Analysis of the process of translation of knowledge regarding early childhood at the undergraduate level

Abstract

Objective To analyze innovative contents on Early Child Development Promotion. Method This action-research involves nine faculties from four Higher Education Institutions at inner-state of São Paulo, Brazil.Data were collected by syllabi analyses (2009-2011), interviews and focus group. We have adopted an ECDP underpinning from international consensus, thus evaluating KT Results We have found relevant incorporation between teaching and extension in Nursing (87,5%) and Psychology (75%) undergraduate courses, while Pedagogy was restricted to teaching. Conclusion This KT evaluation has evinced innovative potential of extension, regardless teaching and research, for a better Early Childhood.

Ações de extensão universitária para translação do conhecimento sobre desenvolvimento infantil em creches: relato de experiência

“…Therefore, extension activities help the University social mission of articulation with the demands of society. However, higher education in Nursing, Pedagogy and Psychology courses have limitations in the development of teaching, research and extension activities focused on the transfer of knowledge about child development, particularly regarding the training of early childhood educators (11) .…”

“…The literature (11)(12) related to university extension activities articulating the different knowledge from health and education areas in the transfer of knowledge about child development is scarce. Therefore, the objective of this study was to report the experience of students and teachers of a university extension project in the planning and performance of educational workshops on child development with day care educators.…”

Potencialidades, fragilidades e desafios da pesquisa-ação na enfermagem

“…The use of educational actions is used to collect data (53.33%), he semistructured interview (33.33%), 17,19,21 the observation (33.33%) 23 and the questionnaire (33.33%); 20, other techniques used were the seminars (26.66%) 19-21,23 followed by field diary (20%) 12, and focus group (13.33%). 11,17 In the analysis of the studies, potentialities with the use of the R-A method were evidenced. The level of training of the authors stands out, a massive presence of doctors, doctoral students, masters and the involvement of professional experts from the studied practice.…”

“…4 It is also verified as potentialities in all the articles, the construction of the knowledge of joint form between the actors and the researcher (100%); the majority (93%) presented, in some way, the exploratory phase 12-5,17-25 and the implemented actions were discussed in seminars (87%). 17,[19][20][21][22][23][24][25] It is important to emphasize, through these aspects, the concern of the authors to consider the participants during the development of the research, an indispensable situation for the achievement of the objectives proposed when using R-A. [1][2][4][5]7 It is evident, as fragility, the impossibility of identifying, in the productions, all the necessary subjects for the execution of the R-A.…”

“…The use of R-A was identified in informative studies with a conscientizing approach (60%) 11,16,22, and efficient studies focusing on the technical training of participants (40%). 12,15,17,23 It is noticed, however, that no militant claim studies were identified. 4 It was observed that the possibility of this finding in the literature can be attributed to the lack of experience of the researchers for the development of this type of study associated to lack of time, since it is usually carried out in Stricto Sensu programs, in which there is a rigidity in the rigor of meeting deadlines that may hinder the necessary coordination for the joint construction between researchers and participants, a primordial condition in this type of research.…”