Este artigo aborda as interações entre mãe social e criança em situação de acolhimento, em instituição tipo casa-lar, devido à importância de mediações adequadas para o desenvolvimento infantil. Participaram quatro mães sociais, responsáveis pelas crianças de até seis anos de idade. Foram feitas observações do cotidiano institucional, entrevistas semiestruturadas com as participantes e vídeo-gravações de momentos de interação durante atividades rotineiras, como banho e alimentação. Foram realizadas vinte filmagens de dez minutos cada, sendo cinco de cada mãe social. As filmagens foram transcritas e analisadas conforme os critérios mediacionais - focalização, expansão, mediação de significado, recompensa e regulação de comportamento, propostos na abordagem da aprendizagem mediada. Os dados mostraram que o critério mediacional mais utilizado pelas mães foi a regulação de comportamento, e o menos utilizado, a expansão. O trabalho discute a necessidade de um programa contínuo de formação para mães sociais, com ênfase nos comportamentos mediacionais.
ResumoA presente pesquisa considera que uma das dimensões da qualidade na Educação Infantil é o empenho do professor. Assim, os objetivos da pesquisa foram observar e avaliar o empenho da educadora junto à criança, com o intuito de fazer um diagnóstico sobre a qualidade da mediação de aprendizagens de educadoras infantis. Participaram do estudo seis educadoras de crianças de três a cinco anos, de uma creche municipal do interior mineiro. Os procedimentos utilizados foram entrevistas semi-estruturadas e vídeo-gravações. A partir das filmagens, foi feita a classificação do empenho das educadoras, por uma escala de empenho do adulto, que utiliza a sensibilidade, estimulação e autonomia como critérios de avaliação Os resultados indicaram a necessidade de uma melhor formação da educadora, quanto aos critérios propostos, principalmente no que diz respeito à autonomia da criança.Palavras-chave: Aprendizagem; Desenvolvimento infantil; Desenvolvimento infantil. THEOBSERVATION OF EARLY CHILDHOOD EDUCATOR THROUGH THE ADULT ENGAGEMENT SCALE AbstractThis research considerates that one of the quality criteria in Early Childhood Education is the teacher's engagement. Thus, this research aimed to observe and to evaluate the engagement of the early childhood educator to do a diagnosis about the quality of the mediation of learning.Six teachers from children aging three to five years in an Early Childhood Care and Education Institution in Minas Gerais took place in the study, which procedures were semi-structured interviews and video-recordings. Based on the video-recordings, the educator engagement classification was made using the Adult Engagement Scale. The results indicated the need of a better teacher formation, mainly to develop children's autonomy.
This paper discusses the impacts of social isolation and remote learning on the school life of children in the literacy phase during the COVID-19 pandemic, in the years 2020 and 2021, in Brazil. From the contributions of Historical-Cultural Psychology, an analysis of how remote teaching impacted the process of school literacy was carried out, so we used as a methodological procedure the application of a questionnaire, elaborated through the Google Form, which was sent to family members/guardians who, during remote education, had children enrolled in the final years of Early Childhood Education and the initial grades of Elementary School I in the State of São Paulo. The questionnaire was completed in August 2002. And the results revealed that remote teaching harmed the process of literacy and school development, whose greatest impact is related to the delay and difficulty in the process of acquiring reading and writing. Child behaviors of loss of motivation and interest, as well as attentional difficulty and anxiety during the remote teaching process, were also evidenced. Another important factor was the fact that the lack of follow-up of students by those responsible for child care during such activities at home, brought reflections on the importance of valuing the school context, a social institution that shares and teaches the knowledge necessary for literacy and human development.
The Mother Tongue Based- Multilingual Education (MTB-MLE) Program has been in operation for over ten years. While the program has had positive effects, perceived negative impacts have also been noted. The study focused on predicting the implementation of MTB-MLE in the Province of Benguet. It aimed to determine the positive and the negative effects of the program and the challenges currently encountered by teachers providing base data on the areas of the program needing improvement. The qualitative approach to research has been employed engaging the elementary school teacher participants in interviews. The responses eventually went through the three coding levels. Results revealed that the use of the mother tongue as medium of instruction helps the learners understand the lesson easily, encourages active participation in class, and assists learners better in reading. Contrastingly, the perceived negative effects include hindering the learning and use of two languages, impeding the grasp of the concepts in the next grade level, and reduction of learners’ confidence in using the second/target language. Meanwhile, the challenges teachers encounter cover lack of teaching materials and heterogeneity of their and the learners’ first language (L1). With the program’s implementation through time, while implementers wish to invest on the program strengths, challenges still post limits and pressures. It is therefore suggested that attention is paid to addressing the weaknesses striking a balance with the strengths by providing teacher trainings towards addressing the linguistic considerations and developing instructional materials that suit the teaching-learning needs.
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