Teacher knowledge about evaluation in early childhood education

• Grant number: 13/23717-8
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: February 01, 2014
• End date: December 31, 2014
• Field of knowledge: Humanities - Education
• Principal Investigator: Maevi Anabel Nono
• Grantee: Raiza Fernandes Bessa de Oliveira
• Host Institution: Instituto de Biociências, Letras e Ciências Exatas (IBILCE). Universidade Estadual Paulista (UNESP). Campus de São José do Rio Preto. São José do Rio Preto , SP, Brazil

Abstract

Since the promulgation of the 1988 Constitution, which established the duty of the State to the education of children aged 0 to 6 years, various laws and documents, and research, have been published to define and guide the practices to be developed in Early Childhood Education, including assessment practices. Through this research project, at the level of Scientific Initiation, we intend to investigate the knowledge that kindergarten teachers have regarding the evaluation in kindergartens and preschools. This is a project linked to a larger study in progress, through which investigates knowledge of Early Childhood Education professionals about the various laws and documents published since the 1980s. The IC research, of a qualitative nature, will be developed in the period January to December 2014, in a public school kindergarten, municipal, located in São José do Rio Preto, SP. The subjects are 12 teachers working in the school that serves children 0-4 years old. Data will be collected through questionnaires, observations of the everyday life of two teachers of the groups of school children and interviews with these two teachers. Analysis of the data will occur from the following analysis focuses: 1) knowledge of the subjects about the purpose of assessment in Early Childhood Education, 2) registration forms of pedagogical work and the development of children used by subjects, 3) knowledge necessary from the point of view of the subject, to evaluate in Early Childhood Education, 4) contributions and limitations of the initial training courses for their assessment practices in Early Childhood Education. It is expected, through this research, to contribute to studies on Teacher and Early Childhood Education. (AU)