Children

Redesigning in Early Childhood Education: How to Analyze Evidence and Revision Proposals?

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Hello teachers and teachers, how are you there? We are nearing the end of an early period of teaching activities – that is, during the normal movement to collect, organize and communicate evidence of children’s education, to compose assessment documentation in early childhood education.

In the learning network I work in, we create an evaluation report that will be made available to families during this time, in addition to a record of school offers, including already shared materials such as photos, support. Exhibitions of work by family members, children, among others.

From these records, we can integrate the analysis and re-planning of our work activities, which should always be guided by the guarantee of children’s right to learn and focus on the following questions: “What did children have the opportunity to learn during these months?” In this balance, it is worth thinking about ways to make the experiences that were significant more interesting and challenging; And to identify difficult moments in defining what initiatives were needed to resume these proposals in order to have the appropriate effect.

In today’s conversation, I would like to present some of the things that I have already been able to present from my reality, and it can help you, teachers, to fully recognize the strategies in your school to recognize them and subsequently redefine the conditions for the full development of boys and girls. .

The epidemic is reflected in the development of children

As face-to-face responses have been combined, all schools have focused on resuming harmonious coexistence and re-establishing the bonds of trust between children and adults. However, the developmental milestones of young people, their preferences, characteristics, and a number of factors related to the way of life in society changed due to the reflection of the epidemic period.

Thus, those who are accustomed to the rhythm of a certain age may notice some changes. For example, it is possible to identify a large number of children who use pacifiers and washcloths as attachment objects and are more selective about trying new foods. Another problem is related to certain points of victory, such as fouling, happening to children who are already four years old. These changes require a more careful approach on the part of the teacher to support these moments and expand learning.

This brings us, then, to the stage of reviewing our plans. The implication of this replaying process lies in understanding that it is a non-linear path – let alone a one-way street. Conversely: Children’s learning and development means round, irregular, and occurring relationships that are experienced in school and establish a key to family and community coexistence.

Speaking to the community, it is also seen that the financial and social hardships exacerbated by the epidemic remain worrisome – and that children are suffering the direct effects of these vulnerabilities, which can impair their development. This is already a more complex issue, but on our part in school, we can think of strategies such as active search to closely monitor these families.

What to consider when considering proposals (again)?

Many of the effects caused by the epidemic occurred because most children had very limited contact with nature and even with other children. Therefore, it is up to our educators to understand the possibilities that outdoor games can offer and consider the variety of materials, material variations and even time and space, so that each child can create their perception (recap). In a special way.

Since younger children have less time to expose themselves to body challenge games, it is possible to notice a larger incidence of falls and even fractures (since they are more easily at risk). Therefore, careful mediation by the teacher is important when areas with parks, stairs, uneven terrain, as well as areas that may offer specific risks for small accident prevention and preparation for awareness work are important.

It is also possible to observe changes related to speech development and the repertoire of songs and games, which are increasingly associated with social networks, with cultures produced by adults, and with applications, even children due to prolonged use of the screen. Children. Thus, it is legitimate for the teacher to think and encourage coexistence, in interactions that value moments of good conversation and knowledge sharing. Circles can be designed with a wide range of more specific questions, in a systematic way so that children can feel moments of genuine interest in learning about their thoughts and experiences.

A final point concerns the order of propositions when we first think of writing assumptions – this is something that can guide the planning of the time, but it must be well thought out, bringing to light other skills that need to be developed in advance, such as Games that require physical perception, motor coordination, and those that contribute to the concept of laterality.

Dear Teacher, The points I have shared here can be quite challenging in our daily lives – but recognizing them, it is possible to set the first goal for a new cycle, when our references are fragile and it is, more than ever, to put children at the center of all our practice. .

A hug and see you soon!

Paula Sestari is an early childhood education teacher in the municipal school system of Joynville (SC), with ten years of experience at this stage and a master’s degree in science, math and technology education. In 2014, he received the Educador Nota 10 Award from the Fundação Victor Civita and was voted the best educator of the year through a project with young children in the field of environmental education.

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