Early education for diversity: starting from birth

Oliveira-Formosinho, Júlia; Araújo, Sara Barros

doi:10.1080/1350293x.2011.574410

Cited by 28 publications

(29 citation statements)

References 8 publications

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“…The remaining three were descriptive case studies reporting on the effects of CPD initiatives on the knowledge and understandings of practitioners, as well as on pedagogical practice as observed by the researchers (Craveiro, 2007;Menmuir & Christie, 1999;Oliveira-Formosinho & Ara ujo, 2011).…”

Section: Geog Ra P H I Ca L D I Str I Bu Ti On a Nd Ch A Ra C Ter Imentioning

confidence: 99%

Continuous professional development and ECEC quality: Findings from a European systematic literature review

Peleman

Lazzari

Budginaitė³

et al. 2018

Euro J of Education

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This article presents the findings of an analysis of the effects of CPDinitiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective.

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Section: Geog Ra P H I Ca L D I Str I Bu Ti On a Nd Ch A Ra C Ter Imentioning

confidence: 99%

Continuous professional development and ECEC quality: Findings from a European systematic literature review

Peleman

Lazzari

Budginaitė³

et al. 2018

Euro J of Education

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“…Ebrahim (2011), in her study with 3-and 4-year-olds, showed how children have the capabilities to use influential strategies, which shows that children exercise and discover agency in early childhood centres. In the international arena, Formosinho and Araujo (2011) developed 'pedagogy in participation', which is at the heart of democratic practice and respects the diversity of young children and their families. Pedagogy in participation focuses on education as holistic and inclusive.…”

Section: Teachers' Beliefs About Child Participation In Grade Rmentioning

confidence: 99%

“…The power differentials that reside in the interplay between children's learning and the teachers' practices remain in question because of a prescriptive curriculum. The idea of children 'owning' activities supported by adults indicates a power transfer from teacher to children (Formosinho & Araujo 2011).…”

Section: Teachers' Beliefs About Learningmentioning

confidence: 99%

Teachers’ beliefs about child participation in Grade R

Shaik

2016

SAJCE

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The focus of this paper is to examine teachers’ beliefs about child participation in Grade R. Five Grade R teachers working with children between the ages of five and six participated in this study. Participants were interviewed about their epistemological beliefs on teaching and learning in Grade R and specifically the role of child participation in development at this grade level. Data were analysed deductively using typologies by Perry and Rokeach. The findings of this study showed that these teachers’ beliefs concerning child participation were complex, ‘messy’, context-bound and did not fall neatly into one category. Teachers’ views were multidimensional: primitive, dualistic, derived, multiplistic or relative. Teachers drew from different sources of experience and their own knowing to shape their thinking about children’s participatory roles in the Grade R experience and implementation of child participation. The findings show how teachers’ beliefs were influenced by issues of background, tradition, power and voice.Keywords: teacher beliefs; Grade R; child participation

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“…Estes dados juntam-se a evidências de outros estudos sobre a realidade portuguesa que identificam falhas ao nível da formação destes/as profissionais no que concerne à pedagogia em creche (Araújo, 2011;Portugal. Ministério da Educação, 2000;Oliveira-Formosinho, 2011;Portugal, G., 2000). São falhas que poderemos associar, a montante, a uma cultura pobre no que respeita à educação e cuidados à primeira infância, o que tem representado uma condicionante ao investimento nestes serviços; são falhas que poderemos associar, também, a jusante, e aliadas a outras circunstâncias, à qualidade baixa destes serviços de atendimento formal à infância, em Portugal.…”

Section: Dos Direitos Dos/as Profissionaisunclassified

Para uma visão triangulada dos direitos em creche: análise com base no manifesto epistolar de Malaguzzi

Araújo¹

2019

emaberto

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No texto Uma carta dos três direitos , Loris Malaguzzi expressa, de forma integrada e equânime, a valorização de direitos de crianças, pais e educadores em instituições de educação de infância. Com base nesse documento, de cunho político e ético marcadamente participativo, discutem-se possibilidades pedagógicas em instituições de educação e cuidados a crianças nos primeiros três anos de vida, percebidas demasiadas vezes enquanto loci potenciais de negligência e/ou subtração desses direitos. Algumas circunstâncias da realidade portuguesa, sobretudo de natureza sociopolítica, que tem representado um condicionamento à qualidade das experiências cotidianas nos contextos de creche são analisadas. Transversalmente, é apontada a centralidade da(s) pedagogia(s) de raiz participativa na materialização de uma visão triangulada dos direitos, relativa a crianças, profissionais e famílias.

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Early education for diversity: starting from birth

Cited by 28 publications

References 8 publications

Continuous professional development and ECEC quality: Findings from a European systematic literature review

Continuous professional development and ECEC quality: Findings from a European systematic literature review

Teachers’ beliefs about child participation in Grade R

Para uma visão triangulada dos direitos em creche: análise com base no manifesto epistolar de Malaguzzi

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