Paula Santos

Multimedia Platform Development for Parental Involvement in Learning of Children Attending Kindergarten - Iterative Cicles of Development.

Several studies have shown the importance of parental involvement in learning and development of kindergarten children, but also mention existing barriers, such as lack of time. The proliferation of access to the Internet and use of web tools can facilitate communication between parents and educators, reduce barriers and promote parental involvement and participation in childrens learning. The study carried out is a designbased research, which aims to develop a multimedia platform that promotes communication and information sharing among educators, parents and children, facilitating parental involvement in learning. The designbased research methodology understands the development of products in iterative cycles of analysis, technological development, testing and evaluation with users, evolving towards an increasingly robust intervention. This paper presents the results of preliminary studies, the first cycle of development of the platform, composed of functional specifications, paper prototype and usability tests, ending with an introduction to the second cycle of development. This is the current development phase, consisting of a functional prototype, which is in use for evaluation by users in four kindergartens.

An inclusive and multistakeholder approach to promote linguistic skills in children with special needs: the role of an online sharing platform

Oral and written language is of most importance in the field of special education, since it improves mental capacities in a global way, being the sharing of materials and resources in this domain amongst professionals and families essential for the education/rehabilitation process of children/youth with special needs (SN). The website Compartilha1, an online sharing platform, has been conceived according to the importance given to the collaboration between all education agents on the definition and implementation of the educational project of children/youth with special needs (SN) and considering that the promotion of linguistic skills (stimulation of oral and written language) is crucial if we aim to operationalize an inclusive process. Compartilha2 encourages the sharing of knowledge and resources in order to decrease the gap of communication amongst the different agents working with SN. This website also intends to support the process of enabling and empowering professionals and families in the effective use of digital technologies in SN field, promoting the universal participation of all.

From Idea to Product – Participation of Users in the Development Process of a Multimedia Platform for Parental Involvement in Kindergarten

Parental involvement in kindergarten has been pointed out as an important factor in cognitive development, child behavior and school adaptation. In kindergarten, parents can get involved in various ways. Web technologies can facilitate two types of parental involvement: communication with the early childhood educator, to learn more about child’s learning process in kindergarten, and home-based educational activities, using digital educational content. In this sense, the research team set up a design research, aimed to develop a multimedia platform that promotes communication and resource sharing among educators, parents and children, to facilitate parental involvement in learning. This article presents the development of the platform, from the preliminary studies to the evaluation of the functional prototype, with the participation of parents and educators in all phases of the development process.

LA ACTITUD DEL EDUCADOR DE LA PRIMERA INFANCIA Y LA PARTICIPACIÓN DEL NIÑO COMO REFERENCIAS DE CALIDAD EN LA EDUCACIÓN

En el presente articulo, basado en dos estudios de caso en un jardin de infancia, se reflexiono sobre como y con que herramientas de apoyo se puede evaluar y promover calidad e intervencion educativa apropiada en los contextos. Se selecciono un grupo de ninos (entre los 3 y 6 anos de edad) y se desarrollaron estrategias con la finalidad de escuchary comprender el modo como dichos ninos participan. Ademas, en diversos momentos de la rutina de cada contexto, se identificaron interacciones y actitudes del educador, analizando el respectivo impacto en la participacion de los infantes. Los resultados revelaron que, cuando los ninos desarrollan un sentido de pertenencia al contexto y se les ofrece la oportunidad de participar, mas facilmente se envuelven, revelan bienestar emocional y motivacion para aprender, explorar y participar en la toma de decisiones. La escucha activa, el cuestionar y fomentar el dialogo constituyen, para el adulto, competencias esenciales para la calidad de la intervencion educativa.Neste artigo, fundamentado em dois estudos de caso em jardim de infância, refletiu-se sobre como e com quais ferramentas de apoio se pode avaliar e promover qualidade e intervencao educativa adequada nos contextos. Selecionou-se um grupo de criancas (entre 3 e 6 anos) e desenvolveram-se estrategias com a finalidade de escutar e compreender o modo como elas participam. Ainda, em diversos tempos da rotina de cada contexto, identificaram-se interacoes e atitudes do educador, analisando-se o respetivo impacto no nivel da participacao das criancas. Os resultados revelaram que, quando as criancas desenvolvem um sentimento de pertenca ao contexto e lhes sao oferecidas oportunidades de participacao, mais facilmente se envolvem, revelam bem-estar emocional e motivacao para aprender, explorar e participar nos processos de tomada de decisao. A escuta ativa, o questionamento e o encorajamento do dialogo assumem-se, por parte do adulto, competencias essenciais para a qualidade da intervencao educativa.This paper, based on two case studies in a kindergarten context, describes a reflection on the most appropriate method and tools for the assessment and promotion of quality and context intervention. A group of children (between 3 and 6 years old) was selected and strategies were developed in order to listen to the children’s voices and understand how they were participating. Moreover, in different routine times within each context, interactions and attitudes of educators were identified, with the corresponding analysis of the impact on children’s participation. The results revealed that when children develop a sense of belonging in the context and they are offered opportunities to participate, they more easily get engaged, reveal emotional wellbeing and motivation to learn, explore and participate in decision-making processes. For the adult, active listening, questioning and encouragement of dialogue appear as essential skills to promote quality in educational intervention.

A atitude do educador de infância e a participação da criança como referenciais de qualidade em educação

En el presente articulo, basado en dos estudios de caso en un jardin de infancia, se reflexiono sobre como y con que herramientas de apoyo se puede evaluar y promover calidad e intervencion educativa apropiada en los contextos. Se selecciono un grupo de ninos (entre los 3 y 6 anos de edad) y se desarrollaron estrategias con la finalidad de escuchary comprender el modo como dichos ninos participan. Ademas, en diversos momentos de la rutina de cada contexto, se identificaron interacciones y actitudes del educador, analizando el respectivo impacto en la participacion de los infantes. Los resultados revelaron que, cuando los ninos desarrollan un sentido de pertenencia al contexto y se les ofrece la oportunidad de participar, mas facilmente se envuelven, revelan bienestar emocional y motivacion para aprender, explorar y participar en la toma de decisiones. La escucha activa, el cuestionar y fomentar el dialogo constituyen, para el adulto, competencias esenciales para la calidad de la intervencion educativa.Neste artigo, fundamentado em dois estudos de caso em jardim de infância, refletiu-se sobre como e com quais ferramentas de apoio se pode avaliar e promover qualidade e intervencao educativa adequada nos contextos. Selecionou-se um grupo de criancas (entre 3 e 6 anos) e desenvolveram-se estrategias com a finalidade de escutar e compreender o modo como elas participam. Ainda, em diversos tempos da rotina de cada contexto, identificaram-se interacoes e atitudes do educador, analisando-se o respetivo impacto no nivel da participacao das criancas. Os resultados revelaram que, quando as criancas desenvolvem um sentimento de pertenca ao contexto e lhes sao oferecidas oportunidades de participacao, mais facilmente se envolvem, revelam bem-estar emocional e motivacao para aprender, explorar e participar nos processos de tomada de decisao. A escuta ativa, o questionamento e o encorajamento do dialogo assumem-se, por parte do adulto, competencias essenciais para a qualidade da intervencao educativa.This paper, based on two case studies in a kindergarten context, describes a reflection on the most appropriate method and tools for the assessment and promotion of quality and context intervention. A group of children (between 3 and 6 years old) was selected and strategies were developed in order to listen to the children’s voices and understand how they were participating. Moreover, in different routine times within each context, interactions and attitudes of educators were identified, with the corresponding analysis of the impact on children’s participation. The results revealed that when children develop a sense of belonging in the context and they are offered opportunities to participate, they more easily get engaged, reveal emotional wellbeing and motivation to learn, explore and participate in decision-making processes. For the adult, active listening, questioning and encouragement of dialogue appear as essential skills to promote quality in educational intervention.

THE ATTITUDE OF THE EARLY CHILDHOOD EDUCATOR AND CHILD PARTICIPATION AS BENCHMARKS OF QUALITY IN EDUCATION

En el presente articulo, basado en dos estudios de caso en un jardin de infancia, se reflexiono sobre como y con que herramientas de apoyo se puede evaluar y promover calidad e intervencion educativa apropiada en los contextos. Se selecciono un grupo de ninos (entre los 3 y 6 anos de edad) y se desarrollaron estrategias con la finalidad de escuchary comprender el modo como dichos ninos participan. Ademas, en diversos momentos de la rutina de cada contexto, se identificaron interacciones y actitudes del educador, analizando el respectivo impacto en la participacion de los infantes. Los resultados revelaron que, cuando los ninos desarrollan un sentido de pertenencia al contexto y se les ofrece la oportunidad de participar, mas facilmente se envuelven, revelan bienestar emocional y motivacion para aprender, explorar y participar en la toma de decisiones. La escucha activa, el cuestionar y fomentar el dialogo constituyen, para el adulto, competencias esenciales para la calidad de la intervencion educativa.Neste artigo, fundamentado em dois estudos de caso em jardim de infância, refletiu-se sobre como e com quais ferramentas de apoio se pode avaliar e promover qualidade e intervencao educativa adequada nos contextos. Selecionou-se um grupo de criancas (entre 3 e 6 anos) e desenvolveram-se estrategias com a finalidade de escutar e compreender o modo como elas participam. Ainda, em diversos tempos da rotina de cada contexto, identificaram-se interacoes e atitudes do educador, analisando-se o respetivo impacto no nivel da participacao das criancas. Os resultados revelaram que, quando as criancas desenvolvem um sentimento de pertenca ao contexto e lhes sao oferecidas oportunidades de participacao, mais facilmente se envolvem, revelam bem-estar emocional e motivacao para aprender, explorar e participar nos processos de tomada de decisao. A escuta ativa, o questionamento e o encorajamento do dialogo assumem-se, por parte do adulto, competencias essenciais para a qualidade da intervencao educativa.This paper, based on two case studies in a kindergarten context, describes a reflection on the most appropriate method and tools for the assessment and promotion of quality and context intervention. A group of children (between 3 and 6 years old) was selected and strategies were developed in order to listen to the children’s voices and understand how they were participating. Moreover, in different routine times within each context, interactions and attitudes of educators were identified, with the corresponding analysis of the impact on children’s participation. The results revealed that when children develop a sense of belonging in the context and they are offered opportunities to participate, they more easily get engaged, reveal emotional wellbeing and motivation to learn, explore and participate in decision-making processes. For the adult, active listening, questioning and encouragement of dialogue appear as essential skills to promote quality in educational intervention.