Teacher’s training and practices in Early Childhood Education: policies and opportunities for oral and writing language development
DOI:
https://doi.org/10.5212/PraxEduc.v.19.22749.060Abstract
Promoting learning experiences about oral and written language has an important role in cognitive and social development. Children’s schools and public policies are fundamental in supporting children’s linguistic development. Therefore, this study aimed to discuss training and teaching practices in Early Childhood Education, based on the concepts of Emergent Literacy. Sixty-five teachers participated in the research, who answered a self-assessment instrument of practices related to oral and written language. The data were evaluated through analysis of response frequencies, association and comparison of means. The results showed a significant relationship between specific training for the linguistic development of children up to six years of age and the pedagogical actions implemented in everyday school life, addressing indicators of practices to be expanded in Early Childhood Education. Practical and political opportunities that can collaborate with teacher training from the perspective of the Emergent Literacy were discussed.
Keywords: Teacher training. Early Childhood Education. Emergent Literacy.
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