Página 1 dos resultados de 1321 itens digitais encontrados em 0.009 segundos
- Biblioteca Digitais de Teses e Dissertações da USP
- Universidade do Minho. Núcleo de Investigação em Políticas Económicas
- Washington, DC
- World Bank Group, Washington, DC
- Universidade de Cantabria
- Washington, DC: World Bank
- World Bank, Washington, DC
- Biblioteca Digital da Unicamp
- Universidade de São Paulo. Faculdade de Saúde Pública
- Linhas Críticas; Critical Lines
- South African Journal of Education
- Mais Publicadores...
Da criança problema na educação infantil à criança como enigma: uma direção marcada pela psicanálise; From the problem child in nursery school and preschool to the child as a puzzle: a direction marked by Psychoanalysis.
Fonte: Biblioteca Digitais de Teses e Dissertações da USP
Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado
Formato: application/pdf
Publicado em 24/09/2013
PT
Relevância na Pesquisa
46.54%
#Conversação#Conversation#Criança problema#Educação Inclusiva#Educação Infantil#Formação de professores#Inclusive education#Nursery school#Preschool#Problem child#Psicanálise
Pode a direção de uma escola de Educação Infantil criar um espaço de escuta psicanalítica com a equipe pedagógica, visando desconstruir as visões estereotipadas de criança-problema de modo que cada criança possa ser considerada como um sujeito, ou seja, um enigma que nunca chega a ser solucionado? Essa é a questão que guia este trabalho. Afinal, que criança é essa? Esta pesquisa busca problematizar as diferentes concepções de infância e de educação escolar, explicitando como a criança vem sendo continuamente considerada pela Pedagogia, desde a implantação da educação infantil no mundo ocidental e no Brasil, como um ser natural, biológico ou social passível de ser entendido e conhecido integralmente, com auxílio de outras disciplinas como a Medicina e a Psicologia. Por outro lado, a Psicanálise explicita que, no encontro entre adulto e criança, há uma rachadura por onde se revela o impossível de saber, de controlar, de educar. O mal-estar gerado nesse (des)encontro, principalmente quando se tratam de crianças que não se encaixam nos moldes ideais, vem gerando diversas metodologias e iniciativas educacionais. Algumas reflexões sobre Psicanálise e Educação são retomadas, passando pelos principais psicanalistas que se dedicaram de alguma forma a questões da infância...
Link permanente para citações:
Educação infantil do campo e gestores educacionais; Preschool Education in Rural Areas and Educational Managers
Fonte: Biblioteca Digitais de Teses e Dissertações da USP
Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado
Formato: application/pdf
Publicado em 12/02/2015
PT
Relevância na Pesquisa
56.64%
#Educação do Campo#Educação Infantil do Campo#Education in rural areas#Educational managers#,Democratic management.#Gestão Democrática.#Gestores Educacionais#Kindergarten in rural areas#Pré-escola no Campo#Preschool in rural areas
O objetivo geral do estudo foi compreender as significações dos gestores educacionais sobre o atendimento às crianças do campo na educação infantil. Buscou-se ainda compreender: como municípios da mesorregião de Ribeirão Preto (SP) ofertam a educação infantil às crianças de 0 a 5 anos moradoras em área rural; como gestores educacionais organizam e significam o atendimento às crianças do campo na educação infantil. O estudo teve uma abordagem quantitativa e qualitativa. Os dados quantitativos foram levantados por meio de questionários respondidos por 18 secretarias de educação de municípios da mesorregião de Ribeirão Preto. As informações qualitativas foram levantadas por meio de observação em 4 pré-escolas localizadas no campo e de entrevistas com gestores de um município da mesorregião de Ribeirão Preto, escolhido como foco da pesquisa. Participaram 6 gestores: 1 secretária de educação, 1 coordenadora municipal de educação infantil, 2 diretoras escolares e 2 coordenadoras pedagógicas das pré-escolas no campo. O material empírico foi categorizado e analisado de acordo com a perspectiva teórico metodológica da Rede de Significações. Os resultados advindos dos questionários indicam que: a quase totalidade dos municípios oferta educação infantil para as crianças em área rural; a oferta é prioritária para crianças de 4 e 5 anos de idade...
Link permanente para citações:
Preschool education in Brazil : does public supply crowd out private enrollment?
Fonte: Universidade do Minho. Núcleo de Investigação em Políticas Económicas
Publicador: Universidade do Minho. Núcleo de Investigação em Políticas Económicas
Tipo: Trabalho em Andamento
Publicado em //2013
ENG
Relevância na Pesquisa
56.35%
We examine if an expansion in the supply of public preschool crowds-out private enrollment using rich data for municipalities in Brazil from 2000-2006, where federal transfers to local governments change discontinuously with given population thresholds. Results from a regression-discontinuity design reveal that larger federal transfers lead to a significant expansion of local public preschool services, but show no effects on the quantity or quality of private provision. These findings are consistent with a theory in which households differ in willingness-to-pay for preschool services, and private suppliers optimally adjust prices in response to an expansion of lower-quality, free-of-charge public supply.; COMPETE; QREN; FEDER; Fundação para a Ciência e a Tecnologia (FCT)
Link permanente para citações:
Expanding and Improving Early Childhood Education in Turkey
Fonte: Washington, DC
Publicador: Washington, DC
EN_US
Relevância na Pesquisa
46.57%
#ACADEMIC ACHIEVEMENT#ACCREDITATION#ADEQUATE NUTRITION#ADULT EDUCATION#ADULTS#BASIC EDUCATION#CHILD CARE#CHILD EDUCATION#CHILD HEALTH#CHILD HEALTH SERVICES#CHILD PROTECTION
Over the past decade, Turkey has
experienced significant socioeconomic progress and
demographic changes. The benefit of Early Childhood
Education (ECE) programs is maximized when the interventions
are targeted to children from disadvantaged families. This
report examines the ECE provision in Turkey, and offers
policy options for improving and expanding the ECE system in
the future. The report endorses the goal of the expansion
plan and provides detailed recommendations for achieving
this ambition in an efficient and equitable manner. This
report is divided into following four sections: section one
gives introduction, section two presents an analytical
framework for analyzing early childhood interventions,
section three conducts an in-depth analysis of ECE in Turkey
and identifies key challenges, and section four recommends
and outlines proposals for a dual-program strategy for
expanding quality ECE in Turkey.
Link permanente para citações:
Education Quality and Opportunities for Skills Development in Albania : An Analysis of PISA 2000-2012 Results
Fonte: Washington, DC
Publicador: Washington, DC
EN_US
Relevância na Pesquisa
46.53%
#ABILITY OF STUDENTS#ACCESS TO PRESCHOOL#ASSESSMENT SYSTEM#AVERAGE SCORE#BASIC EDUCATION FOR CHILDREN#BASIC TEXTS#BETTER LEARNING#BETTER SCHOOLS#CHILD DEVELOPMENT#CLASSROOM#CLASSROOM MANAGEMENT
Albanian students improved their
performance on PIS A1 reading, math, and science assessments
between 2000 and 2012, a period over which access to upper
secondary education expanded dramatically. The improvements
are equivalent to a quarter to half a year of schooling in
math and science and more than one year of schooling in
reading. The improvements were realized despite substantial
increases in enrollment and the attendant changes in the
PISA sample composition. The gross enrollment rate in upper
secondary education was only about 40 percent in 2000, but
increased markedly to 72 percent in 2009 and 83 percent in
2012. A spike in enrollment usually results in lower average
student performance due to the inclusion of poorer and
traditionally excluded students. In the context of a rapidly
expanding education system, it is remarkable that Albania
managed to improve its average PISA scores. It is even more
notable that the improvement came from significant
advancements made by low-achieving students. Albania s
improved PIS A scores coincide with the launch of intensive
reform efforts in its education sector. The Government of
Albania initiated the education sector strategy formulation
process in 2002...
Link permanente para citações:
Expanding Access to Early Childhood Development : Using Interactive Audio Instruction
Fonte: World Bank Group, Washington, DC
Publicador: World Bank Group, Washington, DC
EN_US
Relevância na Pesquisa
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#ACTIVE LEARNING#ACTIVE LEARNING METHODS#ADULTS#ASSESSMENT TOOLS#AVERAGE CLASS SIZE#BROADCASTERS#BROADCASTING#BUSINESS LEADERS#CALL#CAREGIVERS#CHILD CARE
The returns to investments in early
childhood development (ECD) are manifold and can include
improved school readiness, reduced drop-out rates, higher
labor force productivity and greater social cohesion.
Despite these high returns, enrollment in early childhood
education is just 18 percent across Africa, with
disproportionately high enrollment from children in urban
areas and from wealthier families. Interactive Audio
Instruction (IAI) is a distance learning technology that can
deliver low-cost, culturally appropriate education via radio
or mobile audio technology. It is a highly effective tool to
reach children who can be hard to reach through conventional
programs, including the rural poor and children with
disabilities. IAI can also be an effective form of service
delivery in unstable and conflict-affected regions.
Link permanente para citações:
Recursos de educación ambiental en Cantabria para la etapa de Educación Infantil; Environmental education resources in Cantabria for Preschool Education
Fonte: Universidade de Cantabria
Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
66.42%
#Educación ambiental#Hábitos respetuosos con el Medio Ambiente#Educación infantil#Recursos de Educación Ambiental#Environmental education#Environmentally friendly habits#Preschool education#Environmental education resources
RESUMEN: Los niños de 0-6 años apenas reciben conocimientos relacionados con la Educación Ambiental, tanto en el contexto escolar como fuera de él debido a que existen insuficientes iniciativas medioambientales, siendo algunas de ellas desconocidas por la sociedad. Por ello, hemos revisado los recursos de Educación Ambiental que la comunidad autónoma de Cantabria tiene a disposición del alumnado de Educación Infantil, pretendiendo conocer la calidad de las propuestas disponibles y quiénes son sus principales destinatarios. Tras este análisis, podemos afirmar que existen recursos para trabajar la EA con niños del segundo ciclo de Educación Infantil, pero no los suficientes, siendo los temas más recurridos: el conocimiento del entorno, la flora y la fauna.
Para contribuir a la mejora de la enseñanza de contenidos del Medio Ambiente, hemos llevado a cabo una propuesta lúdico-educativa basada en un Proyecto medioambiental a través de actividades experimentales y vivenciales que favorezcan la educación de los niños de 3-6 años en materia medioambiental.; ABSTRACT: Children 0-6 years receive little knowledge about environmental education, both in the school and outside it because there are insufficient environmental initiatives...
Link permanente para citações:
Turkey—Education Sector Study : Sustainable Pathways to an Effective, Equitable and Efficient Education System for Preschool through Secondary School Education
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Economic & Sector Work :: Education Sector Review; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
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#ACADEMIC RESEARCH#ACADEMIC SUBJECTS#BASIC COMPETENCIES#BASIC EDUCATION#BASIC EDUCATION CURRICULUM#BASIC EDUCATION PROGRAM#BASIC EDUCATION SYSTEM#BASIC NUMERACY#BASIC SKILLS#BOARDING#BOARDING PRIMARY SCHOOLS
This Education Sector Study (ESS) is the World Bank's response to the need for a comprehensive study of Turkey's education system, in light of the dramatic changes that are sure to alter the country's social and economic landscape over the next decade. The study was prepared in association with the Education Reform Initiative of the Istanbul Policy Center on the basis of research and dialogue with a wide array of education stakeholders and actors. The overall objective of the ESS is to provide an assessment of current challenges to the education system in Turkey and identify policy options that can complement the country's existing pre-tertiary education strategy. Volume one provides a complete description of challenges, conclusions, and policy options for the reform of pre-school, primary, and secondary education. It includes an Annex that summarizes the research studies and policy notes commissioned to inform the report. Volume II is a collection of the complete research studies and policy notes commissioned for the ESS report.
Link permanente para citações:
Is Preschool Good for Kids?
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
46.54%
#CAREGIVERS#CHILD DEVELOPMENT#CHILDCARE#CHILDREN IN PRESCHOOL#CLASSROOM#CLASSROOM TIME#CLASSROOMS#COGNITIVE DEVELOPMENT#EARLY CHILDHOOD#EARLY CHILDHOOD DEVELOPMENT#EARLY CHILDHOOD EDUCATION
How can we help kids reach their full
potential? Experts know that the first years of life are
crucial to healthy development. And that's just the
start. Children need regular mental and physical stimulation
along with healthcare and proper nutrition to keep their
development on track. Preschool programs are a great way to
give kids the educational building blocks to help them learn
and prepare for primary school. But in low-income countries,
parents don't always have the opportunity: governments
haven't invested in preschools; private sector
offerings may be too pricey or not close by; and parents may
not understand the benefits. Children need regular mental
and physical stimulation along with healthcare and proper
nutrition to keep their development on track. Preschool
programs are a great way to give kids the educational
building blocks to help them learn and prepare for primary
school. But in low-income countries, parents don't
always have the opportunity: governments haven't
invested in preschools; private sector offerings may be too
pricey or not close by; and parents may not understand the benefits.
Link permanente para citações:
Latvia - Public Expenditures Review : Education Sector
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Economic & Sector Work :: Public Expenditure Review; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.54%
#ACCESS TO EDUCATION#ADDITION#ADULT LITERACY#ADULT LITERACY RATE#ADULTS#BASIC EDUCATION#BENEFITS OF EDUCATION#BOARDING#BOARDING SCHOOLS#BUDGET FOR EDUCATION#CHILDREN IN PRESCHOOL
This review has three objectives: (i)
assess the education sector outcomes; (ii) evaluate the cost
of the education program and the budget formulation process;
(iii) identify areas to improve the efficiency of public
expenditure on education and make medium-term savings. The
Latvian government has demonstrated a strong commitment to
education. With 7.2 percent of gross domestic product (GDP)
allocated to education in 1999, Latvian spending on
education compares most favorably to Organization for
Economic Co-operation and Development (OECD) standards.
Although reforms in the education sector are being
implemented, the sector faces critical challenges. The
education sector has resisted adaptation, in spite of
significant shifts in the enrollment pattern. The number of
preschool teachers and schools only slightly decreased;
while the number of children aged 0 to 6 has been falling.
With fewer children arriving at the school door, it is
becoming harder for the education sector to justify
maintaining small schools...
Link permanente para citações:
China Early Child Development : Early Childhood Education in Yunnan
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
56.72%
#ACCESS TO PRESCHOOL#ACHIEVEMENTS#ANNUAL FEES#AVERAGE EDUCATIONAL LEVEL#BASIC EDUCATION#BASIC EDUCATION SECTOR#BIRTH RATES#BIRTH WEIGHT#CAI#CAREER COUNSELING#CAREER LADDER
Yunnan is a medium-sized and relatively
poor Chinese province on the southwestern border of China.
In 2012, the Yunnan department of education formally
requested Bank support in conducting a review of early
childhood education policies and programs in order to gain
an in-depth and evidence-based understanding of the
challenges the province faces in expanding early childhood
education-in particular to rural and mountainous regions.
The Bank's China education team embarked on raising
funds, designing and implementing a rather elaborate
research agenda around early childhood education. The goal
was to investigate key challenges, and to propose policy
interventions for expanding the Early Child Development
(ECD) coverage in rural Yunnan. This report presents the
findings from the background studies, and draws potential
policy implications for improving the access to and quality
of preschool education in Yunnan province. China has now
almost achieved universal 9-year basic education. Over the
last decade, the country has devoted increasing attention to
policy development in early childhood education. Even though
China does not yet have a specific early childhood education
law...
Link permanente para citações:
The Education System in the Russian Federation : Education Brief 2012
Fonte: Washington, DC: World Bank
Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research :: Publication
ENGLISH
Relevância na Pesquisa
46.58%
#ACCESS TO EDUCATION#ACCREDITATION#ACHIEVEMENTS#ADULTS#AGE COHORT#AVERAGE CLASS SIZE#AVERAGE ENROLMENT RATE#BACHELOR DEGREE#BASIC PRICES#BASIC SKILLS#BOARDING
This study is intended for non-Russian
researchers wanting to get familiar with the education
system of the Russian Federation and more generally for all
those involved in education and education policy. It does
not represent exhaustive information on the Russian
education system and all problems and challenges existing
there, but briefly describes its main features. The report
has the following structure. The opening chapter provides an
overview of the education system in Russia and briefly
reviews the most evident emergent trends. Chapters two
through five are devoted to description of education system
by level. The chapters are arranged by ascending order of
educational level and each chapter's present
information in a progression from the most general to the
most specific. First, data on the current state of education
system is provided. They characterize the human and
financial resources allocated to education; describe the
network of educational institutions across the country, and
show regional disparities of spending on education. Next in
each section key problems and challenges are examined; the
focus is mainly made on access to and quality of educational
services. Third...
Link permanente para citações:
Giving Children a Better Start : Preschool Attendance and School-Age Profiles
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH
Relevância na Pesquisa
46.63%
#ACADEMIC ACHIEVEMENT#ACADEMIC OUTCOMES#ACADEMIC SKILLS#ADULT LITERACY#AGE GROUPS#ATTENDANCE RATES#ATTENTION#AVERAGE ATTENDANCE#AVERAGE LEVEL OF EDUCATION#BEHAVIORAL PROBLEMS#BIRTH ORDER
The authors study the effect of
pre-primary education on children's subsequent school
outcomes by exploiting a unique feature of the Uruguayan
household survey (ECH) that collects retrospective
information on preschool attendance in the context of a
rapid expansion in the supply of pre-primary places. Using a
within household estimator, they find small gains from
preschool attendance at early ages that magnify as children
grow up. By age 15, treated children have accumulated 0.8
extra years of education and are 27 percentage points more
likely to be in school compared with their untreated
siblings. Instrumental variables estimates that control for
nonrandom selection of siblings into preschool lead to
similar results. The authors speculate that early grade
repetition harms subsequent school progression and that
pre-primary education appears as a successful policy option
to prevent early grade failure and its long lasting consequences.
Link permanente para citações:
Is Preschool Good for Kids?; Es bueno que los ninos asistan al centro preescolar?
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
46.54%
#CAREGIVERS#CHILD DEVELOPMENT#CHILDCARE#CHILDREN IN PRESCHOOL#CLASSROOM#CLASSROOM TIME#CLASSROOMS#COGNITIVE DEVELOPMENT#EARLY CHILDHOOD#EARLY CHILDHOOD DEVELOPMENT#EARLY CHILDHOOD EDUCATION
How can we help kids reach their full
potential? Experts know that the first years of life are
crucial to healthy development. And that's just the
start. Children need regular mental and physical stimulation
along with healthcare and proper nutrition to keep their
development on track. Preschool programs are a great way to
give kids the educational building blocks to help them learn
and prepare for primary school. But in low-income countries,
parents don't always have the opportunity: governments
haven't invested in preschools; private sector
offerings may be too pricey or not close by; and parents may
not understand the benefits. Children need regular mental
and physical stimulation along with healthcare and proper
nutrition to keep their development on track. Preschool
programs are a great way to give kids the educational
building blocks to help them learn and prepare for primary
school. But in low-income countries, parents don't
always have the opportunity: governments haven't
invested in preschools; private sector offerings may be too
pricey or not close by; and parents may not understand the benefits.
Link permanente para citações:
Strengthening Kazakhstan's Education Systems : An Analysis of PISA 2009 and 2012
Fonte: Washington, DC
Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH; EN_US
Relevância na Pesquisa
46.57%
#ABILITY OF STUDENTS#ACCESS TO PRESCHOOL#ACCESS TO PRESCHOOLS#ACCESS TO QUALITY EDUCATION#ACHIEVEMENT DISPARITIES#ADMISSION POLICIES#AGE GROUPS#ANALYTICAL SKILLS#ASSESSMENT SYSTEM#ASSESSMENT TOOLS#AVERAGE SCORE
Kazakhstan's Program for
International Student Assessment (PISA) 2012 performance
improved markedly compared to 2009, and indicated a
narrowing achievement gap among students. Math and science
performance improvements equivalent to more than half a year
of schooling were achieved. According to the OECD, 40 points
in PISA is equivalent to what students learn in one year of
schooling. The improvements reduced the gap with other
countries in Europe and Central Asia (ECA) by almost half.
Moreover, the performance improvements of the lowest
achievers in 2009 and 2012 outpaced those of their higher
achieving peers at a rate that compares favorably against
OECD countries. However, performance on reading improved
only marginally and overall reading achievement remained
low, with some groups of students actually performing worse
in 2012. Kazakhstan's PISA performance places it
significantly behind other countries, especially in reading.
Countries with income per capita levels similar to
Kazakhstan's (namely Turkey and Russia) performed
significantly better in math...
Link permanente para citações:
A práxis ludo-pedagógica do professor da pré-escola; The teacher's ludo-pedagogical practice of preschool education
Fonte: Biblioteca Digital da Unicamp
Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado
Formato: application/pdf
Publicado em 03/12/2012
PT
Relevância na Pesquisa
56.2%
#Praxis pedagogica#Pre-escola#Brincar#Brinquedotecas#Pedagogical praxis#Preschool education#Playing#Playroom
Esta pesquisa resultou de uma longa caminhada, durante a qual se identificou que muitos educadores apresentavam dificuldades no entendimento e atendimento aos interesses e necessidades lúdicas infantis. Diante disso, e da (re) implantação de brinquedotecas ocorridas, desde 2004, pela Secretaria de Educação, nos Centros Municipais Infantis (CMEIs), de uma cidade do sudoeste do Paraná, resolveu-se compreender a práxis ludo-pedagógica de professoras da pré-escola. Inicialmente, visitaram-se todos os (treze) Centros e, em seguida, ministrou-se um curso para educadores dessas instituições. Durante sua realização, identificou-se que havia entre eles três concepções referentes ao brincar: dirigido, livre e mediado. Essas informações serviram como condução para este estudo. Posteriormente, analisaram-se em quatro CMEIs (denominados de cores): a concepção e a função das professoras no tocante ao brincar e brinquedoteca; como eram selecionados e adquiridos os brinquedos que compunham o acervo desse ambiente; e com o que e como as crianças brincavam em diferentes tempos e espaços dessas instituições. Realizaram-se as ações por meio de entrevistas semiestruturadas, questionários, observações e filmagem da prática lúdica das professoras. Na revisão teórica...
Link permanente para citações:
Laying the Foundation for Early Childhood Education in Sri Lanka; Investing Early, Investing Smartly, and Investing for All
Fonte: World Bank, Washington, DC
Publicador: World Bank, Washington, DC
Tipo: Report; Economic & Sector Work :: Other Education Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
46.62%
#SKILLS#EARLY EDUCATION#STUDENT CHARACTERISTICS#PRIMARY TEACHER#GRADE RETENTION#SCHOOL SYSTEM#PREPRIMARY SCHOOLS#CAREGIVERS#BASIC EDUCATION#SCHOOL READINESS#BLACKBOARDS
The objective of this report is to
analyze the state of early childhood education (ECE1)
provision and the policy framework for delivering ECE in Sri
Lanka, and suggest policy options for the future. The report
is intended to serve several purposes. First, drawing upon
the international literature in the field of early childhood
development, it provides the rationale for investing in
early childhood education in Sri Lanka. Second, it provides
an understanding of the current policy framework and
delivery system for ECE in the country. This policy analysis
specifically looks at the extent to which there is an
enabling environment for ECE, what provisions exist for
monitoring and quality assurance, and how widely the policy
is being implemented. Third, it presents a situation
analysis of ECE provision in Sri Lanka, discussing the
issues of access, equity, and quality in the delivery of ECE
services. The discussion on equity focuses mainly on
understanding disparities in access, and the analysis of
quality looks at the quality of inputs...
Link permanente para citações:
Consumo alimentar de pré-escolares matriculados nos Centros de Educação e Alimentação do Pré-Escolar (CEAPEs) e de suas respectivas famílias; Food intake of children registered in Preschool Education and Alimentation Centres (CEAPEs) and that of their families
Fonte: Universidade de São Paulo. Faculdade de Saúde Pública
Publicador: Universidade de São Paulo. Faculdade de Saúde Pública
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ;
Formato: application/pdf
Publicado em 01/12/1981
POR
Relevância na Pesquisa
56.38%
Foi realizado inquérito de consumo alimentar em 383 pré-escocalares e respecttivas famílias, matriculados em 21 Centros de Educação e Alimentação do Pré-Escolar (CEAPEs) de 7 cidades do interior paulista. Utilizou-se o método da pesagem direta dos alimentos, combinado com o recordatório, para obtenção do consumo alimentar de 24 horas da família e do pré-escolar. Concomitantemente, foram obtidas informações sobre a merenda escolar recebida e sua influência nas refeições realizadas em casa pelo pré-escolar. Cerca de 50% dos pré-escolares apresentaram deficiência energética, enquanto apenas 15% não alcançaram 90% ou mais de adequação de consumo de proteínas. Os pré-escolares apresentaram ainda deficiência acentuada de vitamina A, cálcio, niacina e vitamina C. Quanto às famílias, as maiores deficiências alimentares foram em relação à vitamina A e ao cálcio. A merenda escolar influenciou consumo alimentar do pré-escolar, tanto em relação ao número de refeições, quanto à quantidade de alimentos ingeridos em casa.; A dietary survey was carried out among preschool children and their families drawn from twenty-one Preschool Education and Feeding Centre (CEAPEs), in seven towns of the State of S. Paulo. The diatary data from children and families were obtained by applying the weighed food intake method combined with the recall method...
Link permanente para citações:
Para além de coelhos e corações: reflexões sobre a prática pedagógica do educador infantil; Beyond rabbits and hearts: reflections on the preschool educator's pedagogical practice
Fonte: Linhas Críticas; Critical Lines
Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ;
Formato: application/pdf
Publicado em 05/04/2012
POR
Relevância na Pesquisa
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##Educação infantil#Currículo#Prática pedagógica.##Preschool education#Curriculum#Pedagogical practice.
Partindo de considerações gerais sobre o conceito do currículo na educação infantil e da análise crítica deste currículo em ação, notadamente no que diz respeito à participação das crianças nas comemorações de datas e eventos diversos em creche, maternal, jardim de infância e nas chamadas classes de pré-escola, a autora levanta questionamentos e propõe alguns pontos fundamentais para a reflexão da prática pedagógica do educador infantil.; From general considerations on the concept of the curriculum in the preschool education and a critical analysis of this curriculum in action, mainly in relation to children's participation in the celebrations of special events in day care centers, kindergartens and preschool classrooms, the author raises some questions and proposes fundamental points for the reflection of the preschool educator's pedagogical practice.
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The relationship between temperament, gender, and behavioural problems in preschool children
Fonte: South African Journal of Education
Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica
Formato: text/html
Publicado em 01/06/2014
EN
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56.3%
The aim of this study is to examine the relationship between gender and the temperamental characteristics of children between the ages of five and six, as well as to assess their behavioural problems. The sample included 128 children selected by simple random sampling from 5-6 year old children, receiving preschool education in the city centre of Izmir province in Turkey. Of the children, 65 were girls (50.8%) and 63 (49.2%) were boys. The data collection instruments were the Preschool and Kindergarten Behavior Scales and the Short Temperament Scale for Children, respectively. The results of this study reveal that there is no significiant difference between gender and the child temperament subscales of approach/withdrawal; persistence and rhythmicity; and a child's behavioural problems, respectively. However, the gender of the children was found to be significantly related to the reactivity sub-dimension of their temperament (p < 0.05). Moreover, a significant correlation was observed between the temperament subscale of reactivity and externalising problems subscale of behavioural problems (p < 0.05). On the other hand, a negative correlation was observed between the persistence temperament dimension and the behavioural problem dimension of self-centredness (p < 0.05). In the opinion of the researcher...
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