ࡱ> pD(  ( .gabriela.portugal@ua.pt<mailto:gabriela.portugal@ua.pt.gabriela.portugal@ua.pt<mailto:gabriela.portugal@ua.pt/ 0LDArial 00XX/ 0@ .  @n?" dd@  @@`` ph!_      0AA@3ʚ;ʚ;g4OdOd; 0ppp@ <4dddd$w 0X. 80___PPT10 pp?-Prague, Czech Republic 29th Aug-1st Sept 07 :17th EECERA Annual ConferenceO  =<Assessment in early childhood education  children follow-up instrument an action research-project October 2007- October 20104I Gabriela Portugal Departamento de Cincias da Educao Universidade de Aveiro (UA) Portugal gabriela.portugal@ua.pt Co-authors: Oflia Librio, Paula Santos, Aida Figueiredo, Natlia Abrantes"PvL8] @ 0]t Assessment in early childhood education (ECE)  children follow-up instrument (CFI) 2W-$& In Portugal, the Curricular Orientations (CO) for pre-school education are defined as a reference framework that is common to every early childhood teacher (ECT) allowing for different curricula and options. CO is a very open document that gives the ECT some guidelines in what concerns the framing areas of knowledge and of development of children, making possible the conception and development of different curricula and evaluation practices PAssessment in early childhood education (ECE)  children follow-up instrument (CFI) (W-$(zTo work in a qualitative superior way in ECE presupposes that the ECT: Is able to respond to the diversity of childhood experiences, which is patent in the different educational contexts; Has a deep knowledge of the content areas he/she approaches; Uses documentation and evaluation strategies that can fundament the curriculum development and the teaching learning processes. HGP3PPG3Assessment in early childhood education (ECE)  children follow-up instrument (CFI) 2W- %,In Portugal, in the context of a national debate about Education (how to improve education for the future generations?), a specific debate concerning knowledge and new competences for ECE took place (November, 2006). Some key issues arise: The low educational intentionality is the major limitation concerning content areas& ECT need ECE competences better clarified& Teaching and evaluating by competences presupposes knowledge and professional competences that many ECT do not have & ECT need guiding in what concerns evaluation practices that allow them to answer the demands of the next teaching level and organizational needs of the school& Some strategies pointed out: It s important to develop action-research contextualized projects& It s important to develop good practices of evaluation and planning& It s important to value ECE acquisitions and to visualize the educational continuity to primary school. |PPPPPPPAssessment in early childhood education (ECE)  children follow-up instrument (CFI)(U-$&T"This project consists on a research on the evaluation and curriculum development in pre-school education, focusing on the construction of instruments to aid the pedagogical practice, facilitating the relation between the practices of documentation, evaluation and curricular edification. Xll;54 Assessment in early childhood education (ECE)  children follow-up instrument (CFI)(U-$&TIn what concerns the way children develop and learn, the CFI intends to promote practices that are guided by humanist and social-constructivist principles, emphasising developmentally appropriate practices. Education occurs in interaction and is a dialogue between people (children and adults) marked by the respect and  listening of the other, stimulating and giving autonomy to the learner (permitting the acting at the zone of proximal development& ) Children are competent and full citizens but need the support of adults. The construction of this instrument is structured around the principle that evaluation should be process based and should make possible the development of practices that are oriented not only by the future benefits and effects, but also by the actual participation of children and current quality of their life.bPAPP8PA8Assessment in early childhood education (ECE)  children follow-up instrument (CFI) 2W-$% VN Source of inspiration: POMS - Laevers, F. et al. (1997)  A process-oriented child monitoring system for young children , Centre for Experiential Education, KU Leuven p T    P Children follow-up instrument (CFI), taking into account: The reality and the official Portuguese Curricular Orientations; Contextual (means), process (involvement and emotional well-being) and developmental (competence development) quality indicators; Effective participation of the child in the evaluation and curriculum development.(;P Assessment in early childhood education (ECE)  children follow-up instrument (CFI)(U-$& The correct use of CFI will allow ECT having a clear view of: The functioning of the group in general, considering levels of involvement and well-being; The aspects which require specific interventions, considering the educational offer, the group climate, room for initiative, school organisation and adult style; The identification of children who need differentiated attention; The drawing of a trajectory of initiatives that can lead to the solving of problems and to the maximization of the educational quality, both towards the group and the individual child; The evaluation of results (competence development); The operationalisation of the pre-school curriculum. &@Pa-PP  D  *  , p Assessment in early childhood education (ECE)  children follow-up instrument (CFI)(U-$&The development of the project will help to understand the ECE practices in kindergartens located at Aveiro district (in the centre of Portugal) and to collect data that can allow the identification of: Hindrances to innovation in ECE that can act as orientation for the training of early childhood teachers in our training school (UA); Common problems that can orient the description of possibilities to solve them and that can be part of a practical guide for schools, institutions and ECT. HZ#ZZ#eAssessment in early childhood education (ECE)  children follow-up instrument (CFI) 2W-$% The context of initial training of early childhood teachers at the UA has characteristics that we see as facilitators of the development of a research project capable of generating knowledge on the documentation and evaluation in ECE, namely: Research is a fundamental axis of the professional profile of the ECT we train& We have a set of ECT who cooperate with us and who are open to and interested in participating in research projects on evaluation and curriculum development.$ZZ Assessment in early childhood education (ECE)  children follow-up instrument (CFI)(U-$&The concretization of the project demands: a work of the research team in the development and adjustment of the CFI (having POMS as basis). training moments with our students and the ECT who cooperate with us; the application of the CFI in preschools settings, and consequent adjustment; the preparation of a ultimate version of the instrument and, in the future, its divulgation.$+PUP Assessment in early childhood education (ECE)  children follow-up instrument (CFI) 2W-$% Repercussions We hope to contribute to the understanding of ECT on what concerns competence development in ECE, acting contrary to the tendency to  import the evaluation culture of other teaching levels, in order to clarify the specificity of ECE in what regards evaluation practices; We wish to contribute to the dissemination of educational practices which contribute to the promotion of equal opportunities, defend  what  s best for the child considering scientific research and the democratic and humanist principles, bearing in mind that quality in ECE has to do with the meaning that children give to their experiences; We want to understand what to do in order to contribute through training for change and innovation in ECE; We expect to build contextualised knowledge on themes we ve been working, such as: educational quality in ECE, inclusive practices, evaluation and curriculum in ECE, research with children or children as participants, training of reflexive ECT. JPPP Thank you for your attention.0Gabriela Portugal Departamento de Cincias da Educao Universidade de Aveiro (UA) Portugal gabriela.portugal@ua.pt Co-authors: Oflia Librio, Paula Santos, Aida Figueiredo, Natlia Abrantes"PvL8] @ 0]t/P      (  0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> g_(    6s  `}  ]%Clique para editar o estilo do ttulo&&b  0v  `<$ 0  nClique para editar os estilos de texto do modelo global Segundo nvel Terceiro nvel Quarto nvel Quinto nvel8  o  0} ^ `  R*   0 ^   T*   0 ^ `  T* H  0޽h ? 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O3   >*   0p&  3  @*   6t+ O   >*   6|/    @* H  0whg ? 3380___PPT10.O 0  $(  r  S $R  r  S `bV   H  0޽h ? 33___PPT10u.. .x+D=' = @B +   0 0P(  0r 0 S 25 `}  5  0 S 35Tv<$ 0 5 H 0 0޽h ? R>&- {p_/̴___PPT10..l+qqD' = @B D' = @BA?%,( < +O%,( < +D~' =%(D&' =%(D' =A@BBBB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*0D' =1:Bvisible*o3>+B#style.visibility<*0%(D~' =%(D&' =%(D' =A@BBBB0B%(E5' =1B B`BPB,54*3>B ppt_c='`B@BPB<*0D' =1:Bvisible*o3>+B#style.visibility<*0%(+8+0+00 +}  0  $(   r  S Xk5 `}  5 r  S 0l5z'g 5 H  0޽h ? R>&- {p_/̴___PPT10i.4+D=' = @B +  0 D0(  Dx D c $ `}   x D c $'k  H D 0޽h ? R>&- {p_/̴___PPT10i.l+D=' = @B +}  0 0 $(   r  S z5 `}  5 r  S {5'g 5 H  0޽h ? R>&- {p_/̴___PPT10i.1+D=' = @B +  0 (0(  (x ( c $d5 `}  5 x ( c $5 ` 5 H ( 0޽h ? R>&- {p_/̴___PPT10i.1+D=' = @B +  0 8t(  8x 8 c $5 `}  5  8  65S"    5  8 s *,5S" p ` 5 X 8 00 H 8 0޽h ? R>&- {p_/̴___PPT10i.1+D=' = @B +}   0 `$(  `r ` S 5 `}  5 r ` S |5 ` 5 H ` 0޽h ? R>&- {p_/̴___PPT10i. -+D=' = @B +}  0 0L$(  Lr L S y `}  y r L S Hy ` y H L 0޽h ? R>&- {p_/̴___PPT10i.V+D=' = @B +  0 @P0(  Px P c $ +y `}  y x P c $+y ` y H P 0޽h ? R>&- {p_/̴___PPT10i.V+D=' = @B +  0 `X0(  Xx X c $8;y `}  y x X c $&- {p_/̴___PPT10i.V+D=' = @B +   0 h0(  hx h c $pLy `}  y x h c $HMy'g= y H h 0޽h ? R>&- {p_/̴___PPT10i.V+D=' = @B +  0 p0(  px p c $Yy'R y x p c $Zy}s  y H p 0޽h ? 33___PPT10u.. .x+D=' = @B + 0 P((  ^  S po   y  c $e .1  y  H  0whg ? 3380___PPT10.@* 0 p((  ^  S po   5  c $&5e .1  5  H  0whg ? 3380___PPT10.Q 0 $((  $^ $ S po   y $ c $sye .1  y  H $ 0whg ? 3380___PPT10." 0 RJ,(  ,d , c $po   y> , s *yye .1  y When highly involved, we know that deep level learning is taking place, people act at the zone of proximal development& ZPD  the difference between what a child can do unaided and what he same child can do with the help of more able others. Sensitive teaching creates a ZPD which can foster cognitive development. Through adult tuition (scaffolding) children are able to achieve what would otherwise be beyond them. Such experiences lead them into new levels of reasoning. H , 0whg ? 3380___PPT10.@*0 0 4@(  4^ 4 S po   y 4 c $ye .1  y 6"The curricular plan is the result of an intentionality ( where do we want to get , which learning and development of competences) mediated by the official orientations and by the intervention context. In this context, the early childhood teacher conceives and develops de curriculum having as guiding lines the official documents but has a great margin for the contextualization of the action. CO is being restructured aiming a clarification of what is seen as competences for pre-school education& and accordingly what is seen as competence evaluation is pre-school education. Now a days, there is in our country, in a similar ways to what happens at an international level, a concern with evaluation and curriculum development in ECE, mainly looking for ways to regulate the system. H 4 0whg ? 3380___PPT10.PWF 0 <V(  <d < c $po   y < s *hye .1  y @Thus having as an objective the creation of an evaluation culture, we intend to develop a children follow-up instrument, having as inspiration the work of Laevers et al. (1997), developed at the Centre for Experiential Education, in Leuven-Belgium.,G H < 0whg ? 3380___PPT10.@*$ 0  H4(  Hd H c $po   y H s *}ye .1  y  H H 0whg ? 3380___PPT10.PW 0 PT((  T^ T S po   y T c $ye .1  y  H T 0whg ? 3380___PPT10.D$  0 p\4(  \d \ c $po   y \ s *Hye .1  y  H \ 0whg ? 3380___PPT10.D  0 ,$d(  d^ d S po   y d c $ye .1  y Involvement  when people are concentrated and focussed, interested, motivated, fascinated, mentally active, fully experiencing sensations and meanings, enjoying the satisfaction of the exploratory drive, operating at the very limits of their capabilities& we know that deep level learning is taking place. Well being  when people feel at ease, act spontaneously, are open to the world and accessible, express inner rest and relaxation, show vitality and self confidence, are in touch with their feelings and emotions, enjoy life& we know that their mental health is secured. Educational offer  how rich is the environment (activities on offer cover all levels of development, there s diversity and complexity, stimulation in teacher s style)? Group climate  in what degree do children  feel at home in the setting and in the group? (respect and sensitivity in teacher s style) Room for initiative  how much freedom do the children have? (giving autonomy in teacher s style  opportunities offered to children to choose what to play, how long, how often, with whom; degree in which the children have a say in the plan of the day, receive responsibilities or participate on the establishment of rules). Organisation  is the day organised taking into account the needs of all children? Competence development  a competence is built on the capability to integrate in ones behaviour skills, insights, attitudes and praxis. Not the learning is the point but how to use the learnt  implicit or deep level learning (far from a checklist of isolated skills). Sade emocional, auto-estima - a criana demonstra compreenso de si prpria, um auto-conceito positivo, auto-regulao. Motricidade grossa  a criana evidencia crescimento fsico e capacidades motoras grossas Motricidade fina  a criana demonstra capacidades fsicas e motoras finas Expresses artsticas  a criana demonstra diferentes formas de representar e expressar as suas ideias, sentimentos e impresses de uma forma pessoal e criativa e compreende as expresses dos outros. Linguagem  a criana demonstra capacidades lingusticas, comunicacionais e litercitas Compreenso do mundo social, incluindo competncia social  a criana demonstra compreenso da diversidade, atitudes de respeito e cuidado e capacidade de viver e trabalhar com outros. Compreenso do mundo fsico  a criana demonstra uma compreenso do mundo fsico, interesse pela natureza, tecnologia e cincia. Pensamento lgico, conceptual e matemtico  a criana demonstra capacidade e interesse em actividades de literacia matemtica, pensamento crtico, resoluo de problemas e formao de conceitos. Auto-organizao  a criana demonstra interesse e mpeto para a aprendizagem e autonomia. The operationalisation of the pre-school curriculum  by developing observational competences in teachers (assessing levels of WB and I and build on these results); recognizing the essence of developmental area/s and identify the cognitive load of activities providing that all developmental areas are presented in the educational offer; certifying that the level of involvement is sufficient to expect deep-level learning (Laevers).c P]H; O9g* 5    QKH d 0whg ? 3380___PPT10.pT  0 ld(  ld l c $po    l s *e .1   N:We wish to contribute to the construction of pedagogical knowledge and to the dissemination of educational practices which contribute to the promotion of equal opportunities, defend  what  s best for the child considering scientific research and the democratic and humanist principlesH l 0whg ? 3380___PPT10.D$  0 t4(  td t c $po    t s * e .1    H t 0whg ? 3380___PPT10.Qrx>mpsxDwFf!zpq2R~2Oh+'0@ `h    (0LAssessment in early childhood education children follow-up instrument  29Microsoft Office PowerPoint@@+V@&@ֈFGg  | K  yR>&--$xx--'@Arial-. K2 q -Prague, Czech Republic ."System;-@Arial-. 2 u 29th Aug.-@Arial-.  2 u-.-@Arial-. 2 u 1st Sept 07.-@Arial-. 32 q817th EECERA Annual Conference.-@Arial-.  2 q1.-@Arial-. C2 (Assessment in early childhood education .-@Arial-.  2  .-@Arial-. 2 &children follow.-@Arial-.  2 T-.-@Arial-. 2 V up instrument.-@Arial-. ̴"2 !1an action research.-@Arial-. ̴ 2 !]-.-@Arial-. ̴2 !_projectg.-@Arial-. ̴2 &5 October 2007.-@Arial-. ̴ 2 &O-.-@Arial-. ̴2 &R October 2010.-@Arial-. !2 8BGabriela Portugalh.-@Arial-. 92 </!Departamento de Cincias da Educac.-@Arial-.  2 <m.-@Arial-.  2 <oo.-@Arial-. 02 @9Universidade de Aveiro (UA)c.-@Arial-. 2 EJPortugal.-@Arial-. ̴*2 M=gabriela.portugal@ua.pt.-̴-M=Mf-@Arial-.  2 VHCo.-@Arial-.  2 VM-.-@Arial-. 2 VNauthors:.-@Arial-.  2 ZOf.-@Arial-.  2 Z#.-@Arial-. 2 Z%lia Lib:.-@Arial-.  2 Z/.-@Arial-. B2 Z1'rio, Paula Santos, Aida Figueiredo, Nat .-@Arial-.  2 Zn.-@Arial-. 2 Zp lia Abrantes.-՜.+,D՜.+,P     Apresentao no ecr ^~   Arial#Modelo de apresentao predefinidoAssessment in early childhood education children follow-up instrument an action research-project October 2007- October 2010WAssessment in early childhood education (ECE) children follow-up instrument (CFI) WAssessment in early childhood education (ECE) children follow-up instrument (CFI) WAssessment in early childhood education (ECE) children follow-up instrument (CFI) UAssessment in early childhood education (ECE) children follow-up instrument (CFI)UAssessment in early childhood education (ECE) children follow-up instrument (CFI)WAssessment in early childhood education (ECE) children follow-up instrument (CFI) UAssessment in early childhood education (ECE) children follow-up instrument (CFI)UAssessment in early childhood education (ECE) children follow-up instrument (CFI)WAssessment in early childhood education (ECE) children follow-up instrument (CFI) UAssessment in early childhood education (ECE) children follow-up instrument (CFI)WAssessment in early childhood education (ECE) children follow-up instrument (CFI) Thank you for your attention. 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