Memories of the transition from Early Childhood Education to Elementary School

• Grant number: 24/13963-6
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: December 01, 2024
• End date: September 30, 2025
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Maria Silvia Pinto de Moura Librandi da Rocha
• Grantee: Vinicius Leonel Cerqueira Soutter
• Host Institution: Escola de Ciências Humanas, Jurídicas e Sociais (EHJS). Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil

Abstract

This is a Scientific Initiation (SI) project connected to the research "Building Bridgesbetween Early Childhood Education to Elementary School" (developed by the advisor with the support of FAPESP/PROEDUCA). The theme of both studies is the transition from Early Childhood Education (ECE) to Elementary School (ES). The SI project's objective is to analyze the children's memories on their experiences in ECE and ES. Its specific objectives are: (i) exploring the relevance of the mediating instrument (game) as a resource to support their expression of school-life memories and (ii) analyzing if sharing such memories with peers helps with the transition. The methodology is qualitative, with the application of a game with rules designed for this research. The game has questions related to situations represented by images, based on which the children can interpret what is happening, narrate if they have already experienced/observed something similar and state if the situation in the image happens in ECE or ES. The rounds will take place with 4-6 children at a time, mediated by the SI researcher, recorded in video, and selectively transcribed. The analysis will have a microgenetic perspective, with axis to be defined a posteriori. Based on the results, we expect (i) to understand the relevance of (re)elaborations at the final stage of the ECE and the days before the beginning of the first year of ES and (ii) to know more about mediating pedagogical practices that may contribute with this process.