Qualidade em ambientes de um programa de educação infantil pública

Carvalho, Alysson Massote; Pereira, Arlete Santana

doi:10.1590/s0102-37722008000300002

Cited by 12 publications

(16 citation statements)

References 18 publications

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“…Two Brazilian studies (Carvalho, Pereira, 2008;Lima, Bhering, 2006) using the same crèche quality evaluation instruments as the present study showed that quality in the education of infants and toddlers, especially worring regarding personal care and activities available to children. (Kramer, 2009, p. 217) The results of a longitudinal study carried out in the United Kingdom (Sylva et al, 2010), although obtained in a very different context from Brazil, enable the characterization of quality in early childhood education, since many of its conclusions are borne out by studies carried out in other countries.…”

Section: Review Of Literaturesupporting

confidence: 56%

“…Covering a wide range of situations, they also have application manuals and videos for the guidance of users. These scales have also been used in studies published in Brazil, and proved suitable for the situations found in Brazilian institutions (Souza, Campos-de-Carvalho, 2005;Lima, Bhering, 2006;Carvalho, Pereira, 2008). The two observation instruments were translated into Portuguese and adapted to Brazilian Portuguese.…”

Section: Instruments For Observation In Classrooms/groups Of Childrenmentioning

confidence: 99%

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A qualidade da educação infantil: um estudo em seis capitais Brasileiras

et al. 2011

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This article presents results from a research on the quality of Early Childhood Education in Brazil that was conducted in a collaborative effort between Fundação Carlos Chagas, the Ministry of Educations and the EARLY CHILDHOOD EDUCATION -DAY NURSERIES -PREPRIMARY EDUCATION -QUALITATIVE EVALUATIONTowards the end of the twentieth century there had been major changes in education for the under-sevens in Brazil, both as to the expansion of the number of children attending school and as to the legal and institutional framework. There had been increased access to crèches and pre-school institutions for the under-sevens ever since the 1970s, driven both by social processes -urbanization, economic growth, social struggles, changes in women's role in society -and by public policies in the fields of education, social welfare, health and labor.New legal frameworks brought in by the Federal Constitution of 1988 reinforced and legitimized these processes. Municipalities were given the responsibility of providing this education with priority, which accelerated a trend that had been taking shape in the previous period.In turn, the new legislation showed that there were changes that needed to be encouraged and demanded of the educational systems, such as the need for higher education courses to train teachers for early childhood education, just as was demanded for primary school teachers.However, the major change brought in by the new legislation was undoubtedly the inclusion of crèches within the education sector, since early childhood education was now defined as the first stage of basic education, encompassing crèches for the 0-3 year-old age group, and pre-school for the 4 to 6-year-olds.Although it was not made mandatory, childhood education was defined as a right enjoyed by children and families, and the State was obliged to provide it in accordance with 3 demand. Municipal governments were thus under pressure, even from the judicial system, to increase the number of places for early childhood education. Access to educational institutions has grown steadily and significantly since 1998. According to the Applied Economic Research Institute (Instituto de Pesquisa EconômicaAplicada -IPEA, 2009), using data from the National Household Sampling Survey (Pesquisa Domiciliar por Amostra de Domicílio -PNAD), the rate of children attending crèches doubled from 1998 to 2008, reaching 18%, and pre school attendance among four to six-yearolds rose 40%, to 80%, including children enrolled in primary school. However, as the same report points out, this access to schooling is unequally shared among the population. 4The Mid-West, South and South-East regions of Brazil have a higher growth rate, among 0 to 3 year-olds, than the other regions, and virtually doubled their rates of attendance.All regions grew significantly in the 4 to 6-year-old age bracket.There is still a huge gap between urban and rural areas in early childhood education coverage, above all in the case of crèches, with no more than 7.2% coverage in rural areas.G...

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Section: Review Of Literaturesupporting

confidence: 56%

Section: Instruments For Observation In Classrooms/groups Of Childrenmentioning

confidence: 99%

A qualidade da educação infantil: um estudo em seis capitais Brasileiras

et al. 2011

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“…However, this finding draws attention to the high prevalence of test 'suspects' in this study. This result was also found by other b'razilian researchers [24][25][26] who applied a screening test on children from public and philanthropic daycare centres, with similar or close to the ages HOUSE GROUP (40,47%) in relation to the NURSERY GROUP (37,35%). However, when the HOUSE GROUP and N U R S E R Y G R O U P w e r e c o m p a r e d u s i n g statistical tests, there were no significant differences between them for the global Denver I I t e s t o r f o r d i f f e r e n t t e s t d o m a i n s (Table 3).…”

Section: Discussionsupporting

confidence: 80%

“…Biscegli et al 24 , Souza et al 25 and Brito et al 26 found a prevalence of suspected delays in global development, 37%, 30.2%, and 46.7% respectively when using the Denver II.…”

Section: Discussionmentioning

confidence: 99%

Child Development: Comparison Between Children Who Attend or Do Not Attend Public Daycare Centres

Amaro

Pinto

Morais

et al. 2015

J. Hum. Growth Dev.

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Objective: To avaluate and compare the development of children attending public nursery school from their peers who remain only in the home environment. Methods: We performed an observational, cross-sectional study with 167 children aged between 11 and 57 months from Alto Vale do Jequitinhonha, Minas Gerais, Brazil. The subjects were divided into two groups (nursery and hom areas:e), homogeneous in age, gender, socioeconomic status, and maternal education. The development areas: personal-social, language, and fine and gross motor were evaluated through the Denver II test and the quality of environment of the five public nursery school ' through the Infant/Toddler Environment Rating Scale-Revised Edition (ITERS-R). We used the chi-square statistical test for comparison between groups. Results: There were no significant statistical differences between groups for the overall test result for Denver II, nor for the different areas of the test. The environments presented daycare quality between 'inadequate' and 'minimal'. Thus, there was no difference between attending a low quality daycare or just staying in the home for child development. Conclusion: No difference was observed when comparing the development areas: personal-social, language, and gross and fine motor of child who attend public nursery school and their peers who remained only in the home environment. The daycare environments analysed showed quality considered 'inadequate', which may have influenced the results as the literature has pointed out the need for a quality childcare environment to positively influence child development.

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“…Therefore, determining the quality of the school environment in early childhood education is of paramount importance, and it can assist in the understanding of children's relationship with language acquisition. This theme has also attracted the attention of some researchers (6)(7)(8) .…”

Section: Introductionmentioning

confidence: 99%

Desenvolvimento da linguagem e sua relação com comportamento social, ambientes familiar e escolar: revisão sistemática

Carvalho

Lemos

Goulart

2016

CoDAS

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RESUMO Objetivo Revisar sistematicamente na literatura as relações entre desenvolvimento da linguagem, comportamento social e ambientes familiar e escolar em crianças de 4 a 6 anos de idade. Estratégia de pesquisa Foram pesquisados, em bases de dados eletrônicos, artigos publicados entre março de 2009 e março de 2014. A primeira etapa da pesquisa constou da elaboração da pergunta norteadora. Posteriormente, foram realizados levantamento e seleção dos estudos em base de dados. Para tal, foram definidos descritores por grupos de eixos temáticos. Critérios de seleção Foram incluídos artigos científicos completos e disponíveis na íntegra gratuitamente; artigos de pesquisa original ou de revisão de literatura, publicados nos últimos cinco anos compreendendo a faixa etária entre 4 e 6 anos de idade. Análise dos dados A análise dos artigos foi realizada por meio da leitura crítica e seleção dos resultados que respondem à pergunta norteadora. Resultados 14 artigos foram selecionados. A maior parte dos estudos utilizou pelo menos um instrumento padronizado. As pesquisas apontam que o ambiente familiar tem relação com o desenvolvimento da linguagem, principalmente quanto aos níveis socioeconômicos e de escolaridade dos pais, número de adultos que coabitam com a criança, saúde dos pais, estimulação de linguagem e interação entre pais e filhos. Apenas um artigo demonstrou associação entre qualidade do ambiente escolar e desenvolvimento da linguagem e nenhum evidenciou associação entre comportamento social e desenvolvimento da linguagem. Conclusão A maioria dos estudos teve como foco a relação entre ambiente familiar e desenvolvimento da linguagem. São escassos estudos com esse enfoque.

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Qualidade em ambientes de um programa de educação infantil pública

Cited by 12 publications

References 18 publications

A qualidade da educação infantil: um estudo em seis capitais Brasileiras

A qualidade da educação infantil: um estudo em seis capitais Brasileiras

Child Development: Comparison Between Children Who Attend or Do Not Attend Public Daycare Centres

Desenvolvimento da linguagem e sua relação com comportamento social, ambientes familiar e escolar: revisão sistemática

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