The pedagogical perspective of child Association

Pedagogy in Participation

Luís Castanheira

Bragança-Portugal

Enhancing Early Childhood Education and Care in Palestine /CARE

Training Course: Pedagogical Supervision in Early Childhood Education

construction of citizenship

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1. Pedagogy-in-participation is supported in:

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• Principles/beliefs/values where emphasizes:
• children's rights
• the rights of educators
• the rights of families and communities

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Preamble

• What is the Child Association?

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• Is a private portuguese association, human development professionals, whose mission is to promote intervention programs for improving the education of young children in their organizational and community contexts.

Plural Sources

1. Pedagogy-in-participation is supported in:

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• On theories/knowledge
• the educational and historical heritage we have social constructivism's

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• Through mechanisms of:

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• guided participation (Rogoff)

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• trial reflected (Dewey)

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• constant dialogue (Habermas)

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• awareness processes (Freire)

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Interactivity between knowledge, beliefs and practices

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• Developed from the practice in real work context.

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• A continuous and evolutionary process:do mais implícito ao mais explícito;
• the natural built;
• the spontaneous to critical;
• the routine to the reflective

1. The pedagogy in participation:

The right to Learn, the right to Teach

• Learn: rights of children, rights of Educators

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Rights of children

Rights of Educators

Creation of Opening

Acceptance

Identification of needs, Problems

Expectations

Creating starting points

Training in Context

Implicit Pedagogy Explicit Pedagogy

Community rights

Rights of Families

Relational heart

2. Pedagogic Mediation

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• Mediation pedagogical practices are characterized by:

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• Professional interactions where the observation, respect, listening, dialogue and negotiation are central
• num processo contínuo e persistente

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• a systematic process

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• a nonlinear process

As it is more important than why or for what

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2. Pedagogic Mediation

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• The observation is contextual, because don`t focus on the child, but the child's learning in the educational context that has been created, which means that before observing the child's learning, or concurrently to the observation of the child's learning, must observe the context that has been created for the child to learn.

Adult's sensitivity

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2.Pedagogic Mediation

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• The listen is a continuous process, a process of seeking knowledge about children, about their interests, their motivations, their relationships, their knowledge, their intentions, their wishes, which stands on an ethics of reciprocity.

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Adult Commitment

2.Pedagogic Mediation

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• The negotiation involves debate and generate consensus on the processes and curricular contents, as well as the pace and ways of learning of each child and the group. This is a guided class participation and in the definition of curriculum planning.
• On pedagogical differentiation it is found, in everyday life, teaching to take the heterogeneity and diversity.

the observation, listening, documentation, interpretation/evaluation and planning are processes that Interweave (Entrelaçam)

2. Pedagogic Mediation

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documentation

observation/listen

planning

intervention/assessment

Be; Braid; Experiential Learning; Meaning

3. Axes of pedagogy-in-participation

Pedagogy in Participation

BE BE

BELONG PARTICIPATE

TRYR COMMUNICATE

CREATE NARRATE

Interconnectivity

4. Learning areas

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1. Identities

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2. Relationships

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3. Languages

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4. Meanings

BE BE

BELONG PARTICIPATE

COMMUNICAtE EXPLORE

CREATE NARRATE

Interactivity

4. Dimensions of Pedagogy,

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Teaching and Learning Areas axes

CULTURES

CULTURES

K

N

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W

L

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D

G

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B

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F

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V

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D

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C

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M

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N

T

A

T

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O

N

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P

a

R

E

N

T

S

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C

O

M

M

U

N

I

T

y

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D

O

C

U

M

E

N

T

A

T

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n

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INTEGRATED CURRICULUM AREAS

INTEGRATED CURRICULUM DIMENSIONS

Spaces and teaching materials

teaching time

interactions

Observation

planning

evaluation

projects and activities

Group organization

Sustain the Praxis; (re) creation of pedagogy

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• Conquest process:

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• the re-evaluation of the profession

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• The impact of professional trial

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• the understanding of the competence of the child that if transformed into fascination

Pedagogy-in-participation

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Grateful for the attention