In Early Childhood Education, 55% of Classes Don’t Give Kids Time to Read Stories – 06/10/2022
The study, conducted by the Maria Cecilia Souto Vidigal Foundation (FMCSV) in partnership with the University of So Paulo’s (USP) Laboratory of Studies and Research in Social Economy (LEPS), included field research in 12 cities across the region. In the country, in 2021. Of the total classes visited, 1,683 were day care centers and 1,784 were preschools.
According to FMCSV, scientific evidence in the fields of neuroscience, pedagogy, psychology and economics demonstrates the importance of early childhood education and care (up to the age of seven) for the healthy development of the individual, affecting cognitive, physical and socially-sensitive, especially the weakest children. .
The National Curriculum Common Base (BNCC), a document from the Ministry of Education that serves as a mandatory reference for school curricula in all public and private schools in the country, includes a number of provisions for quality education, according to researchers. With the BNCC at the forefront, the survey shows that a quarter of the classes analyzed seem to be on the right track.
“Of course, 25% is still far from ideal, but it shows that progress has already been made since 2009, when the situation was much more pessimistic,” said Daniel Dominguez, a second economist at Lepes, who acknowledged expecting more negative results. On the other hand, 10 to 15% of the classes have practices that are very different from those proposed by the BNCC. “These schools need urgent attention.”
For Domingues, what seems to be more room for improvement is educational performance. “It’s the interaction between adults and children, the role of teachers in this mediation,” he said. Among these educational practices, which in the most negative way attracts the attention of the researcher, is that there are still many classes where, at 3h30 of direct observation, there was no storytelling and “free play”. “There should be two types of opportunities in every class routine every day,” he noted.
Domingues explains that play is the most effective way for a child to learn. “She socializes, moves, practices language, which means she’s an almost perfect place to interact with the child’s development,” he said, adding that he is also a member of the scientific committee of the Ciência Pela Infância Nucleus.
The survey also found that, among the preschool classes visited, 36% did not promote experience with theater, dance and music. In day care centers, the percentage dropped to 18%. In free play, 46% of preschool classes and 38% of day care centers did not have the opportunity.
It also reinforces the importance of promoting the role of children. “It’s important that they, to some extent, choose actions between proposals,” he said. “Protagonism increases a child’s engagement and makes sense of their learning, arouses their curiosity and implies what is being offered. The next consequence is that the child enjoys learning,” he added.
On the other hand, he highlights good childcare strategies and the presence of good conflict mediators. “In general, most teachers seem to have a repository to deal with these situations. Although 10% of the class had some sort of negative interaction between teacher and student. Corner ‘, for example. And 10% is a high number “, he assessed.
Access walking, but the standard is still lagging behind
The 2014 National Education Plan (PNE) stipulates that by 2024, at least half of the country’s children should be enrolled in day care centers. As for preschool (4 and 5 years), the goal was to enroll all children by 2016. As of Brazil 2019, 94.1% of children are in preschool. For Dominguez, this coverage can be considered satisfactory and is also a problem for developed countries reaching 100%.
This is also not true of access to day-care centers – 37.5% of children enrolled in 2019 – well above the target. “This is a problem because, in addition to being far from the target, there is very uneven access. In some cities, 10% of children are in day care centers and in others about 50%,” he said.
For him, in addition to access, concern with quality is essential. “There has been a significant movement in Brazil to increase access to education, but we have less information in terms of quality. Research shows that access alone, without quality, does not guarantee the child’s right to important opportunities in early childhood education,” he said.
More excited children become more interested students
The Collegio Rio Branco, in the central region of Sওo Paulo, strives to provide students with the opportunity to read and interact with a variety of industries. Kindergarten kids have a moment every morning to welcome and expand their collection, says Sueli Martial, the school’s assistant director. “There’s a day to tell stories, a day to talk about artists or scientists, a day for current affairs, a day to relax,” he lists.
Students also go to the library and get books for school or take home. Later, they form a circle where they argue with colleagues about why they should read that book as well, promoting children’s verbalism and argument. “Children’s education is a place for literacy, where a variety of information is read. It favors the development of literacy and allows them to defend their reasoning and their point of view,” the director assessed.
Sweeney Infantile highlights two projects from 5th grade (4 to 5 year olds) that promote students’ autonomy and creativity. “They were inspired by Gaud ((a Spanish architect studying in the classroom) and wanted to draw and decorate the house with drawing and recyclable materials,” he says. “It was such an important task that children still do not forget.”
“Other children read about photographers, how they saw nature and wanted to take pictures. So the teachers taught them how to take pictures and they made a project about how to take care of the school, put up banners and taught them how to do it. “, I remember the director. “Our goal is to build children who think, critique, reflect – different from our time. And learning through play makes learning intentional and meaningful,” he concluded.