Planear e avaliar na educação pré-escolar: a realidade portuguesa das últimas décadas

Cardona, Maria João

doi:10.5965/1984723818382017143

Cited by 5 publications

(7 citation statements)

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“…It would be interesting to continue to investigate how Educational Psychology can support the development and monitoring of individual learning paths [ 64 ]. Policy guidelines refer planning and assessment processes as a pedagogical support to help children in regulating their learning experiences [ 65 ], reinforcing the pertinence of this research. To close, these implications should be analyzed considering each country political and social systems because they influence the functioning of educational institutions and its daily routine.…”

Section: Discussionmentioning

confidence: 98%

Fostering self-regulated learning in preschool through dynamic assessment methodologies

Silva Moreira,

Costa Ferreira,

Veiga Simão

2024

PLoS ONE

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Self-regulated learning is a transversal competency which plays a central role in acquiring autonomy. This investigation aimed to support approaches that foster self-regulated learning in preschool. We proposed to improve preschoolers’ self-regulated learning strategies (i.e., forethought, performance, and self-reflection) through the educational intervention Pipo and Mia, the magic knights, hypothesizing different results when comparing levels of the program intervention. Participants included 115 preschoolers and their nine teachers. Teachers implemented the program to children, and engaged in professional training simultaneously. Aiming to validate the Dynamic Assessment of Self-regulation in Preschool (DASP) method socially, it was used as children’s pre and post-measure, and focus groups were conducted with teachers to assess its validity. Results showed improvements in children’s use of strategies, and some significant differences between intervention levels. Teachers highlighted the DASP method potentialities. The study’s contributions and constraints are discussed considering implications for practice, research, theory, and policy.

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Section: Discussionmentioning

confidence: 98%

Fostering self-regulated learning in preschool through dynamic assessment methodologies

Silva Moreira,

Costa Ferreira,

Veiga Simão

2024

PLoS ONE

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“…In both cycles, assessment and evaluation adopt a nuanced approach, with an emphasis on continuous assessment rather than formal examinations. Observational methods play a crucial role in gauging children's progress, allowing educators to tailor educational activities to meet individual needs (Cardona et al, 2021). The Curriculum Guidelines for Pre-School Education (OCEPE) is a legal document that guides the construction and management of the curriculum in preschool and the responsibility of each preschool teacher in Portugal (Silva et al, 2016).…”

Section: The Present Studymentioning

confidence: 99%

“…Each item was rated using a 5-point Likert scale (1 = never; 2 = rarely; 3 = sometimes; 4 = often; 5 = always). These items were first developed based on a literature review (Aguiar & Mata, 2021;Cardona et al, 2021;Viana et al, 2019). The first pool of items was analysed by a group of 10 preschool teachers who rated the frequency of use of each item and indicated more strategies that they used frequently; these teachers were not included in the survey.…”

Section: Teachers' Emergent Literacy Practices (Telp) Scalementioning

confidence: 99%

Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training

Cadime,

Alves,

Mendes

et al. 2024

IJEC

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The main goal of this study was to explore the relationship between emergent literacy beliefs and practices among Portuguese preschool teachers and to investigate the moderating role of experience and training (initial and continuous). The participants were 266 preschool teachers working in Portugal. The results indicate higher levels of holistic beliefs than technicist beliefs regarding emergent literacy. Practices aimed at promoting oral language and phonological awareness were reported as the most frequently used practices in the classroom. Teachers who had continuous training in emergent literacy had more holistic beliefs and performed more practices to promote children’s phonological awareness and knowledge of the relationship between oral and written language. Continuous training was also a significant moderator of the relationship between emergent literacy beliefs and practices. These findings highlight the importance of continuous training in fostering the use of quality research-based practices in the classroom.

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“…This newly developed multiple-skill screening tool considers skills that are considered key predictors of academic success in formal learning, as identified in studies by Ehlert and Fritz (2013), Leyva et al (2018), andDumas et al (2019). Designed as a concise measure for use before formal education begins, this tool aligns with the Portuguese Orientations for Preschool Education (Silva et al, 2016) and adheres to evaluation guidelines for preschool education (Cardona et al, 2021). It supports Portugal's Curricular Guidelines for Pre-School Education's emphasis on nurturing "Interest and Curiosity in Mathematics" among young learners, fostering a holistic approach in early mathematics education.…”

Section: Introductionmentioning

confidence: 99%

Assessment of math abilities before school entry: a tool development

Cruz,

Alves,

Carvalho

et al. 2024

Front. Educ.

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IntroductionThe years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. This study aimed to develop a mathematical screening tool and assess its psychometric properties.MethodsThe tool encompasses both group and individual tasks, to evaluate counting, cardinality, subitizing, quantity discrimination, addition, and subtraction. The tool was administered twice to 257 children, aged 5-6, in their final year of kindergarten in Portugal, at both the start and end of the school year.ResultsThe findings reveal that the tasks generally present a low level of difficulty, especially by the end of kindergarten. Factor analysis demonstrated an adequate structure, and all dimensions showed high internal consistency (>0.80). There was a medium-to-high intercorrelation among the various tasks. Correlations between task scores at the beginning and end of the school year were high. Furthermore, scores across all tasks correlated with math achievement in the first grade of primary education.DiscussionThese outcomes suggest that the tool is both valid and reliable, making it a useful resource for assessing and intervening in math skills during the critical years before school entry.

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Planear e avaliar na educação pré-escolar: a realidade portuguesa das últimas décadas

Abstract: CARDONA, Maria João. Planear e avaliar na educação pré-escolar: a realidade portuguesa das últimas décadas. Revista Linhas. Florianópolis, v. 18, n. 38, p. 143-159, set./dez. 2017.

Cited by 5 publications

References 0 publications

Fostering self-regulated learning in preschool through dynamic assessment methodologies

Fostering self-regulated learning in preschool through dynamic assessment methodologies

Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training

Assessment of math abilities before school entry: a tool development

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