Social and Digital Inclusion for ECE teachers

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• Social and Digital Inclusion for ECE teachers
• Vera Melis Paulillo
• veramelis_at_uol.com.br
  
  

Center of simbolic play
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BRAZIL
  Population Over 180 million
Language
Portuguese
Territory / Extension 8.5 million
km2 
27 states and 5.560 cities
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Brazil and its 5 regions
North
Northeast
Center West
Southeast
South
.
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We consider that this technological integration
in the programs of early childhood education will
allow To place girls, children and
teachers in front of alternative communication
forms that will constitute a stimulus for the
curiosity, the creativity, the observation gifts,
etc. To foment a gradual autonomy in the
learning To promote the work in team between
the girls and children To allow to the girls,
children and to the professors to enlarge their
interactive net, to share projects, cultural and
environmental experiences with other students and
colleagues of centers that work in similar
initiatives To provide to the professors
opportune information and development
professional To support and to supplement the
work in the classroom.
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Our country has serious problems in relation to
the competence of the school to teach children
to read and write in a full way. The National
Curriculum, learn those languages competences is
part of a long linked process to the
participation in social inclusion practices .
The child learns interacting with the written
language, hearing read texts, trying to read and
to write, making use of their previous knowledge,
creating and testing hypotheses.
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Brazilian Education Structure

• 1. Basic Education
• Early Childhood Education (0 - 6 ys.)
• Primary and Secundary Education (7 14 ys.)
• High School (15 18 ys.)
• 2. Higher Education
• 3. Special Support
  
• Adult education
• Professional education
• Indigenous education
• Special Education (inclusion program)

Public spending on education year ECE US
165.50 per student Higher Education US
2,778.19
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There are 92,526 Child Education establishments
all over the country. Of those, 67 (61,992)
belong to the town hall administration and 27
(24,982) to private initiatives
1,092,681 children, from ages 0 to 3 attend
Daycare Centers, distributed over 24,014
establishments
72 of Brazilian cities have Day Care Centers
(Convention) 4,815,431 children attend
pre-schools(4-6)
98 of Brazilian cities have Pre-schools(4-6)
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Resident population and population from 0 to 6
years of age. 2001
Brazil Population Population aged 0 to 6 (b) Percentage (b/a)x100
169,799,170 23,141,413 13,9
Source IBGE Demographic Census 2001
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Percentage of teachers working in early childhood
education, according to level of education
Brazil and Regions 2001
Early Childhood education Total Number of Teachers Level of Education () Level of Education () Level of Education () Level of Education ()
Early Childhood education Total Number of Teachers elementary elementary Secondary complete College complete
Early Childhood education Total Number of Teachers complete incomplete Secondary complete College complete
Brazil 352,706 3,2 6,8 69,2 20,8
Amendment 14 of the Constitution introduced the
Fund for Development of Elementary Education and
Valorization of Teachers (Fundef). Each state and
municipality must invest at least 60 of the
resources on elementary education . However, it
is the municipality responsibility to provide
early education services. This put a double
pressure on the municipality which leaves fewer
resources to support day care and prescholl
services.
Source ME/ INEP/ SEEC
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The child has rightsCriteria for a minimum
standard services

• 1. Our children have the right to be in contact
  with nature.
• 2. Our children have the right to a safe and
  stimulating environment.
• 3. Our children have the right to individual
  attention.
• 4. Our children have the right to play.

5. Our children have the right to hygiene and
health. 6. Our children have the right to a
healthy nutrition. 7. Our children have the right
to develop their curiosity, imagination and the
ability to express their self. 8. Our children
have the right to move with in large spaces.
9. Our children have the right to develop their
cultural, religious and ethnic identities. 10.
Our children have the right to express their
feelings. 11. Our children have the right to
protection, affection, and friendship. 12. Our
children have the right to a special attention
during their period of integration to the school.
Ministry of Education 1993
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• Brazils National Education Plan 1998 - 2008
• . Require that preschool teachers have secondary
  level in 5 years.
• . Create state and municipal on the job ECD
  trainning programs to bring preschool up to
  minimum national staff trainning standard,
• in 1 year.

Teachers training on ECEECE Services with a
quality for all childrenSet universal preschool
enrollment for 6 years-old as basic education
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Proposal of the Formation at the Distance to ECED
Teachers First e-learning in BR
evaluation
Practices exchange
Dimensions on ECE
Monthly local Encounters
9 Tracks
KS News
Net in the circle
ECE Principles and theories
Forum and Chat
Playing in the net
Monthly supervision Monitoring
Circle of Reading
ECE Glossary !
Talks in the net
Memory and registration
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• This Project is a Global initiative of IBM, with
  education partners.
• It is a combination of the donation of equipments
  and teachers' training, through web, and
  formation of leaderships for Early Childhood
  Education in the assisted cities.

To provide free access to all preschool teachers
www.ibmcomunidade.com.br/kidsmart
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• The KidSmart project is composed by
• Donation, to PUBLIC preschools assembled in racks
  built in a toy shape.
• Educational softwares to help children in the
  process of learning.
• Teachers training programm using the
  technology improving the continuous formation.
• The children, from 4 to 6 years, will be
  introduced to the computer science, and the
  teachers and the pedagogic team from secretary of
  education on each city.
• They will have the Training on job program (local
  and distance monitoring)
• This pedagogic monitoring is accomplished
• through Kidsmart Project Internet site using IBM
  application tools.

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Program of Continued Formation

• 1.To value the path and the teachers of Early
  Childhood Education accumulated knowledge
• 2. To support and contribute in the organization
  of the didactic time and the songs of diversified
  activities
• 3. To systematize the maids of pedagogic
  practices and lived with the children in the
  process of learning of reading and writing
• 4. To implant the culture of e-learning
• 5. To make available contents and all the
  information about Early Childhood Education in
  Brazil and around the world
• 6. To build a net of teachers, for practices
  exchange.

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Axes of the Project

• Computer as a tool to organize daily routine and
  space
• The autonomy to explore the semi and
  structured areas for the learning of reading
  and writing.
• The implantation of the distance education
  technology as a methodology of Early Childhood
  Education teachers training in service
• Build a net for exchange pedagogical practices

Subject public Teachers of the municipal net
that act with children among 4 to 6 years
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GOALS for ECE preschools teachers

• 1. Organization enlargement of the expressive
  areas with activities diversified in EMEIs.
  Responsibility of the implantation for the
  Municipal General office of Education under the
  pedagogic supervision of OMEP.
• 2. Formation Tracks
  Orientation and implementation of defiant
  educational practices in each institution to
  practice the National ECE Guidelines and the of
  Curriculum Orientation and other texts of
  conceptual support elaborated by OMEP-BR.

3. Organization of Routines diversified with
types of driven activities and driven semi
addressed for the reading and writing as well as
the organization of groups for to existences in
the songs that it allows the use of the tool.
4. The teachers' participation in the
activities and courses offered by the Programa
KS development of readings, activities and
registrations of the practices created by the
educators related the reading acquisition and
writing. SME propitiates the use of the internet
for all of the involved teachers
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Goals for the Project

• 1.To implement of e-learning methodology
  through the virtual atmosphere promoting the
  teachers' participation of all, educators and
  technicians in the activities proposed through
  web. The manager's of the project supervision.
• 2. To creat of updating courses in the area of
  Early Childhood Education with monitoring and
  certification through OMEP-BR criteria of
  vacancies and varied menu of themes.
• 3. To organize of a collection of games and play
  situations created and lived by the Brazilian
  educators for wide exchange popularization.
  Material that will be available in the web and in
  a book of the KS Project, through new
  partnerships.
• 4. To systematize a methodology of Early
  Childhood Education in the acquisition of the
  reading and of the writing, mediated by the
  technology KS.

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Methodology for Early Childhood Educators

• Presential
• Encounters for the accomplishment of the
  activities of Formation (local facilitators)
• Monthly encounters support to the teacher
  for the pedagogic practice with weekly visits .
• Virtual Environment
• Formation and exchange of experiences
  starting from the activities
• 1. Reading in the NET
• Accomplishment of readings, participation in
  the discussions (it adapts virtual - activities
  of the teachers), I register of practices,
  suggestions of activities and opinions on the
  routine
• (performance of the facilitators and
  pedagogic coordinators)
• 2. Dimensions of the Early Childhood Education
  chat with the specialists' monthly participation
  that you/they offer texts, provocations
  subsidizing one chats with marked hour.

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• 3. Net in the Circle
• Information and weekly clues for incentive to
  the participation.
• 4. Talks in the net 03 (three) updating Courses
  offered during the
• year with workload of 20 hours and certified
  by OMEP
• approaching complementary themes.
• 5. Debate forums .
• 6. Practices Exchange pedagogic experiences .
• 7.Early Childhood Education principles and
  theories
• 8. Glossary .
• 9. Memories
• 10. Evaluation and Quality indicators

Activities that should be accomplished
individually for deep study
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Certification

• Total workload of 240 hours considering the
  participation in
• activities in the portal / encounters /
  tracks / courses / etc
• The updating Courses have 20 hours each and a
  specific Certificate of the OMEP-BR/RS
• 04 courses each year
• Building local leadership for the continued
  program.

Each teacher will have a password!
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• This project is totally financed by

The pedagogical partner for KIDSMART Brazil
implementation guarantees the children from 4 to
6 years old a digital and social inclusion .
8 (eight) cities 1000 preschool teachers 28.800
Children from 4-6 years old 415 School
Coordinators 209 Computadors ( one for each
class)
The KIDSMART Project Team in São
Paulo- Caraguatatuba
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OMEP

• The World Organization for Preschool
  Education-OMEP is a non-governmental
  organization, civil entity of private rights,
  without profits ends. It is adopted to the World
  Organization for Preschool Education, advisory
  entity of UNESCO-Organization of the United
  Nations for the Education, Science and Culture
  and of UNICEF-Fund of the United Nations for the
  Childhood. It was created in Europe, in 1948, for
  a group of concerned educators with the lack of
  an education politics gone back to the first
  years of the life and interested parties in
  mobilizing the society and the educators in the
  promotion of the early childhood Education.
• OMEP/Brasil has 50 years of existence and it is
  present in 23 States and more than a hundred of
  municipal districts, through state federations,
  which are formed by regional and municipal
  associations. The national thirst of OMEP/Brasil,
  in the current administration (2001-2004), it is
  located in Campo Grande, BAD.
• OMEP-BR is the pedagogic partner of IBM Brazil
  in this Project.