| dc.contributor.author | Mesquita, Cristina | |
| dc.date.accessioned | 2023-06-27T09:51:14Z | |
| dc.date.available | 2023-06-27T09:51:14Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | This study investigates the process of praxeological transformation devel- oped in an early childhood institution using context-based staff educational practices as strategy to support the professional development of educators. It aims at developing a pedagogy that recognises and legitimises children as full-right citizens, thus valuing their competences to participate. The context-based staff educational practices were taken in an ecological perspective thus recognising an interconnection between professional devel- opment, curriculum and organisational development. This is a longitudinal case study (four years) framed in a qualitative constructivist approach, using action research, context-based staff development and participatory childhood pedagogy as means to change educational practices. It is founded in the principles of the Childhood Association’s pedagogical approach for children learning and teachers’ development, as well as on the Effective Early Learning Project as a reference for monitoring and evaluating quality co-construction. The main objectives of the study were defined around the reconstruction of children and educators’ images, to create democratic participatory understandings of central actors that will develop a situated pedagogy of respect and learning. The reconceptualisation of the image of the child, based on the listening of his/her voices, has been key for their right to participate and a professional motivation for kindergarten teachers to change their daily professional practices. The data gathered reveal the understanding of children as competent persons and active learners who construct complex forms of thought and action. This long process of learning led the partici- pants to realise the importance of participatory childhood pedagogies. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.citation | Mesquita, Cristina (2023). Children's voice in praxiological transformation. In S. Frankel (Ed.) Establishing Child Centred Practice in a Changing World, Parte B. Toronto: Emerald Publishing Limited. p. 23-37. ISBN 978-1-80455-941-3 | pt_PT |
| dc.identifier.doi | 10.1108/978-1-80455-940-620231003 | pt_PT |
| dc.identifier.isbn | 978-1-80455-941-3 | |
| dc.identifier.isbn | 978-1-80455-940-6 | |
| dc.identifier.uri | http://hdl.handle.net/10198/28477 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Emerald Publishing Limited | pt_PT |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | pt_PT |
| dc.subject | Participatory Contexts | pt_PT |
| dc.subject | Children's voice | pt_PT |
| dc.subject | Action research | pt_PT |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | pt_PT |
| dc.title | Children's voice in praxiological transformation | pt_PT |
| dc.type | book part | |
| dspace.entity.type | Publication | |
| oaire.citation.conferencePlace | Toronto | pt_PT |
| oaire.citation.endPage | 37 | pt_PT |
| oaire.citation.startPage | 23 | pt_PT |
| oaire.citation.title | Establishing Child Centred Practice in a Changing World, Part B | pt_PT |
| oaire.citation.volume | Parte B | pt_PT |
| person.familyName | Mesquita | |
| person.givenName | Cristina | |
| person.identifier | K-3931-2017 | |
| person.identifier.ciencia-id | 281C-3FE6-83CA | |
| person.identifier.orcid | 0000-0002-4992-8614 | |
| person.identifier.scopus-author-id | 56203897400 | |
| rcaap.rights | restrictedAccess | pt_PT |
| rcaap.type | bookPart | pt_PT |
| relation.isAuthorOfPublication | f3281c2f-9bf6-49af-84a8-995ca1a8bdd8 | |
| relation.isAuthorOfPublication.latestForDiscovery | f3281c2f-9bf6-49af-84a8-995ca1a8bdd8 |
