Early Elementary School Years Research Articles

Pachamama Allied to Human Rights Education: Applicability of The Indigenous Worldview As An Eco-Legal Proposal For Interpretation and Way of Living

Objective: To propose an approach to teaching human rights and environmental education together, based on knowledge about Pachamama. Theoretical Framework: Legal documents that support human rights education and the concept of Pachamama. To this end, the authors Capra and Mattei (2018), Zaffaroni (2017), Benevides (2022) and Moraes (2018) were used, with the same aim of interconnecting the rights of nature with human rights. Method: To carry out this article, we started from bibliographical and documentary research, through studies of legislation and literature on the subject, using the hypothetical-deductive method. Results and Discussion: The research envisaged the proposal of a practice of Human Rights Education combined with practices of Environmental Education in order to promote the awareness and emancipation of the subject in harmony with nature, interpreting it as Pachamama. Research Implications: To direct a proposal through a State Bill to add a specific curricular component to work with Human Rights and the promotion of their culture combined with Environmental Education practices and knowledge about Pachamama in the early years of Elementary School, 8th and 9th grades. Originality/Value: This study contributes to innovation in the teaching of human rights in schools linked to a systemic view of nature, which considers human beings and values ​​their interconnection with the environment. The relevance and value of this research are evidenced by the way in which the law is applied from an eco-legal perspective.

EXPLORING POSSIBILITIES IN THE STELLARIUM FOR TEACHING ASTRONOMY IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Astronomy is considered one of the oldest sciences of humanity. Its themes have always fascinated human beings. In this concept, this study aims to analyze the possibilities of using a Learning Object, the Stellarium software, in the classroom in the early years of Elementary School. The study is part of the qualitative research model and, to examine the Learning Object, descriptive analysis will be used, as it is the one that best suits the purpose of this study. The theoretical bases are based on Meaningful Learning, which values ​​prior knowledge, considered as the foundation for new knowledge. In this context, since Learning Objects can help teachers in their practice, Stellarium stands out as having the potential to provide opportunities for learning this science, as well as bringing technologies closer to the classroom. The results obtained demonstrate that this software can be used to work with Astronomy in the different years of Elementary School, in line with what is proposed by the BNCC, with a strong aspect for innovation. The teaching sequences proposed in this work aim to stimulate the insertion of technologies in the teaching-learning process.

Sustainable School Financial Education: a possibility in the Early Years of Elementary School

School Financial Education is a subject that has yet to be widely disseminated in Brazil, although indicated in official documents. That said, there is a lack of material aimed at children. This research is justified by proposing a Teaching Guide that seeks to respond to the problem of how to work on Sustainable School Financial Education in the Early Years of Primary School. This paper aims to present the results of a doctoral research project that looked at the value of things, the fundamental and the superfluous, ethics, economics, and sustainability. The methodological approach applied was Didactic Engineering. The main result was confirmation of the hypothesis that students aged between 7 and 9 can work on the themes and put their learning into practice.

“By Any Means Necessary”: A Case Study Examining How School Leaders Facilitated Community Connectedness in the Early Years of Elementary School

ABSTRACT Elementary school principals play a central role in inducting families into their school communities. As early childhood programs, such as prekindergarten, increasingly become part of elementary schools, this role is expanding. Yet, principals often struggle to establish and maintain such relationships, particularly with many of the historically disenfranchised communities that prekindergarten programs are often designed to serve; these struggles are troubling because success in the early years of schooling can lead to sustained and positive impacts for students as they progress through schooling. Furthermore, few studies have investigated this issue. In this article, we do so by employing Yosso’s Communities of Cultural Wealth to examine how a collection of principals working in Texas described their interactions with the children and families as they entered the early grades of their schools and what these principals hoped these children and families would gain from their early childhood education programs. Our findings revealed strengths and growth areas in their descriptions of fostering the cultural wealth of the children and families entering their schools, which provides an opportunity to consider how to support and train principals as well as the structural changes that need to be addressed to support principals in these activities.

Automated and interactive selective collection system in the educational context of the early years of elementary education

Striving for a more sustainable future, selective waste collection is essential to minimize environmental impacts and promote societal awareness. This project aims to raise awareness among children in the early years of elementary school. It teaches them interactively about the importance of selective waste collection through the reinforcement and practice of sustainable actions in a playful manner. The automated trash bin, constructed using electronic components, is controlled through the Arduino platform with the assistance of sensors and actuators. Thus, when a child approaches the automated trash bin, a sound is emitted to indicate the type of material the bin receives. This solution aims to teach non-literate children how to perform selective waste collection in an interactive and playful manner, instructing them on the separation and disposal of waste using the trash bin. The final prototype underwent preliminary evaluation by 64 individuals through an online questionnaire comprising nine closed-ended questions. The results were positive regarding the effectiveness of this tool's proposal.

Initial and continuing education of the pedagogue: what researches involving the teaching of mathematics indicate

The process of acquiring formal knowledge begins in the first stages of basic education, which makes the teacher in the early years of elementary school, the Pedagogue, the professional responsible for this process. Understanding the training of these professionals for teaching mathematical concepts, such as geometric concepts, at this level of education is necessary. In this sense, in this production, an excerpt from a larger research developed during the doctorate of the first author, under the guidance of the second, it is proposed to carry out a bibliographic research, in order to answer the following question: How does the training, both initial and education, from the pedagogue for the teaching of Mathematics/Geometry in the early years of elementary school is presented in research carried out from 2017 to 2021? To this end, a survey was carried out regarding the approach to this theme in research carried out in dissertations and theses, available on the Capes portal. In this way, it can be said that these studies point to the importance of initial and continuing education for the performance of the pedagogue, with regard to the teaching of Mathematics/Geometry in the Initial Years of Elementary School, as such training makes it possible to remedy possible gaps still on the understanding of these concepts, in addition to providing access to resources and methodologies aimed at the teaching process of this area of knowledge and the exchange of experience between these professionals.

TEACHING TO READ AND WRITE AND LITERACY:

This is a bibliographical and documentary analysis research, seeking, in references, the authors' perspectives on teaching to read and write and literacy, especially in the early years of Elementary School. This article aims to analyze the concepts of teaching to read and write and literacy present in works by renowned authors in brazilian academic production about national literacy and to identify in which methodological sphere each author is found, in addition to analyzing documents such as the National Common Curricular Base (BNCC, in portuguese) and the National Literacy Policy (PNA, in portuguese), in order to observe what they name as literacy methodology. During the analysis, it was possible to perceive that they do not refer to methodologies to become literate, they only guide, in some aspects, literacy. It was possible to perceive that the authors selected as a research source consider different methodologies, however most of them are preferable to the analytical method.

TEACHING-LEARNING CHALLENGES IN THE PANDEMIC IN THE EARLY YEARS OF ELEMENTARY SCHOOL

The objective of this article was to analyze through the literature review the difficulties encountered during the pandemic in teaching and learning in the early years of elementary school. The research is a bibliographic review of a qualitative nature. It was carried out in the databases: Scientific Electronic Library Online (SCIELO) Capes and government portals. The criteria used for data collection were inclusion, periods or publications that approach: education as an essential right for children, the importance of the school community in the epidemiological crisis scenario and the teaching strategies used to overcome the crisis moment in Brazil. And the exclusion criteria: content not relevant to the theme, publications in a foreign language, incomplete or not referenced. It was found that there are many and varied challenges faced by students, the family, especially for teachers in emergency remote teaching. The strategies used by educators, despite the limitations, were imposed for the growth of students in the early years of elementary school. While the family also helped in this learning process, amid difficulties such as lack of resources to have access to technologies and lack of preparation in monitoring school activities, they made an effort to follow the teacher's guidelines in order to continue. the education of their children. Therefore, it was observed that teachers must be properly qualified to use digital communication technologies. Remote teaching during the pandemic brought together students, teachers and families through digital platforms, making it clear, the importance of this bond in the emotional, cultural and social development of the child as a critical and active being in society.

A formação de professor alfabetizador

This article discusses the training of literacy teachers working in the early years of elementary school and in the Youth and Adult Education (EJA) teaching modality, establishing a reflection on the concepts of initial, continuing and ongoing teacher training. It also discusses the teacher training process, taking into account the knowledge and know-how needed to develop work aimed at elementary school and EJA students, in order to contribute by presenting the common aspects and specificities of the training processes for working in literacy classes. To this end, it dialogues with authors such as Freire (2015), Nóvoa (1991, 1997, 2017), Gatti (2009), Heinz and Koerne (2013), Castro and Amorim (2015), Gadelha (2020), Candau (1996), Imber-nón (2009) and Tardif (2002). It is a qualitative, bibliographical and pertinent study, considering the author's decision to conceptually defend the three types of teacher training mentioned above, present some considerations about elements of public policies on training and learning processes and the need to significantly promote literacy among children, young people, adults and the elderly.

Base Ideas of Function Mobilized by Students in the Early Years of Elementary School in Simple Proportion Situations

Resumo Esta pesquisa tem seu alicerce na Didática da Matemática. A Teoria dos Campos Conceituais respaldou a elaboração do instrumento de pesquisa e as análises dos dados produzidos. Teve por objetivo identificar que ideias-base de função são mobilizadas por estudantes do 5º ano do Ensino Fundamental ao resolverem situações de divisão por cota e multiplicação. Para o seu desenvolvimento, foram elaboradas 4 situações da classe proporção simples, das quais analisamos neste artigo duas delas, das subclasses cota e multiplicação um para muitos. O instrumento de pesquisa foi desenvolvido por 12 estudantes de uma turma do 5º ano do Ensino Fundamental. A análise dos dados ocorreu a partir de gravações em áudio dos diálogos das duplas de estudantes e de suas produções escritas. Nas análises, há indicativos de que as ideias-base de função correspondência, dependência, regularidade e variável foram manifestadas por todos os participantes do estudo na situação envolvendo multiplicação um para muitos e, na situação envolvendo cota, apenas dois estudantes não manifestaram nenhuma ideia-base. A ideia-base generalização foi manifestada por quatro estudantes para a situação envolvendo cota. A partir dos resultados e com base na Teoria dos Campos Conceituais, inferimos que as situações multiplicativas sejam propostas desde os Anos Iniciais, considerando a variedade de subclasses, para que as ideias-base de função sejam desenvolvidas pelos estudantes durante todo o processo escolar.

Biograma na pesquisa em educação: sentidos construídos sobre direitos de aprendizagem da docência em Matemática

Abstract Narrative research has been used by several researchers in the fields of education and mathematics education, using different devices to produce data. One of them, which is still not very well known in the field in our country, is the biogram: a map of the participant’s professional career that makes it possible to highlight events that occurred through their chronology and the value given by the participant himself, in dialog with the researcher. The aim of this article is to discuss the possibilities and limits of using the biogram in educational research, based on its use in studies about the training experience in the National Pact for Literacy at the Right Age (PNAIC), in relation to learning to teach mathematics in the early years of elementary school. To this end, the use of the biogram in the research process is presented and discussed. As with any device aimed at producing data, the use of the biogram has some limits, such as the difficulty of synthesizing information from an interview and the need to make interpretations according to what was explained by the participant. On the other hand, it offers the possibility of reflecting on professional development trajectories and training programs that constitute milestones (critical incidents) for the construction of new beliefs, classroom practices, and teaching knowledge, among others. In addition, it can promote self-education for both the researcher and the participant, by allowing the process of valuing conversations in a time and space, triggered by the present lived and narrated.

Exploring Astronomy in the early years of Elementary School: A study of publications in the Brazilian journal Caderno Brasileiro de Ensino de Física

Resumo: Esse estudo teve como objetivo analisar produções científicas sobre o Ensino de Astronomia na Educação Básica, com enfoque nos anos iniciais do Ensino Fundamental. Especificamente, examinou um período de quinze anos (2007 a 2021) das publicações da revista Caderno Brasileiro de Ensino de Física (CBEF), da UFSC. Foram analisados trabalhos publicados antes, durante e após a aprovação da BNCC e do Ano Internacional da Astronomia, em 2009. A metodologia usada foi a revisão bibliográfica sistemática. Identificou-se consenso sobre a relevância do Ensino de Astronomia, a necessidade de formação contínua de professores e a reavaliação da formação. Observou-se um grande impacto do Ano da Astronomia na quantidade de trabalhos publicados, enquanto a implementação da BNCC relaciona-se a um aumento mais modesto. Constatou-se pouca diversidade regional e de gênero nos trabalhos, apontando para um cenário multifacetado e abrangente, em um campo de pesquisa rico a ser explorado.

O SENTIDO SOCIAL DO TRABALHO DAS PROFESSORAS ALFABETIZADORAS DA REDE PÚBLICA DE ENSINO DO DISTRITO FEDERAL

This article discusses the social meaning of the work of literacy teachers, based on the methodology of meaning nuclei in Aguiar; Ozela (2006). To this end, interviews were conducted with literacy teachers working in the Initial Literacy Block (BIA) classes in the public school system in the Federal District, guided by the analytical axes of teaching work, the specificities of literacy work in the early years of elementary school and the theoretical-methodological perspectives of literacy and literacy. The results showed that, in the speeches of the teachers participating in the research, the teaching work carried out in literacy classes presents elements that, when acting in the mediations of this teaching action, generated in the teachers a certificate of how their work is recognized, or not recognized, valued or devalued, supported and charged in the social totality in which it constitutes a social practice.

Decoding Abilities in Early Elementary School Bosnian Children: Towards a Better Understanding of Reading

<p style="text-align: justify;">Acquiring mastery in reading is considered one of the primary academic skills during the early years of elementary school. Additionally, attaining proficiency in reading during the early grades of elementary school serves as a strong predictor for future academic achievements and overall success in life. This cross-sectional study aimed to examine the effect of several linguistic and cognitive variables on decoding abilities in the Bosnian language. The sample consisted of 153 children in the 2nd to 5th grades of elementary school. To assess decoding abilities, we employed tasks involving reading real words and non-words (pseudowords). The key predictors for both tasks included phonological awareness, rapid automatized naming of letters, working memory, and processing speed. Both models accounted for approximately 64% of the variance in the scores, signifying a substantial advancement compared to existing models of reading in the Bosnian language. The results of this study may contribute to the development of targeted and effective reading interventions in early elementary education.</p>

Teaching statistics through investigation: a proposal for a textbook for the initial years of Elementary School

The research is of a quantitative nature applied in research teaching as a tool to encourage students in the early years of Elementary School to explore, develop strategies, raise hypotheses and conjectures, test, debate and apply mathematical ideas to problem situations. The aim is to reflect on pedagogical practices in teaching Statistics, based on the guidelines of the National Curricular Parameters and the National Common Curricular Base. As a theoretical reference, the research sought support from sociointeractionism, from the perspective of Vygotsky. A paradidactic book was created for the statistical teaching, which involves the student in investigative activities and directs the teacher with strategies that mediate the construction of statistical reasoning. The application of the educational product occurred through a didactic sequence, with 18 students in the 3rd year of Elementary School from a public school in the city of Gama/DF, Brazil.

Tasks About Impossible Random Events: A Pedagogical Game as a Teaching Tool for the Early Years of Elementary School

Background: The concepts of impossible random events are an integral part of the National Common Curricular Base – BNCC and of the thematic unit “Probability and Statistics”, in which 6- to 8-year-old students must classify events involving chance, such as “it is impossible to happen”, indicating the need for proposals that help in the teaching and learning process. Objectives: A possibility was shown to develop a pedagogical work for the initial years of Brazilian Elementary School based on pedagogical games, creating methodological theoretical subsidy to rethink strategic methods, resizing them in order to minimise the existing gap between ludic activities and everyday tasks carried out by students, spontaneously, and the work triggered in the classroom. Design: Cards were prepared for the game “Probability in Action”, called Questions (?), which are tasks based on problem situations with the objective of favouring the apprehension of contents and the development of probabilistic knowledge, having as theoretical support the Anthropological Theory of the Didactic - ATD by Yves Chevallard, consisting of two blocks, the practical and the theoretical. Setting and Participants: It was a theoretical work that presented a didactic and mathematical praxeology that exposed and explored, in detail, the practice and the probabilistic theory involved in the cards of the game “Probability in Action” focused on impossible random events in which it is associated with the solving tasks or problem situations. Data collection and analysis: Tasks associated with impossible random events were created and described using ATD, comprising type of tasks (T); techniques (τ) that solve tasks of this type; technology (θ) that justify the techniques and guarantee their validity, and, finally, the theory (Θ) that justifies the technology. This praxeological quartet is denoted [T, τ, θ, Θ], and the block [T, τ] is called practical-technical (praxis), or know-how block; and the block [θ, Θ] is called the technological-theoretical block (logos) or knowledge block. Results: In terms of the ATD, its use allowed identifying a set of praxeologies that made it possible to characterize both the probabilistic object and the didactic approach for such an object, and the praxeological organization was composed of four elements: 1) Task (T) and its subtasks (t), which was characterized by the action required by the problem situation proposed for the question cards in the game; 2) Technique (τ), identifying the way to perform the task and its subtasks; 3) Technology (θ), specified by the set of definitions, properties, axioms and theorems that justify the technique, that is, that the random phenomenon refers to experimental realization when its observation is impossible; 4) Theory (Θ), the field in which technology is justified, probability theory. Conclusions: Supported by the results of this study, basic probabilistic concepts were thought of that meet the needs of Brazilian fundamental education, so that it is possible to contribute to the growth and development of an autonomous, critical, active society capable of making decisions in front of to the information you encounter.

Do children’s family drawings reflect adaptation in early years of elementary school?

The first elementary school years involve diverse, simultaneous developmental requirements in various domains that influence children’s future adaptation. The literature in art therapy has shown that children’s family drawings could be a valuable tool for learning about children’s internal world and adaptation. Therefore, the current study used children’s family drawings to assess children’s adaptation. Using the Main and Kaplan (1986) coding system to classify attachment representations, it examined children’s adjustment with different attachment classifications derived from their family drawings in a sample of 136 Israeli triads composed of young elementary school children, their mothers, and their fathers. Each drawing was coded into one of four attachment classifications based on global scales and detailed markers, such as the completeness of figures, facial expression, size, and degree of movement. Children whose drawings represented secure attachment exhibited the highest psychosocial functioning. Children whose drawings were ambivalent and disorganized showed the most salient adjustment difficulties, while those classified as representing avoidant attachment functioned relatively well. These results add to the accumulated findings in this area, pointing to the potential value of using family drawings to assess young elementary school-age children’s adaptation.

USE OF TRADITIONAL RECREATIONAL GAMES IN PHYSICAL EDUCATION CLASSES IN ELEMENTARY SCHOOL CLASSES IN THE EARLY YEARS

This work intends to approach aspects related to traditional recreational games, in the early years of elementary school. In the first part we will show how games can help in the physical, social, cognitive and learning development of students. Afterwards, we will deal with the case study methodology, conducting a survey with eight professors. We bring as a proposal how recreational games should be incorporated into physical education curricula.

PLAYS IN THE EARLY YEARS

In this article, we present a studyonthe games in the early years: the ludic as a pedagogical tool in the teaching and learning process, the same discusses the importance of the ludic in the pedagogical practices of theearly years, in order to highlight the beneficial points of the ludic within the school environment. The research hás the following question as problematic: Why use theludic as a pedagogical tool in the early years of elementary school? Given this, work is important because the teaching and learning process needs to be fun and educational at the same time. However, it is necessary for the educator to understand that through playful games, students can learn the most diverse curricular contents, in a creative, fun and pleasant way that promote interaction and socialization between students and students, teachers and students. The overall objective is to understand the importance of play in the early years of elementary school. The methodology was based on a bibliographic study, with data collection through analytical and reflective readings through books, articles, tccs and dissertations. This research is a literature review of a qualitative nature with a descriptive character. Having as a theoretical contribution: Kishimoto (2005), Soares (2020), Rau (2012), Moreira (2017). In view of the bibliographical survey carried out during the development of the project, it is concluded that the ludic collaborates in a beneficial way for the teaching and learning process, as it expands the pedagogical practices of the teacher, favoring the process of acquiring knowledge of the students.

Relations between self-regulation and behavioral adjustment in Chinese American immigrant children during early elementary school years.

The present study examined associations between sociocultural factors and self-regulation (parent-report, teacher-report, laboratory tasks), and prospective relations between self-regulation and behavioral adjustment (parent-, teacher-, child-report) in a socioeconomically diverse sample of Chinese American children in immigrant families (N = 258, Wave 1 age = 6-9 years, Wave 2 age = 9-11 years, 52% boys, 57% low-income) in a longitudinal study (2007-2011) during early elementary school years. Family income uniquely related to a self-regulation latent factor ( = .22), and parent-child Chinese orientation gaps were associated with parent-reported effortful control ( = .40). Self-regulation at W1 negatively predicted parent- and teacher-reported behavioral maladjustment ( = -.22 and -.48) at W2, controlling for cross-time stability of both constructs and covariates (child sex, parental education).