youth at Risk Protection Commission. The MEM educational practices include a moment inthe day when conflicts and problems between the group are discussed by all children and adults. This “diary” moment of the daily routine allowed for many of the interaction issues between thechildren to be used for socio-emotional development. By the end of the practicum, children themselves were capable of stating the problem that happened during the day and discuss possible solutions. Adults would contribute to the solutions to deepen the contributions to socio- emotional development.
This cross-sectional survey was conducted in 2009–2010 with families living inthe East and North Health Districts of Goiania inthe state of Goias in Midwest Brazil. These districts are located in an urban area within the city of Goiania. A subset of the families examined here received assistance from the Family Health Program (FHP). The FHP’s family-focused multidisciplinary primary care is provided by teams of doctors, nurses, nursing assistants and community health agents, either at health centers or at the patient’s home. Many of these health teams also include dentists and dental assistants. The FHP teams are responsible for following approximately 1,000 families in a well-defined geographical area. The East Health District is divided into 15 public health units, and it has an estimated population of 177,661 (13.8% of the Goiania population as of 2009). This population includes 363 families with 6-year-old children and is served by 18 health family teams. The North Health District comprises 12 public health units with18 health family teams serving an estimated population of 142,251 (11.0% of the city’s population as of 2009), including 420 families with children who are approximately 6 years old. These health districts were chosen because they were already being used inthe “Tutorial Education Program at Work” (PET-Saude), a government program supported by the Ministries of Health and Education that aims to increase the involvement of undergraduate students from the Federal University of Goias in community services.
The advancement of technology in today's society has contributed significantly to social development, in this context it is important that the school appropriates the technological benefits inthe classroom to raise the process of teaching learning ineducation. The present work is a bibliographical research and had as objective to discuss the importance of the use of technology inthe classroom of children's education, choosing as research question the following question: What is the contribution of the use of technology inthe educational practices of children's education? Observing initially, the advancement of technology inthe course of history, as well as the positions of theorists regarding the use of technology inearlychildhoodeducation. We also analyze what technological resources are available and accessible to the teacher, as well as the contributions that such resources can provide to the process of teaching learning. Finally, we present a possible proposal for a didactic sequence to work inthe classroom. Therefore, we believe that the results of this research will serve as subsidies for the discussions about the importance of using pedagogical practices for earlychildhoodeducation.
The DRIVERS for Health Equity research programme included a European cross-cohort study of inequali- ties inearly child health and development. The pre- sent analysis draws on this component of DRIVERS, and is based on 11 European birth cohorts (in ascending order of child’s age at measurement): the Gene and Environment Prospective Study on Infancy in Italy, Italy (IT-GASPII, N = 543); the Environment and Childhood Project, Spain (ES-INMA, N = 1726); the Generation XXI Study, Portugal (PT-G21, N = 5686); the Millennium Cohort Study, United King- dom (UK-MCS, N = 14 186); the All Babies in South- east Sweden Study (SE-ABIS, N = 6494); the mother– child Study of Pre- and Post-natal Determinants of Child Growth, Development, and Health, France (FR- EDEN, N = 1139); the Amsterdam Born Children and their Development Study, Netherlands (NL-ABCD, N = 3245); the European Longitudinal Study of Preg- nancy and Childhood, Czech Republic (CZ-ELSPAC, N = 3665); the Family and Children of Ukraine Study, Ukraine (UA-FCOU, N = 925); the Greek Birth Cohort, Greece (GR-GBC, N = 1843); and the Northern Finland Birth Cohort 1985/1986 Study, Finland (FI-NFBC8586, N = 5961). Details of participating cohorts including eligibility criteria have been previously reported. 15 Participants consisted of 45 413 children born between April 1983 and October 2006, and for whom compara- ble data of maternal education, height and weight dur- ing earlychildhood were available.
research suggesting that teachers’ ideas, namely about children’s par- ticipation (e.g., Nah & Lee, 2016), are associated with what teachers do (or report doing) (e.g., Gates, 2006; Pajares, 1992). In eﬀect, teachers’ ideas seem to be ﬁlters and frames for interpreting child participation, but to understand them and what they represent, we need to relate them with practice (Fives & Buehl, 2012; Pajares, 1992). It is also in line with studies showing that children tend to expect fewer opportunities to participate in classrooms characterized by non-participation practices (Correia & Aguiar, 2017). This mediation e ﬀect illustrates a bioecolo- gical mechanism (Bronfenbrenner & Morris, 2006) whereby teacher individual dispositions (i.e., belief systems) are associated with chil- dren ’s subjective experiences of participation, through the quality of proximal processes, that is, the level of reciprocity in classroom inter- actions, measured through teacher reports of Decision Making by the Adult.
Abstract. This research presents the results of a study whose theme was the reading inearlychildhoodeducation, since the contact of children with some objects that may lead them to reading can bring contributions to the reader's formation. Thus, issue of the investigation was: to identify how the New School Magazine (RNE) inthe period of 2010-2014 discussed the reading inearlychildhoodeducation? We aimed also: to reflect on reading inearlychildhoodeducation and collect in editions of RNE's the treatment that was given to the theme. The methodology was inspired by the state of the art, for we carried on the survey inthe magazine just the way the subject was discussed with further analysis of data. Fifty copies were analyzed and, considering that this magazine is distributed throughout the national territory and is easily accessible by teachers, it was noticed that nine articles on the subject were published. The results showed that encouraging kids to read is really important, however, the magazine is neglectful on this theme.
Recognizing the importance of early stimulation inearlychildhoodeducation and with the legal framework of the Educational Guidelines on Early Stimulation published by MEC in 1995, it developed a bibliometric study of quantitative and qualitative nature inthe Brazilian digital journal Scielo, looking for articles to submit data interventions inthe context of earlychildhoodeducation by thechildren who need early intervention. In order to check the development of research and actions elapsed between the period 1995-2016 were used as generating words the terms "essential stimulation," where he met 1 item; "Early stimulation" 6 articles and "early intervention" 29. After wide reading were selected 13 articles that met the previously established criteria of early stimulation approach as a program geared to children with some kind of commitment that the light to be public target Special Education. Critical and in-depth reading of these articles was possible to observe an interval of eight years between the first publication and the Guidelines of the MEC, and that 11 of the works bring early stimulation in a medical perspective over the school and only 2 bring guidance to the studies are estentidos schools. Qualitative analysis of the work emerged the importance of actions and stimulation practices experienced by the family such as touch and the basic and effective care, recognizing the importance of access and children stay at school and the teacher's role as early stimulator which shall receive initial and ongoing training to meet adequately thechildren understand their important role inthe multidisciplinary team intervention for early stimulation can thus implement the guidelines proposed by the MEC.
The Universal Declaration of the Human Rights in its article 1 states that: “All people are born free and equal in dignity and rights. They are plenty of reason and consciousness and must act with each other with the fraternity spirit”. The referred declaration has been receiving lots of criticisms in what it refers to the “legalist-formal character and, inthe last resource, without contents” (MÉSZÁROS, 1993, p. 205). The author calls attention to the formal character of the human rights, that since Hobbes, passing by Locke and even Rousseau, “the most radical of the predecessors of Marx”, do not conceive the rights out of the right to the private property that ensures the domain of the bourgeoisie.