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Análise Psicológica

versão impressa ISSN 0870-8231

Resumo

SANTOS, Paula et al. Um sistema de acompanhamento das crianças (SAC) em jardim-de-infância: Uma via para a diferenciação peda gógica e inclusão. Aná. Psicológica [online]. 2011, vol.29, n.1, pp.135-147. ISSN 0870-8231.

The action-research project Evaluation in Early Childhood Education - Children Follow-up Instrument has been focused on developing an instrument to support Pedagogical Practice in Early Childhood settings, in order to facilitate the relationship between observation, assessment and curriculum development, as a route to pedagogical differentiation, based on the experiential attitude of the early childhood teacher (ECT). In the framework of the Curricular Orientations for Pre-School Education (ME, 1997) and inspired in the Process-Oriented Child Monitoring System (Laevers, Vandenbuss chh, Kog, & Depondt, 1997), the children follow-up instrument is founded on an attitude characterized by respect, attention and trust on the competencies of the child, and it proposes a continuo us cycle of observation - assessment/reflection - intervention, where the process variables Involvem ent and Emotional Well-Being are the parameters that aloud the ECT to continuousl y assert the context characteristics/learning and development opportunities he/she offers the childre n - individualiz ing and optimizing the intervention. In this article, we’ll share some aspects highlighting the value of the instrument, when the aim is to intervene with pre-school children who are experiencing emotion al and/or developmental difficulties.

Palavras-chave : Assessment; Experiential attitude; Involvement and emotional well-being; Pedagogical differentiation.

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