Pê de Pai

Que livro fantástico! Simples, profundo, humano... (tal como o meu Pai :)

pai_pe_de_pai

View more presentations or Upload your own.

Quadros feitos com tecidos sobre a Primavera

Quadros realizados com tecidos pela avó V.

(Sim, já andamos a sonhar com a Primavera!)

Papagaios de papel Marinhos

Estes papagaios de papel voaram mesmo; não no mar mas no céu! São feitos com papel de seda.

A medusa tem uma armação realizada com arame fino e a estrutura da raia é feita com palhinhas.

Uma saída de campo ao litoral

As crianças são seres "científicos" por natureza. Estão sempre a observar, são curiosas, exploradoras, interrogativas. Assim é muito importante oferecer oportunidades para puderem usarem estas faculdades científicas.

Foi com esse fim que elaborei este guia para uma saída de campo ao litoral rochoso.

Foi direcionado para crianças no final do ensino pré-escolar mas poderá ser facilmente adaptado a crianças mais novas.

O importante é o contacto com a Natureza, o observar in loco as diferentes formas de vida, os diferentes habitats; aperceber-se das mudanças que ocorrem no tempo e no espaço; aprender a respeitar e presevar o ambiente.

É também importante contextualizar previamente o que se vai observar, como se vai observar. Explorar livros e filmes será uma estratégia. O registo será também importante, bem como a discussão e análise do observado.

A saída de campo poderá fazer parte de um projecto mais alargado sendo ela mesma potenciadora de novas actividades e projectos.

Partilho aqui então um exemplo de um guião para a organização de uma saída de campo ao litoral

Saída de campo ao litoral

Canção: A barca da Fantasia - as memórias da infância

As memórias de Infância são as mais persistentes. Nelas se misturam muitas vezes o vivido e a Fantasia. Quantas vezes fechamos os olhos e vemos sorrindo a criança que fomos... são essas memórias que nos acompaham pela vida e que nos fazem lembrar que a felicidade surgia entre as coisas simples e pequenas, tantas vezes algures entre o real e a Fantasia.

O Pastor

Ai que ninguém volta

ao que já deixou

ninguém larga a grande roda

ninguém sabe onde é que andou

Ai que ninguém lembra

nem o que sonhou

(e)aquele menino canta

a cantiga do pastor

Ao largo

ainda arde

a barca

da fantasia

e o meu sonho acaba tarde

deixa a alma de vigia

Ao largo

ainda arde

a barca

da fantasia

e o meu sonho acaba tarde

acordar é que eu não queria

(Música: Madredeus

Letra: Pedro Ayres Magalhães

In: MadreDeus-Existir 90)

A importância da Qualidade educativa desde o Berçário: Should under 3s go to Nursery?

Um texto que faz pensar na importância vital da qualidade educativa desde o Berçário...

By Paola Totaro

IT'S A tough call and one that no working parent will want to hear: child care used "too much, too early, too long" damages babies' brain chemistry and affects their social and emotional development.

But when the warning is delivered by a parenting guru and psychologist with 30 years' experience - and 4 million book sales under his belt - ignoring the message may not be an option.

Previously an advocate of quality child care, author Steve Biddulph has spent the past five years examining and distilling the results of national and international studies of infants in long day care.

In a new book, Raising Babies - Should under 3s go to Nursery?, he argues that this growing international body of work combined with neurobiological research clearly suggests that at least during the first two years of life, brain development unfolds at its optimum with one-to-one care. This care could be from mother, father, a loving relative or, if necessary, a single, attentive paid carer.

Significant among the reams of research are the so-called cortisol studies, which measured the presence of stress hormones in young babies and consistently found these levels to be higher in children in long day care. These have been linked with greater aggression and anxiety found in older children in long day care but are also known to affect the development of a range of neurotransmitters, whose pathways in the brain are still being built. These permanent brain changes are now thought by scientists and psychiatrists to affect the way the child will react to stress, anxiety and negative feelings in later life.

"This book presents much objective evidence, but it also carries a strong professional opinion for which I don't apologise," writes Biddulph. "It is likely that some people will feel angry after reading this book and it will be unsettling for those who feel trapped by economic circumstances into placing their babies and toddlers into nurseries when they would rather not. But my responsibility as a psychologist and educator is to be honest, and convey current findings and knowledge without gloss or deception."

In his author's foreword, Biddulph writes he was initially "afraid to release this book … Its message was so confrontational, so against the tide."

But when his own and fellow psychologists' disquiet began to be matched by research and this was coupled with the burgeoning trend towards corporatisation of child care and the imposition of profit over quality, he decided it was time to speak up: "I had started out as a believer in the ideal of quality nursery care and the role it played in allowing women to broaden their lives … but the more I saw of the reality of day-care centres and nurseries and the more conversations I had with parents and carers, it became clear to me that the reality never matched the fantasy.

"The best nurseries struggle to meet the needs of very young children in a group setting. The worst were negligent, frightening and bleak: a nightmare of bewildered loneliness that was heartbreaking to watch.

"Children at this age - under three - want one thing only: the individual care of their own special person. Even the best run nurseries cannot offer this." Biddulph says the invention of child care has been necessary, thanks to the harried nature of modern life. Whether motivated by idealism or corporate greed, it aimed to "slot messy and needy young children into the new economic system, while at the same time reassuring us that it is good for them, socially and educationally".

Child care is now so well marketed, he writes, that even parents at home have begun to feel that they might not be as good for their babies as the "professionals".

"The critical, rarely mentioned core of nursery care is that our children will be looked after in bulk - on a 1:5 or 1:8 ratio, compared to 1:1 at home. Like McDonald's fast food, we can enjoy the convenience of drive-through, ready-made, fast-parenting; through the miracle of mass production."

Biddulph believes the rapid adoption of child care in the early years has been a huge social experiment, a gamble by parents that "everything will be OK". But the results of that experiment are now emerging and the worldwide epidemic of teenage depression, anxiety and substance abuse suggests all may not be well.

"Society has become more materialist and fatally neglected the place of caring … Governments have failed to protect families from corporate pressures and many people can no longer afford to care for their own children," Biddulph writes.

"Quality care appropriate to very young children does not exist. It is a fantasy of the glossy magazines. If your heart has been uneasy about these things, it is probably right. [But] you can find a better way."

Care options in order of preference

1. Engage a close relative or friend who you trust and who loves your child.
2. Employ a trustworthy family day carer you know personally.

3. Find a quality day-care centre with stable staff you can get to know and about whom you feel comfortable.

What's best by age

0-1: No child care at all. Keep baby with parent, relative (or trusted babysitter for short breaks).

1-2: One short day with a trusted carer. Ideally a one-on-one carer-to-child ratio; one-to-three at most.

2-3:Two short days a week with a trusted carer. Building up to short days in a quality centre but only if the child settles well.

3-4: Up to three short days or half days in quality care.

4-5: Up to four short days or half days in quality care.

vide texto integral em http://www.smh.com.au/articles/2006/03/17/1142582520873.html

Barcos simples feitos o partir de materiais da Natureza

Belos, singelos, leves...a vogar em águas calmas...

vide mais em http://www.flickr.com/photos/lenny_meriel/sets/139251/

Uma dramatização simples com crianças de 2 anos: Uma festa de Aniversário para a Ovelhinha

No estágio final do meu curso cada criança do grupo tinha um símbolo que a identificava. As crianças desenvolveram um sentimento forte de identidade com o seu símbolo e consequentemente com o animal que este representava.

No final do estágio surgiu a hipótese de desenvolver uma pequena dramatização onde cada criança representaria o animal do seu símbolo. A acção a dramatizar seria uma festa de aniversário para a Ovelhinha.

Embora simples esta actividade exigiria a passagem do abstacto/simbólico para o concreto. Considerei pertinente desenvolver actividades prévias que facilitassem essa passagem (criança-fantoche-personagem).

Esssas actividades foram, sucitamente:

1. Audição do texto da dramatização

2.Visualização das personagens e da acção (dramatização de fantoches)
3. Identificação da personagem (manipulação do fantoche)
4.Personificação da personagem
5. Dramatização

Assim primeiro apresentei a acção da dramatização como conto (leitura do poema), depois dramatizei-a usando fantoches.
Mais tarde as crianças usando o fantoche do animal do seu símbolo dramatizaram a história.
Numa fase posterior construiram os "adereços" que levariam à festa da Ovelhinha e mais tarde representaram eles mesmos a acção da dramatização.
Foi um trabalho continuado no tempo e no espaço para que pudesse ter significância real para as crianças.

Algumas das actividades que antecederam a dramatização final:

1. Dramatização de fantoches

2. Construção de fantoches

3. Exploração livre dos fatos e adereços a usar na dramatização (elaborados anteriormente na altura do Carnaval)

4. Elaboração dos presentes para a Festa (cada criança lavava um presente para a festa)

- Cornetas enfeitadas com fitas ( as crianças colaram fitas de papel nas cornetas; o mais divertido foi tentar tocar a corneta!)

- Bolo de Aniversário (construído com caixas de cartão forradas com toalha de papel. As crianças pintaram o bolo usando cotonentes como instrumento de pintura e colaram pequenas esferas de papel crepe)

- Cartão de Parabéns (cartão de grandes dimensões decorado com elementos pintados pelas crianças. No interior do cartão estavam as fotos de todas as crianças e uma mensagem sobre a Amizade)

- Sumos coloridos (em pequenos copos de plástico, as crianças colocaram pásticina de diferentes cores e uma palhinha. Os copos foram colados a um prato de papel para facilitar o transporte durante a dramatização)

- Colar para a Ovelhinha (como fazia anos, a Ovelhinha teve direito a um colar especial, cheio de fores!)

- Balão decorado com auto-colantes (auto-colantes feitos a partir de papel auto-colante alusivos ao símbolo do animal que levaria este presente)

- Sacos com papelinhos (sacos realizados a partir de sacos de plástico transparentes e coloridos. A crianças cortaram pequenos pedaços de papel para atirar durante a festa.)

- Bolinhos de coco com cereja ( bolinhos realizados com esponja. As crianças colaram as esponjas às forminhas de papel e no cimo colaram uma cereja. As formas foram coladas a um prato de papel)

5. Preparação de sumos para festa (as crianças preparam sumos de diferentes cores e sabores usando preparado de sumo em pó que diluíram em água)

Texto da dramatização

Na Quinta dos Animais

Vai haver uma festinha

Os animais vão contentes

À festa da Ovelhinha

A Vaquinha vai sorrindo

E dá a mão ao Ursinho

Levam bolinhos de coco

E sumo muito fresqinho

Vem de longe a Borboleta

O Patinho e o Caracol

Eles trazem cornetas

E papelinhos da cor do sol

O Pintainho amarelo

Dá a mão ao senhor Cão

Os dois trazem um presente

É um enorme cartão

O Gatinho vem com o Rato

Sempre muito sorridentes

E juntos trazem o bolo

Para a Ovelha ficar contente

Agora só falta o Peixe

Vem a nadar devagar

Traz um grande balão

Que voa alto no ar

1, 2, 3, a festa vai começar

Quando a luz se apagar

As velas vão brilhar

E todos os animais vão cantar:

Parabéns a você…

 

Visitantes Galácticos: Se por ventura esta mensagem vos inspirou a realizar alguma dramatização/actividade semelhante com outras crianças; faça-nos chegar notícias de como foi; Gostaríamos muito de partilhar aqui neste espaço! Votos de bom trabalho a todos!

Abordagem de Projecto: Continuidade e Significância

Continuity and Purpose in the Design of Meaningful Project Work                                                                                                                        Amy C. McAninch

School of Education

University of Missouri at Kansas City

Abstract

This paper discusses two pitfalls in designing project work. The first is a tendency to design projects with little emphasis on how the subject matter might connect to future studies. The second involves processes and goals of project work: all too often the processes proposed for project work serve goals that are nonexistent, weak, or unrelated to one another; or if strong goals exist, they are served by mundane processes. Because the philosophical foundations of project work reside in progressive education, and in particular in the work of Dewey, this paper focuses on the insights his conception of curriculum has for these pitfalls. In the first section of this paper, Dewey's principle of continuity is examined in relation to the first pitfall and the treatment of subject matter in project work. In the remainder of this paper, goals and processes are considered in light of Dewey's discussion of the concept of purpose. The paper notes that Dewey's theoretical analysis of progressive education suggests that subject matter content, processes, and products are all vital to intelligent activity. The paper also points to the fundamental role that the philosophical foundations of education play in the development of curriculum for young children and the difficulty of implementing progressive pedagogy.

Introduction
The impetus for this paper is my frustration in helping preservice teacher candidates develop sound plans for project work for the early primary grades. My experience has been that the pitfalls involved in designing project work are at least twofold. First, preservice teacher candidates tend to design projects as islands unto themselves, with little emphasis on how the subject matter might connect to future studies. For example, a project on "China," followed by a project on "Australia," will contain few concepts and understandings connecting the two subjects. If there are concepts that relate one study to the next or subsume both topics, they are all too often implicit, rather than explicit. Thus, while the customs or language particular to each country may be examined as part of project work, children are not helped to think in terms of overarching concepts such as "culture." The consequence is a weakening of the educational value of the project. The second pitfall has to do with the processes and goals of project work. All too often, the processes that preservice teacher candidates propose for project work serve goals that are nonexistent, weak, unrelated to one another, or unclarified. On the other hand, strong goals are frequently served by mundane processes. Here, too, opportunities for learning may be lost. As Katz has pointed out, projects require good content and processes in the service of solid intellectual goals (L. G. Katz, personal communication, December 10, 1999).

Because the philosophical foundations of project work reside in progressive education, and in particular in the work of Dewey (1938), this paper focuses on the insights his conception of curriculum has for these pitfalls. In the first section of this paper, Dewey's principle of continuity is examined in relation to the first pitfall and the treatment of subject matter in project work. In the remainder of this paper, goals and processes are considered in light of Dewey's discussion of the concept of purpose. For the progressives who originally advocated project work, the alienation and intellectual stagnation of 19th-century schooling was to be remedied by the "whole-hearted purposeful activity" of project work (Kilpatrick, 1925, p. 349). Dewey's effort to formulate the principles by which a child-centered and experientially based curriculum can be designed and evaluated makes clear that projects are not merely a pedagogical reform, but more fundamentally they are tied to the cultivation of the kind of intellectual dispositions required of citizens in a democracy. These ideas are examined more fully below, turning first to the "principle of continuity" and its implications for a project curriculum.

vide texto integral em http://ecrp.uiuc.edu/v2n1/mcaninch.html

Abordagem de Projecto - contributos para o desenvolvimento global das crianças

The Project Approach: Meeting the State Standards

Dot Schuler

Grafton Elementary School

Abstract

This paper suggests that when engaged in project work, children apply most of the skills identified in the age-appropriate state learning standards. To illustrate how good-quality project work addresses the Illinois state learning standards, this paper describes a project conducted by a second-grade class on their community—Grafton, Illinois. The paper focuses on two children who, as part of the Grafton project, studied churches in the community. The paper describes the project's three phases and discusses how, through the process of investigating a topic of interest to them, representing their new knowledge, and sharing their work with others, the children applied the skills identified by the Illinois state learning standards as necessary for early elementary school students.

Introduction

According to Lilian Katz and Sylvia Chard (1989), a project is an in-depth investigation of a topic worthy of investigation in the students' immediate environment. By using the Project Approach to complement other parts of the curriculum, teachers can create a learning environment in which state learning standards for elementary students are addressed in an integrated and meaningful way. For example, when they are engaged in project work, children will meet many, if not most, of the state of Illinois standards for several domains in the process of investigating a topic of interest to them, representing their new knowledge, and sharing their work with others (see the Appendix for a partial list of Illinois Learning Standards for Early Elementary Grades). In addition to the skills applied in project work, other skills can be taught systematically and practiced during the course of a project. Project work intrinsically meets many of the Illinois state standards, even before considering the content of the project. Therefore, by also attending carefully to the standards relevant to the content of the project, teachers can be assured that project work is a good-quality instructional strategy that encourages children to practice and apply an abundance of skills. This article describes how a project on their community conducted in a second-grade classroom in Grafton, Illinois, helped two children meet many of the state standards for their grade level. Although this article focuses on two of the children in the class, all of their classmates had similar opportunities to acquire knowledge and practice and apply skills required in the state standards.

vide texto integral em http://ecrp.uiuc.edu/v2n1/schuler.html

Abordagem de projecto com crianças de 2 anos: um exemplo...a seguir...

Beginning the Journey: The Project Approach with Toddlers

Yvonne Kogan & Josefina Pin

Eton School, Mexico City

Abstract

Some features of project work are of value for toddlers, while others are best left until children are older. This article shares the process through which teachers and administrators at a private school in Mexico City gained awareness of the importance of listening, observing, and documenting children’s activities to determine how to adapt features of the Project Approach to meet the needs and interests of toddlers. This adaptation of project work, called project practice, engaged toddlers in developmentally appropriate activities that involved exploration, representation, and the search for understanding.

Introduction
The experiences presented in this article take place at Eton School in Mexico City, Mexico. Eton is a private, coed, multicultural, bilingual (Spanish and English) institution for children ages 2 to 18 (prekindergarten to grade 12).
As principal and assistant principal at Eton School’s Early Childhood Center, we have spent many years working with the Project Approach with children ages 2 to 6. We would receive comments from teachers that ranged from it being a wonderful experience to it being frustrating and not very meaningful for the children. It was the teachers of the 2-year-olds who repeatedly expressed their concern and discomfort with project work. We felt puzzled that teachers of older children found project work so engaging for themselves and the children, while the teachers of our very young children did not. At first we thought that the latter lacked knowledge about the Project Approach, its framework, and its features. We decided to give them further training and to work in closer collaboration with them. It was after we spent time in their classrooms, observing and accompanying them in the development of several projects, that we were able to determine the cause for their feelings. We could see that we needed to work with 2-year-old children in a different way than we were working with our older children. It was then that we began looking for ways of adapting features of the Project Approach to the needs and interests of our youngest learners.

Vide texto integral em http://ecrp.uiuc.edu/v11n1/kogan.html

Montessori e a Educação para a Paz