Early childhood in daycare: learning and humanization

• Autor(a) principal: Mello, Suely Amaral
• Data de Publicação: 2015
• Outros Autores: Singulani, Renata Aparecida Dezo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/28206
• topic: Early childhood education; teachers’ role; practice in daycare; cultural historical theory; Criança pequenininha; Ação do(a) professor(a); Prática pedagógica na creche; Teoria histórico-cultural.

In early childhood children learn new needs that drive their development. And learn from experiences they live. This is a great discovery of scientific research on education, psychology, neuroscience and other fields of knowledge. A life with a lot to see, hear, catch, objects to explore is what baby's brain needs to form and develop itself. Therefore, adults who take care and educate children in daycare centers must have both initial teacher training and continued education, because adults who work with young children still need to learn how to be teachers that do not give lessons, once this is not the way young children learn, teachers that do not have students, but small children to grow and care, and that do not have a classroom, but the whole school and the surrounding community as a place to provide experiences for children. This paper intends to discuss some of what is known today about small children education and care assuming that the child´s future life, her future relations with people and objects - including knowledge - as well as their preferences and their way of being depend on the relationship lived and on the experiences organized for her in daycare centers.