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Authors
Advisor(s)
Abstract(s)
This study investigates the process of praxiological transformation developed in an early childhood
institution. The main objectives of the study were defined around the reconstruction of children’s
and educators’ images, hoping to create democratic participatory understandings of central actors
that will develop a situated pedagogy of respect and learning (Oliveira-Formosinho, 2009). It undertakes
deep dialogues with Childhood Association pedagogical approach for children learning and
teachers’ development (Formosinho and Oliveira-Formosinho, 2008) as well as with Effective Early
Learning Project (Bertram and Pascal, 2004) as reference for monitoring and evaluating quality coconstruction.
This study is located in the qualitative paradigm (Guba and Linkoln, 2005; Dezin and
Linkoln, 2006) and is being conducted through a single case study (Stake, 2005, 2007) in the context
of an action-research process. The learning process were develop into a collaborative action that puts
practitioners as subjects of the research and as participants, in a cooperative process of pedagogical
mediation.This learning led the participants to reflect on the ethical issues involving its use. This has
been a long and complex process that has had positive effects in the transformation of practices (staff
development) and on children learning and participation. The reconceptualization of the image of the
child has been key for their right to participate and a professional motivation for educators to change
practices.
Description
Keywords
Praxiological research Professional development childhood pedagogy
Citation
Mesquita-Pires, Cristina (2012). The child’s voice in praxiological transformation. In 22nd EECERA Conference. Porto, p. 158
Publisher
European Early Childhood Education Research Association