Revista Early Child Hood Julho 2008

8/14/2019 Revista Early Child Hood Julho 2008

http://slidepdf.com/reader/full/revista-early-child-hood-julho-2008 1/6

Early childhood education:

questions of quality

JUNE 2008 • NUMBER 110



Be n a d v a n L e e Fou n da t i on 49 E a y C h h M a t t s • Ju n e 2008

“Yu a h va t uat a h” susu th a bh th Ch T (Cidade Ciança)jt, u by th Baza -vta

asat (ngo), th Pua Ct f Cutua Dvt (cpcd)1.

Th Ch T jt s a atf f saha that tats htht ty v a shat sat ats aas th aas f svs, ha auat f fats a sh-a h. Thjt has b u s 2005 Aaçuaí, auaty at th stat f Mas Gas, th Juthha vay, f Baz’s sts. Ch T uas th vay’s

habtats t tat a uty sas asats h yu h a hav a sa f,a a x th tuts safy. T akths ssb, th jt has but a tk f f fft ats h fuf vaustasks. Mths a as, uty uatats, usy a fat sh uats avv, a f h a uaf t tth s f th jt a -atv att ay.

Work planning and monitoring applied in

day-to-day activities

S ts ay bs 1984, th cpcd hasv t a sttut f a. Aftf ts as a f ts aas, th asat t t uhass f asu, t avauat a. It s tat t stss thatah f ths hass s t y a sstak t but as a t f vauat th jt’say-t-ay atvts. Ths systat aat s vta, as t abs h’s ay ss, hvsht, t b tt a f thuh, as as ab at va a usta f

Ch T bjtvs a th uty.

The Wok and Evauation PanEah ya, k th jt bs by tvy u th Wk a Evauat Pa (wep). I

th ay ays, ths as a u by th ta f uats, but th t, t as h by tbuts f a ths vv. Th ay svs a has stuat th s tut fa a sha suts t bs aas f atvts.

A xa f th wep at a b s thuats’ ffts t vv th uty jtatvts. Ths u v aks th at, ak tus au th uty thth h, th akt a,

assa f babs, ay kshs, styt auta ssss. Th vas hav as a tak uh xtus a th aats fa ats. May f ths atvts uasf-st, sf-st, aat a afftbt bs f th uty, attbuts thata say tat f yu h. F -sh h, jt atvts h t sth thtast f h t sh f.

Leaning Resuts and Pocess Monitoing (lrpm)Ths s a ut a thy bass tth thfas, th uty, uats a atuay

th at a h a u t fvyas. Th lrpm has as uats tk a y has a h’s bhavu,bsv th vt a s t thsa s. Us th lrpm has ath ta t sv sva stv uts fCh T atvts:

• Thenumberofchildrenbreastfeedinguptothea f 6 ths as by 100 t.

• Theuseofmedicinaltea,coughmixtureandanti- sha h ass th h’s st

hath bs.

The Child Town project

Quality assessment in practiceRosângela Guerra, journalist, with the collaboration of Silmara Soares and Tião Rocha, cpcd, Brazil




• Thenumberofmalnourishedandunderweighth f saby.

• Thefamily-to-schooltransitionprocessoccurredsthy.

Project quality indicators

O f th atst has fa th cpcd ast u a st f jt uaty ats that bth sf a asuab. Ths asatuay ffut s th ta tasu tab uts suh as sf-st,a thuh ay, hass a asu.

Sf-st ats a b v f f tsa u sa a (b ha, bath,t.), a f th a sa sssss,aat f bauty, xss s atasts, tak a t ts,ss t h a tak at tv ats,a aat xss f ss a tas. Aths fats a sf a bsvab a ay-t-ay bass a a fuata t a aay ut jt ats.

Th ojt ta us th sa statgy fo ah of th sf objtvs: anng, soasng, tznsh,ataton, t. Thy ah a onsnsus (ths asotant) an st 12 Pojt Quaty Inatos (sbox n nxt ag). Th 12 fatos an b obsv anasu nvuay, but aso ont ahoth. Fo th cpcd, th ntaton an su of a 12fatos ovs an naton of th ova uaty an suss of a ojt.

Masut f th 12 fats s bas a ss f sf usts f ah atat (uats,h, uty uat ats, a

assstats, ths a th bs f thuty). Th usts u th atat ts ah f th fats th th txt f thjt atvts as a h. F xa, t asuth f -at, uats a ask suhusts as:

• Isthereanabsenceofcompetitivenessbetweenbs?

• Isthereteamworkandaconvivialatmosphere?What has b t v -ttvss?

• Doescompetitivenessinplaycontributetov h atshs? H s thsssu aa?

• Dorespectandsolidarityincreaseordecrease?What s t k at h, at sh, thuty?

F th sa ats, th usts u b utffty t h a aat t sut th ay thy xss thsvs, f xa:

• Dopeoplecooperatearoundhereordothey

fht?• Howdopeoplework:ingroupsoreveryoneon

th ? A yu, h yu j ?• Arethegamesandplayactivitiescompetitive?

Ds ths h t?• Wheredoyouthinkthereismoreco-operation:

h th jt, at h at sh? Why?

cpcd has b ay pqis ay f ts jtss 1995. Thy a s sathy a aa a z by th Ba Tas Sas a Fuaça Ba Bas

2005.

Systematising qualitative monitoring and

evaluation systems

Quatatv t a vauat thuh thhsv us f ss a at -ats (wep a lrpm) tth th uta suts a-ats (pqi), hav ha astv fu v th k a ahv fast bjtvs a as thCh T a th cpcd jts.

I at, ths has at that uats a a

a aays th ats (bth a a) th ta a ay-t-ay atvts, a thshas b at. F xa,uats hav f us t suss thhay, utua st at.

Th vauaton of wep, lrpm an pqi s a outobjtvy though susson gous th bsof th ounty. To nsu o a notovh th xssv ustonng, th atvtsa noay a out on an nfoa bass.Ehass s a on stnng an ong th




1. Appropriation: Balance between what is desired

and what is achieved.

This indicator invites us to follow a watching brief,

to not enforce education, to respect learning stages

and the rate at which each individual processes

knowledge.

2. Coherence: Relationship between theory and

practice.Indicates the importance of a balanced relationship

between formal, academic knowledge and

non-formal, empirical knowledge. It shows that both

are important because they are relative and therefore

complementary.

3. Cooperation: Team spirit, solidarity.

This indicator urges us to co-operate with others

working in an educational role. This includes

promoting the issue of solidarity as the basis for

teaching and learning, as well as accepting the

different needs of individuals.

4. Creativity: Innovation, entertainment and leisure.

This indicator drives us to create new approaches

and to dare to move away from more old-fashioned

academic teaching methods. This indicator gave rise

to a new teaching tool: in how many ‘different and

innovative ways’ (diw) can the whole community get

involved in caring for its children.

5. Dynamism: The ability to change according to

need.

This indicator invites us to recognise our different

needs and accept that we are on a continuous quest

for complementarity. We are born to be complete but

not perfect individuals.

6. Efficiency: Identifying the end and the need.

This indicator invites us to balance our energies by

providing the proper means and resources to fulfil

planned outcomes. The four pillars of learning are: a)

learning how to be, b) learning how to do, c) learning

how to know, and d) learning how to live together.

7. Aesthetics: Refers to beauty and refined taste.

This indicator concerns the search for the

brighter side of life. If, according to Domenico di

Masi, “aesthetics is the ethics of the future”, we

need to reconstruct a concept of aesthetics that

acknowledges humanity’s spiritual side as the source

and creative force of beauty and light.

8. Happiness: Feeling good about what we have and who we are.

This indicator reminds us of the unfaltering quest for

being fortunate (and not for happiness) that is the

raison d’être of the human race.

9. Harmony: Mutual respect.

This indicator stands for understanding and generous

acceptance of others as part of our ongoing learning

process, and also of the benefits of making the past

and the future part of the present.

10. Opportunity: The options open to us.

This indicator presents the contemporary view of

development (creating opportunities) as a means and

an alternative to building social capital. The more

opportunities we are able to create for children and

adolescents taking part in our projects, the more

options will be open to them for achieving their

potential and their dreams.

11. Taking the lead: Taking an active part in making

fundamental decisions.

This indicator deals with our ongoing ability to face

challenges; break down barriers; push the limits; put

our knowledge, actions and desires to the test; stay

ahead of our time; and be fully involved in shaping

the future for our fellow human beings. What can

each of us do? Which group, school, country and

society do we want to be an active member of?

12. Transformation: Moving from one state to a

better one.

This indicator translates our mission from passive

participants in the world to agents of change, whose

responsibility is to leave the world in a better state

for future generations than that it is at present.

The cpcd 12 Project Quality Indicators (pQi)




vs of a ojt atants, hth thy auatos, hn, oths, faths o oth bs

of th ounty.

Cuty, f th Ch T jt a f thsaa by cpcd, stuts f a (wep),t (lrpm), asu uaty (pqi) avat (diw), a fuata uaatthat a h, att h thy f,a hav ass t a aat t th a aabty, say th tasta has btfay a sh f.

Note

1 Th cpcd (Ct Pua Cutua

Dsvvt) s a -vta -ftasat at Mas Gas, suthastBaz. Fu 1984, th cpcd’s ss s tt a ’s uat a uty

vt thuh utu. Its k has vata a tata t f ts uaty bhak a ts xa f a atatv th

f t ub y. F fat,as s th bst, ...b.

The Child Town project encourages the valley’s inhabitants to treat all community spaces as locations where young children can

have a social life, learn and explore their opportunities safely

P h o t o : C o u r t e s y

P r o j e t o

C i d a d e

C r i a n ç a



PO Box 82334, 2508 EH The Hague, The Netherlands tel: +31 (0)70 331 2200, fax: +31 (0)70 350 2373

email: [email protected], internet: <www.bernardvanleer.org>

The Bernard van Leer Foundation funds and shares

knowledge about work in early childhood development.

The foundation was established in 1949 and is based

in the Netherlands. Our income is derived from the

bequest of Bernard van Leer, a Dutch industrialist and

philanthropist, who lived from 1883 to 1958.

Our mission is to improve opportunities for children up

to age 8 who are growing up in socially and economically

difficult circumstances. We see this both as a valuable

end in itself and as a long-term means to promoting

more cohesive, considerate and creative societies with

equality of opportunity and rights for all.

We work primarily by supporting programmes

implemented by partners in the field. These include

public, private and community-based organisations. Our

strategy of working through partnerships is intended to

build local capacity, promote innovation and flexibility,

and help to ensure that the work we fund is culturally

and contextually appropriate.

We currently support about 140 major projects. We

focus our grantmaking on 21 countries in which we have

built up experience over the years. These include both

developing and industrialised countries and represent

a geographical range that encompasses Africa, Asia,

Europe and the Americas.

We work in three issue areas:

• Through“StrengtheningtheCareEnvironment”we

aim to build the capacity of vulnerable parents,

families and communities to care for their children.

• Through “Successful Transitions” we aim to help

young children make the transition from their home

environment to daycare, preschool and school.

• Through“SocialInclusionandRespectforDiversity”

we aim to promote equal opportunities and skills

that will help children to live in diverse societies.

Also central to our work is the ongoing effort to

document and analyse the projects we support,

with the twin aims of learning lessons for our future

grantmaking activities and generating knowledge we

can share. Through our evidence-based advocacy and

publications, we aim to inform and influence policy

and practice both in the countries where we operate

and beyond.

Bernard van Leer FoundationInvestinginthedevelopmentofyoungchildren

4 0 0 4

Documents

Revista Early Child Hood Julho 2008