Observation of early childhood educators’ interaction style and child experience: opportunities for training in context

Detalhes bibliográficos
Autor(a) principal: Portugal, Gabriela
Data de Publicação: 2016
Outros Autores: Luis, Helena
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10773/22034
Resumo: Educational interactions between adults and children are essential in any learning process,but have a crucial role in early childhood education. Given the importance of the quality of the interactions in early childhood education for the well-being, development and learning of children, we present a proposal for analyzing children’s living experiences and adult style, through child and adult engagement scales. These observation tools are particularly useful for training, professional development and improvement of teachers pedagogical practice. In this article the observation scales’ contribution to training in context is evidenced through a series of testimonials from educators who, by reflection and attention given to child experience and their own style, experienced professional development and consequent improvement in the quality of their interaction and on the educational offer.
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spelling Observation of early childhood educators’ interaction style and child experience: opportunities for training in contextEarly childhood educator stylechild's experienceengagement scalestraining in contextEducational interactions between adults and children are essential in any learning process,but have a crucial role in early childhood education. Given the importance of the quality of the interactions in early childhood education for the well-being, development and learning of children, we present a proposal for analyzing children’s living experiences and adult style, through child and adult engagement scales. These observation tools are particularly useful for training, professional development and improvement of teachers pedagogical practice. In this article the observation scales’ contribution to training in context is evidenced through a series of testimonials from educators who, by reflection and attention given to child experience and their own style, experienced professional development and consequent improvement in the quality of their interaction and on the educational offer.Asociación Universitaria de Formación del Profesorado2018-02-02T19:40:19Z2016-01-01T00:00:00Z2016info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/22034eng1575-096510.6018/reifop.19.2.253821Portugal, GabrielaLuis, Helenainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T11:43:17Zoai:ria.ua.pt:10773/22034Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:56:19.284964Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Observation of early childhood educators’ interaction style and child experience: opportunities for training in context
title Observation of early childhood educators’ interaction style and child experience: opportunities for training in context
spellingShingle Observation of early childhood educators’ interaction style and child experience: opportunities for training in context
Portugal, Gabriela
Early childhood educator style
child's experience
engagement scales
training in context
title_short Observation of early childhood educators’ interaction style and child experience: opportunities for training in context
title_full Observation of early childhood educators’ interaction style and child experience: opportunities for training in context
title_fullStr Observation of early childhood educators’ interaction style and child experience: opportunities for training in context
title_full_unstemmed Observation of early childhood educators’ interaction style and child experience: opportunities for training in context
title_sort Observation of early childhood educators’ interaction style and child experience: opportunities for training in context
author Portugal, Gabriela
author_facet Portugal, Gabriela
Luis, Helena
author_role author
author2 Luis, Helena
author2_role author
dc.contributor.author.fl_str_mv Portugal, Gabriela
Luis, Helena
dc.subject.por.fl_str_mv Early childhood educator style
child's experience
engagement scales
training in context
topic Early childhood educator style
child's experience
engagement scales
training in context
description Educational interactions between adults and children are essential in any learning process,but have a crucial role in early childhood education. Given the importance of the quality of the interactions in early childhood education for the well-being, development and learning of children, we present a proposal for analyzing children’s living experiences and adult style, through child and adult engagement scales. These observation tools are particularly useful for training, professional development and improvement of teachers pedagogical practice. In this article the observation scales’ contribution to training in context is evidenced through a series of testimonials from educators who, by reflection and attention given to child experience and their own style, experienced professional development and consequent improvement in the quality of their interaction and on the educational offer.
publishDate 2016
dc.date.none.fl_str_mv 2016-01-01T00:00:00Z
2016
2018-02-02T19:40:19Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10773/22034
url http://hdl.handle.net/10773/22034
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1575-0965
10.6018/reifop.19.2.253821
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Asociación Universitaria de Formación del Profesorado
publisher.none.fl_str_mv Asociación Universitaria de Formación del Profesorado
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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