Qualidade na educação infantil: revisão de um estudo Brasileiro e recomendações

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Abstract

A autora comenta evidências obtidas por pesquisa de avaliação da educação infantil no Brasil, relacionando-as ao debate sobre a qualidade dos serviços educacionais oferecidos às crianças pequenas em âmbito internacional. Refere-se a dados de inúmeros estudos realizados no exterior, os quais indicam que a boa qualidade dos programas de educação infantil impacta o desenvolvimento das crianças a longo prazo. Sugere que, para alcançar maiores níveis de qualidade, é necessário pensar a educação como um sistema constituído de duas partes principais: os programas de educação infantil e a infraestrutura para mantê-los

Translated abstract

The article presents the author's comments about a Brazilian early childhood education assessment research in relation to the international debate on quality early childhood provision. For that, the author brings to the discussion evidence from other international studies on the field which reinforce that high quality early childhood programs impact child development in a long run. It is also suggested that, in order to reach high levels of quality, it is necessary to conceive education for that age group as a two-folded system: early childhood education programs as well as the infrastructure needed to sustain the programs

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Most cited references 27

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Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Laura M Justice, Andrew J Mashburn, Bridget K Hamre … (2008)

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The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade.

E Peisner-Feinberg, M R Burchinal, R M Clifford … (2015)

The cognitive and socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher-child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences.