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Portuguese national report on early years teachers conceptions and practices to assess and document childrens learning

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dc.contributor.authorMesquita, Cristina
dc.contributor.authorAzevedo, Maria
dc.contributor.authorCastanheira, Luis
dc.contributor.authorPinto, Ana Lúcia Jesus
dc.contributor.authorLopes, Rui Pedro
dc.date.accessioned2024-02-22T09:55:36Z
dc.date.available2024-02-22T09:55:36Z
dc.date.issued2022
dc.date.updated2024-02-18T09:19:49Z
dc.description.abstractThis text examines early childhood education in Portugal, which is divided into two categories: Day Care for children aged 0-3 years and Preschool Education in Kindergartens for children aged 3-6 years. The study focuses on Preschool Education, which is part of the Portuguese educational sys- tem and emphasizes educational preparation for children. The Framework Law for Preschool Edu- cation sets goals for socio-emotional and intellectual development, education for citizenship, cor- recting social asymmetries, and equalizing opportunities. The study aims to understand kindergar- ten teacher knowledge beliefs and practices regarding children's assessment and pedagogical doc- umentation. Data were collected using an online questionnaire, distributed through social net- works, and made available on the website of the APEI. The data were processed and analyzed with the aid of the Pandas tool, revealing that most kindergarten teachers engage in weekly reflections with children regarding the collected learning evidence and believe that a digital application could facilitate the documentation process. The most common use of digital applications is to share pho- tos and/or videos and exchange messages with families. Kindergarten teachers use various meth- ods to collect data on children's activities, such as direct observation and conversation with chil- dren, photographic records, and analysis of children's work. Overall, the study sheds light on how kindergarten teachers perceive pedagogical documentation, its importance, and the challenges as- sociated with assessing children. It also highlights how digital applications can facilitate the docu- mentation process, making it easier to share learning evidence with parents and track children's development.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationMesquita, Cristina; Azevedo, Maria; Castanheira, Luis; Pinto, Ana Lúcia; Lopes, Rui Pedro (2023). Portuguese national report on early years teachers conceptions and practices to assess and document childrens learning. EYdigiFoLio.pt_PT
dc.identifier.slugcv-prod-3836671
dc.identifier.urihttp://hdl.handle.net/10198/29583
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.titlePortuguese national report on early years teachers conceptions and practices to assess and document childrens learningpt_PT
dc.typereport
dspace.entity.typePublication
oaire.citation.titleEYdigiFoLiopt_PT
person.familyNameMesquita
person.familyNameAzevedo
person.familyNameCastanheira
person.familyNamePinto
person.familyNameLopes
person.givenNameCristina
person.givenNameMaria
person.givenNameLuís
person.givenNameAna Lúcia Jesus
person.givenNameRui Pedro
person.identifierK-3931-2017
person.identifier.ciencia-id281C-3FE6-83CA
person.identifier.ciencia-id3516-CBC0-130A
person.identifier.ciencia-id7E11-27ED-1F39
person.identifier.ciencia-idE319-D11F-516B
person.identifier.ciencia-id8E14-54E4-4DB5
person.identifier.orcid0000-0002-4992-8614
person.identifier.orcid0000-0002-9266-9240
person.identifier.orcid0000-0002-4921-2114
person.identifier.orcid0000-0002-8290-8578
person.identifier.orcid0000-0002-9170-5078
person.identifier.scopus-author-id56203897400
rcaap.cv.cienciaidE319-D11F-516B | Ana Lúcia Jesus Pinto
rcaap.rightsrestrictedAccesspt_PT
rcaap.typereportpt_PT
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relation.isAuthorOfPublicationbab79cec-e0c1-410c-b829-f344db4a438f
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relation.isAuthorOfPublication.latestForDiscovery78078af7-9a5f-48da-8450-6f2911ecb60e

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