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In this article, we aim to identify how in-service training promoted by school coordination qualifies the pedagogical practice in Early Childhood Education centers. It is based on a qualitative study whose participants are school coordinators and teachers of 12 units of Blumenau/SC, in Brazil. We conducted narrative interviews with the school coordinators, from which data were collected, along with documents gathered. We also conducted circle conservations with the teachers where the school coordinators work. Our results show that such trainings enable breakthroughs: by enabling reflection on practice, collaborative work, and changes in planning and practice. The challenges elicited are the maintenance of the group of teachers, the approximation of school coordinators to teaching work, and the school coordination's triple function: articulation, training, and transformation. We recommend rethinking the school coordination's attributions, emphasizing the training function, its training, and self-training. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a study on Childhood and Early Childhood Education projects, precisely for preschool, in two different contexts, Brazil and France. In addition, it presents a configuration in the contemporaneity of the education of children from 0 to 6 years old, with political arguments to combat social inequalities and poverty. It seeks to discuss the different collective political actors involved in this debate and the degree of organicity of these groups for the forwarding of proposals both at the international and national levels. In this article, information from several official documents and studies on preschool in these two countries is used. The results show a reduced vision of Childhood and Early Childhood Education and, although anchored in different realities, it is observed that these two countries are similar in terms of the purpose destined for preschool. [ABSTRACT FROM AUTHOR]

The debate on the quality of early childhood education has gained prominence on the national and international scene from different political projects that paradoxically dispute quite different conceptions of early childhood education, society and children themselves. Thus, through the analysis of São Paulo experience expressed in the document "Quality Indicators of Early Childhood Education in São Paulo", in force since 2013, this article problematizes how Participatory Institutional Assessment (PIA) has been applied in educational centers and which process, challenges and potentials permeate the development of this type of assessment in Early Childhood Education. The theoretical perspectives that lead these reflections come from public policies for evaluation and quality of Early Childhood Education. In a qualitative approach, we present an ethnography carried out in 2018 in a Child Education Center in the city of São Paulo, assuming as a basic assumption the fact that the implementation of public policies inevitably configures itself as a dynamic permeated by tensions and negotiations. However, the reflective path followed in this thesis allows us to affirm the fundamental role of the development of PIA in the quality of early childhood education, since it promotes the systematic and continuous movement of discussion of the pedagogical political project, in dialogue with the guidelines that guide child education in Brazil. [ABSTRACT FROM AUTHOR]

This paper presents the results of an exploratory research with a case study and participant observation, conducted in a town in South Bahia, Brazil, from 2019 through 2021, focusing on the dialogue between the educational architecture and the Political-Pedagogical Project for child education, under the supervision of the Graduate Program of Professional Master's Degree in Education - PPGE/UESC. The fieldwork revealed that at a historical and political moment when education is being dismantled and there are attempts to weaken the educational policies, a community involving teachers, students, and parents managed to discuss and do the planning to provide quality education based on and drawing from the architectural design in order to build an Integrated Center for Full Education in Serra Grande, a district of the Uruçuca-BA, as a possibility of yielding an education integrated to other spaces with educative potential within the Village where the educational architecture and the PPP are part of the collective discussion agenda for local education. [ABSTRACT FROM AUTHOR]

African migrants in Brazil suffer the perverse effects of xenophobia, in addition to experiencing racist behaviors. These processes also manifest themselves within the context of kindergarten centers and pre-schools, directly influencing the pedagogical approach, as well as the perceptions and conceptions surrounding being a black African person. In this context, this article aims to present the perception of early education teachers in the city of São Paulo about racialization processes in the sheltering and insertion of black African children of ages between 0 and 5. In order to achieve the aim of this research, interviews were held with early education professionals from both the direct and indirect educational systems, so as to try and comprehend how these agents perceive the sheltering/insertion of migrant black African children. The analysis was made based on theoretical frameworks regarding childhood sociology, studies on migration and race relations. This work intends to enlarge the childhood and migration research fields, as well as research on the processes of racialization of African migrant children aged less than seven. [ABSTRACT FROM AUTHOR]

Studies suggest that, in Brazil, we have, in Early Childhood Education, the largest number of young teachers, which may indicate that in this stage most teachers are at the beginning of their careers (VIEIRA, 2013; MARCELO GARCIA, 2010). Through this bibliographic research, it was intended to map studies produced in Brazil that deal with the theme of beginning teachers in Early Childhood Education. As data sources, dissertations and theses defended in the period 1996-2018 were used, available in the CAPES Thesis and Dissertations Catalog and in the Brazilian Digital Library of Theses and Dissertations. It was found that there are few productions that focus on the early years of teaching in day-care centers and preschools and the need for research to support programs for the reception and training of beginning teachers in this stage of Basic Education. [ABSTRACT FROM AUTHOR]

Developing computational thinking (CP) in children has currently been recognized as an important activity for the exercise of citizenship in the 21st century. In Brazil, there is a recommendation to develop PC in formal education since Early Childhood Education (EI). However, this segment has shown greater resistance to methodological innovations. Therefore, this research aimed at the development and application of a didactic sequence (DS) for the development of the PC in EI through which plugged activities (with the presence of hardware and software) and unplugged (without the presence of hardware and software) were proposed.) in accordance with the curricular organization of this school stage, considering the behavior of students in the face of the interactions that are provided to them, generating practical knowledge for the solution of specific problems without establishing value judgments. The results showed that it is possible to develop the PC in EI through plugged and unplugged activities. [ABSTRACT FROM AUTHOR]

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Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intends to expand the senses of children's teaching, in childhood transcriptions, concerning the beauty of africanity, on the importance of black people in the history of Brazil, on the senses of re-exist and re-enchant the world. The problematic field is formed due to the highlight of the discomfort of black children in drawing, thinking and narrating about themselves, the color of their skin, their hair type, and the pain felt due to the discrimination. It presents educational experiences and records developed along with a group of children between the ages of 5 and 6, from a federal autarchy institution of teaching in the year of 2019. Assembles the research-intervention methodology ruled in cartography and conversation chains as a procedure to create a problematization of the dialogues. It also accomplishes connections in the notion of curriculum in knowledge networks, of childhood transcreations and evaluation as a cartographic practice of everyday records. As a result, it arranges itself about the social and collaborative role of schools and universities, assuming the contribution of curricular and evaluation practices of procediments and records that grant visibility to the conceptual, procedural, aesthetical, ethical, political and attitudinal dimensions that cease excluding logics and structural racism, with the abolishment of differences and the reduction of existences since childhood. [ABSTRACT FROM AUTHOR]

Many children do not know the agricultural production system because they live in the city. Therefore, allowing the contact of these children with the different production systems of the food chain means providing new experiences and new concepts. The objective of this work was to explain to children how the food production system works, from its implementation in the field to the final consumer. The project involved the participation of 10 schools and 150 children with ages ranging from 5 to 14 years old in the municipality of Lavras, State of Minas Gerais, Brazil. Through qualitative methodologies it was possible to assess the impact of the visit on the lives of children, parents and teachers. The activity was developed at the Department of Agriculture of the Federal University of Lavras, involving sectors of fruit, olericulture, coffee and entomology. It was concluded that the experience had a positive impact on the lives of children, parents and teachers, showing that the exposure of children to differentiated experiences further benefits early childhood education. [ABSTRACT FROM AUTHOR]

The article proposes a reflection on the presence of the religious phenomenon in Brazilian school spaces, especially the context of early childhood education. This is an analisys of the relationship between religion and Brazilian education in three steps: the overlap between the religious phenomenon and education, religiosity in early childhood education and a brief sketch of the trajectory of early childhood education in the Brazilian context. It is understood that early childhood education broke, over time, with an assistencialist perspective and this favors the establishment of a critical and reflective education. The school, therefore, constitutes the privileged space for the formation of meanings, especially in the early stages of education. [ABSTRACT FROM AUTHOR]

The National Library-in-School Program (PNBE), one of the largest government programs in Brazil for book distribution, and which lasted from 1997 to 2014, dedicated the distribution of books for Early Childhood Education from 2008 to 2014. In this article we present and discuss the two complementary documents that accompanied the collections: Childhood Literature: Images and Words (BRASIL, 2008) and Guide 1 - PNBE in the school: literature outside the box (BRAZIL, 2014a), exploring what they say about the Book of Image, literary genre present in the collections. In providing a critical evaluation of the supplementary documents that accompanied the PNBE collections for Early Childhood Education, we try to explore new possibilities of dimensioning the aspects of literary books for children, studies in this field. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Primary education in Brazil, in its birth in the nineteenth century, was conceived as a female activity. Regarding day care centers and preschools an association was established between the identity of the preschool professional and motherhood. The aim of the research presented here is to analyze how care practices common to dealing with young children, which are associated with a maternal, role affect the work of preschool teachers. The Clinic of Activity was taken as a theoretical framework. A case study was conducted based on data from an intervention in which six female teachers who worked in a preschool center participated. The records produced during the intervention were submitted to contrustritive-interpretative analysis. The results indicated that the preschool female teachers, based on the affective relationship established with the students, seem to regain the authority that deteriorates with the violence that hits the school in other levels of education. As for the maternal reference, it becomes a teacher knowledge built by a daily learning with the children and is incorporated into the professional culture. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work aims to relate actions of an extension project developed in a public Preschool in the city of Diamantina, State of Minas Gerais, Brazil. Looking into the perspective of the importance of playing in the formal space of education, this work fits as a report of the experience about the construction of a playground with tires in a site lacking real function of school, resulting from a college extension project. We understand that this kind of action is really important to the society, especially, to Preschool. From tires, wood, ropes, and other materials, the school playground emerged, being used in the available time for the children free-time activities and in pedagogical practices linked to body manifestation of gymnastics. We still registered that such project favored collective actions and the members of the community feel of belonging somewhere, in which, thanks to the parents, the managers and the children participation, the school environment became more enjoyable and playful, favoring propositions that stimulate and support scholars’ motion. [ABSTRACT FROM AUTHOR]

This article aims to discuss the historical construction of early childhood education, as well as the changes in Brazilian laws to ensure that children from zero to five years and eleven months of age could have their educational rights guaranteed. The lack of access to formal education for a long time was a major impediment to the integral development of children. Furthermore, for a long time, the child was understood as a "small adult", being always reluctant to incorporate the practices and attitudes of adult people. On the other hand, a long effort that culminated, essentially in Brazil, only at the end of the last century, in the elaboration of legal documents and public policies, redirected the look towards a comprehensive education capable of protecting and understanding the child as a "person in the phase of development" and as a "subject of rights." Thus, the text presented here deals with the elements and historical facts that determined a mistaken view of this very important phase of human life; it demonstrates the transformations about the understanding of "being a child"; it presents the most important national documents in defense of the child and, finally, the current role of the family in the formation of the identity of children. [ABSTRACT FROM AUTHOR]

This article presents a research that aimed to analyze, through interviews and observations with the pedagogical coordinators of two early childhood education institutions of the municipal network of the city of São Paulo -- state of São Paulo/Brazil, the interpretations about official curriculum documents of early childhood education and the teacher training actions in context, aiming to conduct pedagogical practices consistently, according to the proposals in official documents, elaborated through discussions about a new approach to this stage of education. In this article, we will focus on the interpretations produced during the training process of early childhood education teachers, which were analyzed from a qualitative perspective, through which we sought to understand relationships, explanations, questioning and considerations undertaken by the coordinators, within the context of training actions. We seek to highlight the activity of construction of meanings and resignifications that is part of the training and that occurs through the performance of the pedagogical coordination, when the prescribed curriculum is appropriated, aiming at its accomplishment in the practice of the curriculum in action and the difficulties that the coordinators find in contextualizing the approach proposed by the central instances. [ABSTRACT FROM AUTHOR]

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paideia (0103863X) is the property of Paideia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Muiraquitã: Revista de Letras e Humanidades is the property of Muiraquita and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the educational context, the guarantee of the right to Early Childhood Education, the first stage of basic education, as required by Article 29 of the Law of Guidelines and Bases of National Education (LDB) no 9,394 / 96, is a recent achievement. Thus, there is interest in the study on the theme of childhood education with the need of reflections that provide knowledge to minimize the gaps on the subject. To prepare this study on the state of the art of exploratory and descriptive nature, the categories for analysis employed were represented by the following descriptors: early childhood education, quality of early childhood education and social representations in early childhood education. The approach is presented as bibliographic. In this sense, the literature was analyzed regarding the studies in Early Childhood Education. The tendency of scientific literature shows that focusing on issues related to childhood education is becoming a great contribution in the search for a rupture with the welfare perspective that marked the trajectory of Early Childhood Education. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ilha do Desterro: A Journal of English Language, Literatures in English & Cultural Studies is the property of Universidade Federal de Santa Catarina, CCE Departamento de Pos-Graduacao em Lingua Englesa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper aims to narrate the formative path of teachers of early childhood education in Jalapão, Cerrado region, located to the east of the state of Tocantins (Brazil). Based on the thematic oral history methodology, semi-structured interviews were conducted with 10 teachers. The theoretical fundamentals were based on authors such as Freire (1991); Nóvoa (1986); Garcia (1999) for approaching conceptions of formation, and on Scheibe and Vale (2007); Gatti (2013) concerning the authors' conceptions of teacher education in the current context. Regarding the legal contributions, we analyzed the guarantees of teacher education, Brazil (1996; 2016), considering different interpretation conceptions from their papers and studies on the applicability of early childhood education. The research was conducted from May to August 2018. Oral History was used with authors Alberti and Sebe Meihy. The teachers pointed out that the programs offered by the federal government in partnership with the state, PNAIC and Gestar, are not continuous; and there is no training for early childhood education. The relationship established between the acquired formation and the pedagogical practices is divergent. Therefore, they fail to establish articulation between everyday knowledge, practice and theory. There is a gap in the training of these teachers for early childhood education. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the neuropsychomotor development of children from a Belém preschool and its association with the Family Poverty Index. It is a cross-sectional, descriptiveexploratory study. A total of 19 children, both boys and girls, participated in the study. He used the Denver Development Screening Test, The Brazil Criterion, and the Family Poverty Index. Statistical analysis was used as descriptive and inferential statistics, with Fisher's Exact test, with significance of 5% (p-value <0.05). Of the 19 children evaluated, the percentage of suspected developmental delay reached 57.9%, language was the most affected (47.4%). About Criterion Brazil, children with suspected delays were in category C. About the Family Poverty Index, the children suspected developmental delay were from the family with the highest poverty rate - Group 2 (G2) 81.8%. Thus, the contribution of this study to understanding the multinationality of poverty and its relation to neuropsychomotor development is highlighted. [ABSTRACT FROM AUTHOR]

Introduction: Preschool teachers are able to provide realistic information about functionality and quality of life of children with disabilities in regular classrooms. Objective: To analyze functionality and quality of life of children with disabilities included in public schools with early childhood education programs in Florianópolis, in the State of Santa Catarina, Brazil. Methods: Special education teachers, classroom teachers, physical education teachers, special education teaching assistants and classroom assistants for 2- to 5-year-old children with disabilities, who showed motor disabilities and were included in municipal public schools with early childhood education programs in Florianópolis. The instruments used were: the Pediatric Evaluation of Disability Inventory, the Pediatric Quality of Life Inventory version 4.0 and an identification form. Results: There were similarities between teachers' reports about functionality and quality of life of children with disabilities. Conclusion: There are different academic backgrounds, professional categories and working hours. However, the reports of these teachers showed homogeneity of results, which indicates that they are attentive to the educational tasks and child care, and engaged in inclusive education, child development and well-being. [ABSTRACT FROM AUTHOR]

Objective: To identify the knowledge of Haliti- Pares' children about hantaviruses through artistic expressions. Method: This is a descriptive-interpretative and qualitative study conducted with nine children of the Haliti- Paresí ethnicity through art therapy. The analysis of the design was performed using the single analysis recording technique. Results: We analyzed 14 graphic records of nine children in three categories: physical and social environment, knowledge about the transmission of hantaviruses and knowledge about the disease/lethality. In the artistic expressions the presence of the reservoir of the disease was observed and the clinical severity with hospitalization images. Conclusion: The artistic productions of the children revealed the importance of educational and preventive measures that contribute to the improvement of the quality of life. [ABSTRACT FROM AUTHOR]

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Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paideia (0103863X) is the property of Paideia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: to assess whether early education teachers are able to identify children with language development impairments. Methods: the present comparative cross-sectional observational study was conducted in underserved early childhood education schools. The study sample comprised 14 teachers and 91 schoolchildren in the age range of 2 years to 4 years, 11 months who were regularly enrolled in the selected schools. The teachers completed a questionnaire concerning the children's development status, and a speech-language evaluation was conducted with all children. The level of agreement between the speech-language assessment and that conducted by the teachers was measured using Kappa coefficient; sensitivity and specificity were calculated considering the speechlanguage evaluation as the gold standard. Results: the speech-language evaluation showed that language development was impaired thus: 22% of the children had impaired reception; 34.1% showed emission impairment; 35.2%, cognitive deficits, and 6.6% had motor deficits. Slight agreement was found between the speech-language evaluation and that performed by the teachers. The sensitivity of the teachers' assessment ranged between 0.3-0.4 while specificity ranged between 0.6-0.9. Conclusion: the teachers had difficulties in identifying the children at risk for language disorders. (1) [ABSTRACT FROM AUTHOR]

The magazine 'Children', published for the teacher of early childhood education, has been selected as theme, source and object for history writing since it is a sample that pervades the institutionalization of education in early childhood in Brazil. The aim of current paper is the interpretation of the section titled 'Letters to the Teacher', used primarily to advertise each editions and to inform on activities and themes related to education in early childhood. Two main categories are proposed, or rather, the teacher in the education of early childhood as a participant in the drafting of the magazine and 'Children' as a tool for the guidance of practices that may be developed by teachers. The issues between numbers 29 (BRASIL, [ca.1996]) and 37 (BRASIL, 2002b), within the two terms of Fernando Henrique Cardoso's administration, triggered discussions that prioritized the form and contents of the section 'Letters to the Teacher'. The letters highlight that teachers should be creative, reflective and responsible for spreading quality in the praxis of education in early childhood. Results show that the magazine 'Children' provides several approaches to the writing of history for the historians of Education. [ABSTRACT FROM AUTHOR]

On the basis of Tardif's propositions, the article analyzes the knowledge of two teachers about the work of group writing by 5 to 6 year-old pupils. The teachers were invited to watch the videotapes of three sessions of group writing activities they themselves had conducted. The researchers took part in these moments of "self-confrontation" and stimulated the reflection and discussion about the practices observed. These meetings were recorded and the analysis of the data showed the teachers' knowledge about strategies of interaction with the group, text co-authoring, the process of textualizing, text revision, activating the children's previous knowledge about the text content and genre, among others. The discursive exchanges between teachers and the reflections about practices proved to be important tools in the process of (re)building and validating teacher knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Rev Rene is the property of Rev Rene and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper discusses the implementation of the Kidsmart Project in the Municipal Early Childhood Education Centres in Curitiba, Brazil. The research project is part of a qualitative approach using an exploratory study to analyze the continuing education and activity of early childhood education professionals in the municipal schools of Curitiba in relation to the development of the Kidsmart Project and the implications it has generated in the learning process of children. The theoretical contributions are based on authors such as Purificação and Brito (2006), Daniel (2003), Kensky (2007), Lemos and Cunha (2003), Lévy (1999), Morin (2000) and Oliveira-Formosinho (2002). Initial results indicate that teachers and children have had access to computers but that access often shows problems in terms of its purpose, method and meaning. It is up to each early childhood education professional to refl ect on the importance of appropriating and integrating Information and Communication Technologies and their languages into contemporary school education processes aiming at a meaningful learning. There is need to construct meaning about the use of technological resources and their applications in early childhood education to ensure quality in the teaching-learning process. [ABSTRACT FROM AUTHOR]

This article aims to discuss the contribution of listening children's stories and the socializing nature of the literature for the education of children readers even when they have not yet known how to read conventionally. This study was carried out with an early childhood education group from Paranoá Community Center (Centro Comunitário do Paranoá) in Brazil. We focused on the analysis of one of the Structured Sessions (SS) which integrated the project The Story Time and the Meaningful Text Writing. Based on the sociocultural constructivist approach, the microgenetic analysis of SS explores the concepts of Zone of Proximal. Development (ZPD), Zone of Free Movement (ZFM), Zone of Promoted Action (ZPA), as well as the concepts of complementarity, specularity, and alternation of roles. Children's delight indicators with the story hearing and co-construction are emphasized as key elements for the education of readers. [ABSTRACT FROM AUTHOR]