A TRANSIÇÃO DA CRIANÇA DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL

• Main Authors: Josy Cristine Martins, Marilda Gonçalves Dias Facci
• Format: Article
• Language: English
• Published: Universidade Federal do Maranhão 2016-07-01
• Series: Cadernos de Pesquisa
• Subjects: Cultural-historical psychology. Early childhood education. Elementary school. Transition. Study activity.
• Online Access: http://www.periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/5346/3269

This article is the result of research carried out in the years 2011 and 2012, in an Early Childhood Education Center and an Elementary School, both located in the city of Maringá. In this article we will present a snip of that research, focusing on the transition process, which has highlighted the rupture that exists between the institutions of Early Childhood Education and Elementary School. The article aims to analyse if the transition process from Preschool to elementary school is contributing to the preparation of children to join in the first year, now that the study activity begins to emerge as main activity. The research took place in 2011, in an Early Childhood Education Center, and in 2012, in an elementary school. The instruments used were: note, drawings and interviews with the children, interviews with mothers and with the teachers. Data analysis was performed based on assumptions of Cultural-historical Psychology, from which it was shown that the lack of coordination and integration between Preschool and Elementary School has reflected negatively on children’s preparation for this new stage of child development: entry into elementary school.