Brazilian Research into Children's Perspectives on Their Educational Experience: Participation and Play at Risk

Autor/in	Cruz, Silvia Helena Vieira
Titel	Brazilian Research into Children's Perspectives on Their Educational Experience: Participation and Play at Risk
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 3, S.409-419 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1600810
Schlagwörter	Educational Experience; Play; Preschool Children; Childrens Rights; Student Attitudes; Foreign Countries; Poverty; Teaching Methods; Discipline; Authoritarianism; Student School Relationship; Teacher Student Relationship; Preschool Teachers; Risk; Faculty Development; Punishment; Brazil + Suchen Sie Ihr Suchwort? Bildungserfahrung; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s rights'; Kindesrecht; Schülerverhalten; Ausland; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Disziplin; Autoritarismus; Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Erzieher; Erzieherin; Kindergärtnerin; Risiko; Bestrafung; Brasilien
Abstract	The article presents a review of research that has sought to capture the perspectives of poor children on their experience in Brazilian public childhood education institutions, emphasising two themes: interactions and play. The voices of the children heard in these studies indicate the predominance of the transmissive teaching model, centred on values and objectives defined only by adults, marked by discipline, authoritarian relations, and not particularly sensitive to the children' interests and needs. In this scenario, boys and girls develop a hostile relationship with school, especially with the preschool teacher. This panorama indicates an urgent need for participatory professional development that will allow educators to reconstruct the child' image, their own role and the educational environment so that they embrace and respond to the needs and rights of children and their competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01