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An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom: Influences and Implications for Practice
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In: Australian Journal of Teacher Education (2021)
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Supervision to Deepen Teacher Candidates’ Understanding of Social Justice: The Role of Responsive Mediation in Professional Development Schools
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In: Journal of Educational Supervision (2021)
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Fostering Preschool Emergent Literacy Development Through Parent Involvement in the Preschool Classroom
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In: Culminating Experience Projects (2021)
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| 6 |
Critical Awareness for Literacy Teachers and Educators in Troubling Times
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In: Literacy Practice and Research (2021)
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| 7 |
Understanding Visual Language and Visual Literacy: A Case Study of Young Children’s Meaning Making of Complex Wordless Picturebooks
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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| 8 |
A prática filosófica na Educação Infantil : emoções e razoabilidade
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Abstract:
Dissertação de Mestrado, Filosofia para Crianças, 7 de dezembro de 2021, Universidade dos Açores. ; Esta dissertação de mestrado aborda a prática filosófica na Educação Infantil com ênfase nas emoções e na razoabilidade. Ancorou-se este estudo na Teoria de Matthew Lipman, renomado filósofo norte-americano percursor da Filosofia Para Crianças (1980; 1990; 1994; 1995; 1999, 2003; 2004; 2009) e em estudos sobre a Filosofia das Emoções, como a abordagem das meta-emoções, da também investigadora Filosofia, Dina Mendonça (2008; 2011; 2013; 2018; 2019), entre outros autores. Procurou-se abordar a relevância das emoções nas vivências das crianças dentro do contexto escolar da Educação Infantil e o seu papel no conceito de razoabilidade (reasonableness). O objetivo deste estudo é refletir sobre a importância da intervenção filosófica na Educação Infantil com ênfase nas emoções e como estas podem contribuir no processo de desenvolvimento da criança. Tendo em conta as reações emocionais nesse processo de desenvolvimento pode-se elaborar ferramentas filosóficas específicas para uma aprendizagem significativa dentro do contexto da Educação Infantil. Concluiu-se que as Comunidades de Investigação podem de forma eficaz e lúdica desenvolver a criança progressivamente em seu pensamento lógico, abstrato, crítico e reflexivo, e ao mesmo tempo contribuir para o desenvolvimento das competências linguísticas e discursivas, e na capacidade de compreensão e de expressão oral. ; ABSTRACT: This master's thesis addresses the philosophical practice in Early Childhood Education with an emphasis on emotions and reasonableness. This study was anchored in the Theory of Matthew Lipman, a renowned North American philosopher and pioneer of Philosophy for Children (1980; 1990; 1994; 1995; 1999, 2003; 2004; 2009) and in studies on the philosophy of emotions, such as the meta-emotions of the philosophy researcher, Dina Mendonça (2008; 2011; 2013; 2018; 2019), among other authors. We sought to address the relevance of emotions in children's experiences within the school context of Early Childhood Education and their role in the concept of reasonableness. The aim of this study is to reflect on the importance of philosophical intervention in Early Childhood Education with an emphasis on emotions and how they can contribute to the child's developmental process, because, understanding their emotional reactions, tools can be developed for meaningful learning within the context of Early Childhood Education. It was concluded that the Communities of Inquiry could effectively and playfully develop the child progressively in their logical, abstract, critical, and reflective thinking, in addition to collaborating for the development of linguistic, discursive skills and in the ability to understand and express themselves.
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Keyword:
Domínio/Área Científica::Humanidades::Filosofia; Early Childhood; Educação Infantil; Education; Emoção; Emotions; Ética e Religião; Filosofia para Crianças; Philosophy for Children
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URL: http://hdl.handle.net/10400.3/6259
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| 9 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 10 |
Saudi Teachers’ Perceptions of Rough-and-Tumble Play in Early Learning
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Alghamdi, Rana. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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| 11 |
Saudi Mothers' Experiences Maintaining Their Young Children's Arabic Language and Islamic-Saudi Identity
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| 12 |
Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 13 |
Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement
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In: The Advocate (2020)
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| 14 |
Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory
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In: Early Childhood and Elementary Education Faculty Publications (2020)
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| 15 |
But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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| 16 |
Predictive Validity of Standards-based and Curriculum-embedded Assessments for Predicting Readiness at Kindergarten Entry
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In: Graduate Theses and Dissertations (2020)
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| 17 |
Dialect Use, Language Abilities, and Emergent Literacy Skills of Prekindergarten Children Who Speak African American English
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In: Theses and Dissertations (2020)
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| 18 |
Equitable Early Childhood Education for Young Bilingual Learners in North Texas: Examining Kindergarten Entry Assessments for Bilingual Children
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| 19 |
The Promise Of Language Planning In Indigenous Early Childhood Education In Mexico
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In: Publicly Accessible Penn Dissertations (2020)
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| 20 |
Teacher Interactions, Teacher Bias and Child Behavioral Health
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In: Doctoral Dissertations (2020)
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