Early Elementary School Years Research Articles

English in the early years of elementary school at public schools in Brazil: a study of two teacher's beliefs about the teacher and learning process

English in the early years of elementary school at public schools in Brazil: a study of two teacher's beliefs about the teacher and learning process

Teacher Perceptions of Past Classroom Behaviors Influence Adolescents’ Receptivity and Responsiveness to a Belonging Intervention

This study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle school. The intervention was implemented at-scale in a diverse sample of sixth-grade public school district students followed through eighth grade (N = 1,180; 41% Black or Latinx; 44% low socioeconomic status). Results suggest the intervention’s effects on grade point average are confined to a racially and socioeconomically diverse subgroup of adolescents who had high teacher evaluations of their classroom behaviors in kindergarten that declined over the early elementary school years (i.e., “Disengagers”). These findings suggest that adolescents’ past school experiences with educators may bound the extent to which interventions can promote success in school.

Growth and motor development for the teaching of physical education at school: An analysis in the early years of elementary education

The activities necessary for motor stimulation are developed at school through the execution of movements worked on in class in order to stimulate students in the development of motor skills. Thus, this research aims to analyze the level of motor development of students in the early years of elementary school using the TGMD-2 test as an instrument for assessing motor performance. The results obtained in this study demonstrate that large parts of the sample of evaluated students obtained an unsatisfactory level in fundamental motor skills, in which it can be observed that there is a large number of students who do not have adequate motor development for their age. These results are directly related to the current situation of children in Brazil regarding low motor competence.

EDUCATIONAL EXPERIENCES

The work entitled THE IMPORTANCE OF ROUTINE UNDER THE PERSPECTIVE OF LITERACY in the first stages of basic education: early childhood education and early years of elementary school I. E is a research based on the postulates of the sociointeractionist educator Vygotsky, in the National Curriculum Reference for Early Childhood Education (RCNEI) and the National Common Curricular Base (BNCC). The methodology is centered on a bibliographic research with a field trip and which refers to participant observation. The objective is to show such importance of the routine for literacy, this teaching methodology reaches the cognitive, affective and social dimensions that are important for the child to learn.

The role of children's literature in the development of the reading child: theoretical and practical analysis

Children's literature is a cultural product with a multimodal character, therefore, it tends to be attractive and creates different possibilities of being read and understood. Reflecting on this, we take as a guiding question for this study: does children's literature enhance the formation of readers? From this questioning, we aim to investigate how teachers understand the influence of the use of children's literature books on the development of reading children. To better understand the relationship between children's literature and the constitution of readers, we propose a dialogue between theory and practice, through a qualitative research, through a questionnaire applied to teachers who work in the early years of Elementary School and bibliographic research, whose main authors were Coelho (2000), Gregorin Filho (2015) and Soares (2021). As a result, we realize that children's literature plays an important role in encouraging reading, consequently, it contributes significantly to the literacy and development of reading children, for that, it is necessary a pedagogical action that contemplates and makes good use of literature for children, which culminates in a need to increase the initial and continuing training of teachers regarding the literacy and literacy process in the early years of Elementary School

A cultura na Educação Infantil: breves reflexões sobre um campo de disputa de concepções

This article is the result of bibliographic research conducted during the specialization course in Early Childhood Education at the Universidade Federal do Norte do Tocantins, Tocantinópolis Center, whose goal was to reflect on the insertion of the culture of writing in early childhood education. The study was justified by the need for theoretical support on the process of insertion of the culture of writing, especially in the lives of children in the early stages of schooling. The theme in question is necessary and relevant for all those involved in education, especially educators who work with children aged 4, 5, and 6, in early childhood education and in the early years of elementary school, since it enables the understanding of fundamental concepts for the insertion of the child in this culture. The results obtained in the research consider that children's learning, development, and knowledge related to writing in Early Childhood Education must be understood and carried out as a process, in constant evolution. More than ever, it is necessary to overcome the conception of a ready-made, finished, only transmitted knowledge, and to establish the commitment to form people who are competent for life, able to solve problems; that is, to understand, to intervene, to transform, to modify, to respect, to seek and to act in reality, by means of their potentialities and countless languages.

Critical and creative thinking in probability teaching in the early years of elementary school

Resumo Objetiva-se trazer uma discussão acerca dos desafios e possibilidades que perpassam o desenvolvimento dos pensamentos crítico e criativo quando se trabalha probabilidade nos anos iniciais do ensino fundamental. Com uma abordagem qualitativa, analisou-se, por meio da análise de conteúdo, o livro didático e os protocolos produzidos pelos alunos ao realizarem as atividades propostas e discutirem-nas durante momentos de interação em aulas remotas. Buscou-se compreender como o livro didático tratou o ensino de probabilidade, observando em que nível se adequou à BNCC quanto à abordagem metodológica (possibilitando a atividade heurística do aluno e emersão de seus conhecimentos prévios) e quanto à potencialidade de desenvolvimento do pensamento crítico e criativo. Analisou-se, também, as soluções dos alunos às atividades propostas, com vistas a averiguar indícios de possibilidades de desenvolvimento dessas formas de pensamento. Os resultados indicam como desafios romper com práticas de ensino que apresentem conceitos sem recorrer à atividade heurística e conhecimentos prévios dos alunos, priorizar que experienciem colocar em atividade o pensamento probabilístico e permitir que deixem emergir criatividade e criticidade. Por outro lado, emergiram possibilidades no que diz respeito ao como articular as diretrizes defendidas na BNCC, na medida em que, ao realizarem a sequência didática proposta, nota-se que os alunos tiveram a oportunidade de desenvolver conhecimentos probabilísticos e exercitar os pensamentos crítico e criativo. Conclui-se que os documentos oficiais e pesquisas têm se esforçado para implementar melhorias na educação, porém, os professores precisam se apropriar dessas mudanças em suas atividades de sala de aula.

Analysis of discursive and disciplinary characteristics in articles on teaching of writing in the early years of elementary school published between 2008 and 2018

Resumo Esta pesquisa bibliográfica expõe características discursivas do conteúdo escolar “ensino da escrita nos anos iniciais do Ensino Fundamental” quando tomado como objeto de pesquisa, e propõe reflexões sobre a sua configuração disciplinar (Foucault, 2004). A análise abrangeu 15 artigos, advindos de duas áreas do conhecimento, Psicologia e Educação. Focalizou-se na caracterização do gênero discursivo “artigo científico” (Bakhtin, 2011), e identificaram-se importantes distinções disciplinares nas produções de cada área do conhecimento. Enquanto as da Psicologia expuseram resultados a partir de testes e tarefas de verificação do conhecimento da escrita e da corroboração de pesquisas anteriores em artigos padronizados conforme o modelo de comunicação IMRD, as da Educação não se apresentaram em conformidade com esse modelo e focalizaram os processos de ensino da escrita a partir de práticas didáticas diversas. Foi possível, ainda, identificar características de legitimação dos resultados de pesquisa como objetos de ensino na esfera escolar.

A PRESENÇA E AS CARACTERÍSTICAS DA ASTRONOMIA NA FORMAÇÃO INICIAL DO PEDAGOGO: UMA ANÁLISE DOS PROJETOS PEDAGÓGICOS DE CURSOS DO BRASIL

ABSTRACT: Astronomy is still little studied in undergraduate courses, especially in the Pedagogy course, although teaching this content is recommended from the early years of Elementary School. In order to understand how this relationship between Astronomy and the initial formation of pedagogues takes place, this research aims to investigate the presence and characteristics of Astronomy in the Pedagogical Projects of Pedagogy Courses (PPC) present in the federal universities of the capitals of the 26 Brazilian states and the Federal District. The results point to the existence of Astronomy elements in only six disciplines, which are analyzed according to specific criteria of Bardin’s categorical content analysis. It is considered that this insufficiency in the training of pedagogues can lead to a deficiency in the scientific training of Elementary School students. Therefore, there is a need to revise the Pedagogy curriculum, in order to contemplate an Education in Astronomy indicated for teaching in Basic Education.

Matrículas da educação especial na educação de jovens e adultos em municípios mineiros com baixo Índice de Desenvolvimento Humano Municipal (2007–2018)

ABSTRACT This article analyzes data from a survey on the tendency of enrollments in special education in youth and adult education in elementary, secondary, and high schools. The study included the systematization and problematization of data from 37 municipalities in Minas Gerais separated by their Municipal Human Development Indexes from 2007 to 2018. The information listed was based on the microdata of the Basic Education School Census, which were analyzed with the aid of the software IBM Statistical Package for the Social Sciences. The results indicate a higher incidence of students’ enrollments in the early years of elementary school and their narrowing down to high school. They also point out that students with intellectual disabilities have the highest number of enrollments in youth and adult education in these years. Specifically about the municipalities with low Municipal Human Development Index, the data show the non-universalization of youth and adult education and the displacement of students to special philanthropic institutions in other municipalities.

The construction of algebraic thinking by deaf students from a systematic review of the literature

This article aims to analyze the specificities of the construction of algebraic thinking by deaf students in the early and final years of elementary school through a Systematic Review. The specific objectives are: to identify the curricular recommendations - National Common Curricular Base (2017) and Pernambuco Curriculum (2019) related to the construction of algebraic thinking by elementary school students; to retrieve from the CAPES Periodicals Portal, Brazilian Digital Library of Theses (BDTD) and Google Scholar research that deals with the construction of algebraic thinking or the learning of mathematical knowledge by deaf students; to point out the recommendations of the literature on the development of algebraic thinking by deaf elementary school students. The study was guided by a systematic literature review methodology based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), which started with searches for articles and dissertations in the CAPES Periodicals Portal, BDTD and Google Scholar databases. A total of 2 727 studies were identified. After applying the inclusion or exclusion criteria, nine studies were selected for review. The results indicated that deaf students, like hearing students, present particularities in the construction of mathematical knowledge, especially in the Algebraic Unit Theme.

Materiales Curriculares, Temas y Concepciones Didácticas en la Enseñanza de las Ciencias en los primeros años de la Escuela

The study deals with topics and curriculum materials developed and/or used by teachers in science education and is supported by theoretical contributions from the field of curriculum and science education. The objective was to analyze curriculum materials developed and/or used by teachers in the early years of elementary school in a municipal public school in Itaboraí, Rio de Janeiro. The research had a qualitative nature and semi-structured interviews were carried out with five teachers who taught in the initial years in 2020 and 2021. They affirmed that they used the Science Curriculum Framework of Itaboraí in the planning and development of activities and didactic materials that addressed the environment, human beings and health, and technological resources. The analysis indicated curricular re-elaborations for the pandemic context, adaptations, and elements of knowledge didactics for the early years in science education, highlighting the role of teachers in the production of the science curriculum at school.

Research on the use and creation of paradidactic books for teaching statistics in elementary school in Brazil

The objective of this work was to systematically analyze the literature in Brazil, through scientific articles, books or book chapters, monographs and dissertations, and stricto sensu graduate theses, who used or created paradidactic books for teaching statistics in elementary school. The databases searched were: the Brazilian Digital Library of Theses and Dissertations (BDTD), Theses and Dissertations Catalog of the Coordination for the Improvement of Higher Education Personnel (CAPES) and Academic Google, based on the keyword system, Book Didactics as a first option (E) Statistics (E) Elementary School (E) Education. Thirteen studies were considered as results, in the period from 2002 to 2021, and the IRaMuTeQ software was used for the multidimensional analysis from the organization in texts (corpus), each one being defined as “text segment”. Each text was prepared considering what was emphasized in the research, the methodology or methodological approach used, the context in which it was developed, and the types of study and areas involved and the main results and conclusions. In addition, data analysis was organized, based on the identification for each of the texts, of the following variables of interest: type of publication (pubType); year of publication of the text (yearPub); target audience for the work (publicTeaching); and the Brazilian region where the work was carried out (PubRegion). The research is aimed at students and teachers in the early and late years of elementary school and developed in graduate programs and their respective research groups. We emphasize that research on the use and creation of textbooks for teaching statistics in elementary school is still incipient, highlighting the need for more research, but it can be seen that there is the development of new research at the PhD level. In addition, a trend is indicated in the relationships with experiential knowledge and with everyday life, contributing to the formation of citizens aware of the development of statistics.

Well Played! Promoting Phonemic Awareness Training Using EdTech-GraphoGame Brazil-During the COVID-19 Pandemic.

Early literacy skills such as alphabet knowledge and phonemic awareness are made up the foundation for learning to read. These skills are more effectively taught with explicit instruction starting inpreschool and then continuing during early elementary school years. The COVID19 pandemic school closures severely impacted early literacy development worldwide. Brazil had one of the longest school closure periods, which resulted in several children having no access to any educational activities. Education Technology (EdTech) tools can leverage access to pedagogical materials and remediate the consequences of school closure. We investigated the impact of using an early literacy EdTech, GraphoGame Brazil, to foster learning of early literacy skills during the height of COVID19 school closures, in Brazil. We carried out a quasi-experimental, pretest and posttest study with elementary school students who were taking online classes. Participants were pseudo randomly assigned to (1) an experimental group, who played GraphoGame Brazil, and to (2) an active control group, who played an EdTech that focuses on early numeracy skills. The results show a significant positive training effect on word reading accuracy associated with the use of GraphoGame for the children in the experimental group, relative to the control group. We also found statistically significant negative effect in lowercase naming for the control group. We address the consequences of COVID19 school closures, the promise of EdTech and its limitations, and discuss the issue of fostering successful early literacy instruction in countries that have struggled with teaching children to read even before the pandemic.

Reading fluency during the COVID-19 pandemic: a longitudinal and cross-sectional analysis.

International studies performed during the periods of social isolation highlighted the potential loss of student's learning skills. The present study fills a gap in Brazilian research on this topic and focuses on the development of reading fluency. To investigate the development of the reading fluency of students in the early years of elementary school during e-learning as a result of the social distancing measures put into effect due to the coronavirus disease 2019 (COVID-19) pandemic. Students from grades 2 to 5 were recorded. The number of words read per minute and of those read correctly per minute were analyzed. Descriptive statistical analysis was performed, using analysis of variance (ANOVA) for repeated measures with Bonferroni correction in the longitudinal study, and the t-test in the cross-sectional study. In the cross-sectional study, 162 students participated. Only the comparison between the 2nd grade classes of 2020 and 2021 showed a statistically significant difference. In the prepandemic classes, the students had better results in reading accuracy than the students assessed during the pandemic. The longitudinal study included 75 students, who improved in fluency rate and accuracy as expected between March and December 2020. In March 2021, the results showed a drop, which may be related to school closures during the Brazilian summer vacation. The present research demonstrates the results of Brazilian students in terms of the development of reading fluency during the pandemic. There was an expressive development in grades 2 and 3, with stability in the following grades. The 2nd grade class of 2021 suffered a major impact due to the pandemic.

School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study.

Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children’s development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence, and mothers’ education on grade six school performance. This study presents the results of an eight-year-long longitudinal study. The sample includes 202 Hungarian children (89 boys) from a disadvantaged region of southeastern Hungary. The independent variables were the preschool measures: DIFER (Diagnostic System for Assessing Development), a widely used, standardized school readiness test that measures cognitive and social skills; the Raven intelligence test; and socioeconomic status. The dependent variables in grade six were: National Standardized tests in math and reading (NABC, National Assessment of Basic Competencies) and school grades (GPA). Cronbach’s alpha reliability of each test is above 0.76. Correlations and a series of multiple regressions were used for analysis. All three independent variables have significant predictive power for school performance in sixth grade. DIFER skills were the best predictors for reading achievement, intelligence for math achievement, and GPA was best predicted by mothers’ education. The results show that developing preschool skills, mothers’ education and IQ in preschool are essential to long-term learning success.

Mathematics Teaching and Subjects that Include Mathematics in Pedagogy Courses

Background: Research in initial education and professional performance of pedagogues in mathematics is increasing, but they are still few compared to other topics in mathematics education and point to the need for more studies. Objectives: To present a reading of the speeches of beginning mathematics teachers in early childhood education and the early years of elementary school about teaching mathematics, addressing its difficulties and facilities and how they work in classrooms, establishing relationships with the school modules involving mathematics in the degree in pedagogy courses they attended. Design: Qualitative research. Setting and Participants: Six teachers from the municipal schools of São José do Rio Pardo, who agreed to participate in the research through a questionnaire sent to schools in this municipality, the environment being stipulated by them. Data collection and analysis: Data were produced through semi-structured interviews and analysed based on the assumptions of the model of semantic fields. Results: the main result was that the pedagogues had many difficulties in how to teach mathematics, even though their training was more focused on the methodological aspects of the modules that involved mathematics. Conclusions: Although the pedagogues had doubts about how to teach mathematics, we observed that the mathematical contents, practically not addressed in initial education, do not concern them in professional practice, as most of them work in early childhood education; this suggests research on what mathematics are necessary for the initial and even continuing education of pedagogues who teach mathematics.

Meanings of mathematics teaching forged through reflection in a lesson study

This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question “What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?” and based on Isabel Alarcão’s (2018) concept of teaching, we examined four editions of a lesson study, two with teachers of the early years of elementary school, one with mathematics teachers from the final years of elementary school, and one with high school mathematics teachers. Each lesson study cycle was organized in twelve two-hour meetings and involved an average of eight teachers per cycle. The participants are teachers from the state public education system in Rio Grande do Sul, Brazil. The empirical material consists of the researcher’s field notes, the participants’ logbooks, transcripts of the sessions, and interviews conducted at the end of the cycles. Qualitative and interpretative analysis showed that the reflections promoted in the lesson study revealed that mathematics teaching involves various meanings including educational action, social commitment, and pedagogical transformation.

THE WORLD READING OF THE INDIGENOUS PEOPLES OF THE APINAYÉ ETHNICITY

Introduction: Since the beginning, humanity has had to indoctrinate its communication and language has always been the principle of dialogue to establish relationships between different peoples. At the beginning of the 20th century, indigenous school education was guided by the catechization and forced integration of the Indians into the national society. Exclusively in the last decades, with the vicissitudes in international politics, Brazil started to recognize that it is a country constituted by a rich diversity of ethnic groups and the legislation granted these peoples the right to maintain their cultural specificities. During this period, educational policies aimed at the Apinayé were no different from those offered to other indigenous groups, which were compatible with the pedagogical practices developed by schools in rural Brazilian communities related to bilingualism. Objective: To describe how the process of teaching the mother tongue happens to indigenous children of the Apinayé ethnic group, as well as highlighting the curiosities and challenges faced by the Apinayé Indians to maintain their culture and their teachings of the native language for the indigenous children who live in the villages of that region. ethnicity. Method: This is an integrative literature review, of a descriptive-exploratory nature, carried out through a bibliographic survey in the databases: SCIELO and Google Scholar. Results and Discussions: Through the analysis of the literature, some factors related to the bilingualism of the Apinayé peoples, associated with maternal education, were evidenced. Currently, they have the possibility to study in elementary and secondary schools located in their own villages. This education process only took place with the implementation of the actions of the Apinayé Indigenous Education and Pedagogical Support Project, in mid-2001, where the village teachers themselves prepared didactic material in their mother tongue and in Portuguese for the early years of elementary school. . Thus highlighting the culture of bilingualism. Final Considerations: It was found that bilingualism is something that is incorporated into the social and cultural practices of the Apinayé people and we emphasize the need to maintain the mother tongue for children in the context of the society and culture of the Apinayé Indians. Therefore, it is necessary that their ethnic identities are valued and respected.

Lexical Access Speed and the Development of Phonological Recoding during Immediate Serial Recall

ABSTRACT A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the RRR for that purpose. From ages 5 to 7, the time taken for a child to label pictures (i.e. isolated naming speed) predicted the child’s spontaneous use of labels during a visually presented serial reconstruction task, despite no need for spoken responses. For 6- and 7-year-olds, isolated naming speed also predicted recall. The degree to which verbalization mediated the relation between isolated naming speed and recall changed across development. All relations dissipated by age 10. The same general pattern was observed in an exploratory analysis of delayed recall for which greater demands are placed on rehearsal for item maintenance. Overall, our findings suggest that spontaneous phonological recoding during a standard short-term memory task emerges around age 5, increases in efficiency during the early elementary school years, and is sufficiently automatic by age 10 to support immediate serial recall in most children. Moreover, the findings highlight the need to distinguish between phonological recoding and rehearsal in developmental studies of short-term memory.