The Language Movement in Babies' Education for Teachers' Development

Abstract:This study addresses an educational proposal for babies, anchored on Wallon's assumptions, to discuss educational strategies that mobilize teachers' reflections on movement language knowledge in early childhood education. For this, we used strategies developed with nursery teachers of Municipal Centers of Early Childhood Education in Curitiba - Paraná, in partnership with the teacher development project 'Educamovement': knowledge and practices in Early Childhood Education of Paraná Federal University (2008-2013). The project led us to the conclusion that continuing education in early childhood education needs to promote reflection of educational practices that overcome pedagogical difficulties, planning educational situations in line with the characteristics of babies and their movement possibilities, the organization of everyday teaching and their practices of movement.

摘要：本研究以瓦隆（Wallon）的理论假设为依托，提出面向婴幼儿的教育方案，旨在探讨可推动幼儿教育领域教师反思动作语言知识的教育策略。为此，本研究联合巴拉那联邦大学2008-2013年实施的教师发展项目“Educamovement：幼儿教育知识与实践”，与巴西巴拉那州库里蒂巴市的市级幼儿教育中心的幼儿教师共同开发相关实施策略。该项目最终使我们得出结论：幼儿教育领域的在职继续教育需推动教师反思教育实践以破解教学困境，需结合婴幼儿的身心特征与动作发展可能性规划教育情境，并组织日常教学与动作实践活动。