Abstract
We analyzed written narratives (reports of experiences) from educators of babies and very young children (zero to three years old). The objective of the work, the result of the research we developed, lies in understanding the dynamics of pedagogical work with mathematical language based on the analysis of narratives from a collaborative group. To this end, with a qualitative approach, we focus our efforts on describing and analyzing the written reflection of teachers' reports when experiencing contexts of mathematical exploration. The theoretical framework discusses aspects of child care, post-LDB, conceptualizes the Early Childhood Education curriculum, as well as presenting the expected and possible mathematical notions when working in this area of knowledge, intentionally, in the space-time of the daycare center. The results indicate that: 1) mathematical language can and should be worked with babies and very young children in routine situations; 2) the narratives demonstrate the possibility of self-reflection regarding the proposed pedagogical experience; and 3) performance indicators were identified, in pedagogical practice, of how to explore senses of magnitudes and measurements, resolution of unconventional problems and spatial issues. Thus, the contribution of this article implies recognition of the need for teaching professionalization of educators who work directly in the field of Brazilian Early Childhood Education, with emphasis on processes in which care and education are integrated as binomials in the area.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call