PERIODIZATION OF CHILDHOOD DEVELOPMENT AND TEACHING PRACTICE AT PRE-SCHOOL: REFLECTIONS FROM THE HISTORICAL AND CULTURAL THEORY
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Data
2015-05-01
Autores
Duarte Bezerra, Janaina Pereira [UNESP]
Tuim Viotto Filho, Irineu Aliprando [UNESP]
Ponce, Rosiane de Fatima [UNESP]
Becegato, Camila Cordeiro [UNESP]
e Silva, Camila Rocha [UNESP]
Souza Pereira, Caroline Galan de [UNESP]
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Editor
Univ Fed Sao Paulo, Dept Education
Resumo
This article originates from the intervention work with ludo-pedagogical activities which we' ve been doing at a public preschool located in Presidente Prudente/SP within members of the studies group called GEIPEEthc. Our objective is to make some reflections on teaching practice in early childhood education, considering the periodization of child development from the theoretical and methodological assumptions of Historical cultural theory. In this way, we showed that by acting in educational institutions, teachers should consider the periodization of child development, to get their educational objectives, as well as to plan their pedagogical proposals. For these reasons, this study aimed to discuss the timeline of development during childhood and emphasize the teaching practice contributions to children qualitatively development inside the childhood school.
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Palavras-chave
Historical cultural theory, periodization of development, Teaching practice
Como citar
Revista Olhres. Guarulhos: Univ Fed Sao Paulo, Dept Education, v. 3, n. 1, p. 237-257, 2015.