Perceptions and practices of teachers on child readers attitudes of early Childhood Education

• Grant number: 14/26780-5
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2015
• End date: December 31, 2015
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Elieuza Aparecida de Lima
• Grantee: Ariadni da Silva de Oliveira
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

This research proposal arises from the participation in research projects and extension with focus on reading and storytelling of children's literature. These activities had a defense that these moments can potentially influence the cultural development of intelligence and personality of young children. The main objective of this project presented herein is to identify and analyze perceptions and aspects of Early Childhood Education teacher practices on readers attitudes of children aged 4 and 5 years. The specific objectives are to identify teachers' attitudes on reading motivation moments performed by children; and check in which areas and which materials are used in reading practices in everyday school life and how such spaces and materials are explored by children and teachers. This is research whose journeys involve literature to find aspects of readers attitudes of children aged 4 and 5 years, to then identify them in perceptions and practices of teachers in this age group. This identification work will be done through semi-structured interviews with teachers of the age range of children in question, ie the last two years of early childhood education. In the interview with semi-structured, there will be observations of the pedagogical practices of teachers, research subjects, emphasizing the moments of reading, a Municipal School of Early Childhood Education of a city in São Paulo. These methodological choices were made to answer to the following problem: what are the perceptions and practices of the last two classes of teachers of early childhood education that leads to consider children readers of children's literature books?