Reconhecimento por meio de indicadores da precocidade do aluno na educação infantil

• Ano de defesa: 2013
• Autor(a) principal: Marques, Danitiele Maria Calazans
• Orientador(a): Costa, Maria da Piedade Resende da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• País: BR
• Palavras-chave em Português: Educação especial; Educação infantil; Precocidade; Formação de Professores; Altas habilidades; Superdotação
• Palavras-chave em Inglês: Special Education, Early Childhood Education; Precocity; Teacher Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/3139

Students in kindergarten who shows signs of precocity, they deserve to have access to an educational service that meets their needs and develop their skills and competencies. For this to occur it is necessary to call the teacher to have knowledge about the precocity. In this perspective, this research aims to provide information to guide the teacher from kindergarten to recognize signs of indicators that characterize the precocious child. The study included 46 students from kindergarten aged three and four years, four parents and eight teachers who taught in a Municipal Center for Early Childhood Education in a city in the interior of São Paulo. This study was developed as a qualitative approach, and it was characterized as a case study. The information for the development of this research were obtained through the following instruments: questionnaire indicators of earliness, directed to parents and teachers; characterization form teacher participant and socioeconomic questionnaire answered by the parents. The results showed that of the 46 children observed by teachers only four showed 50% of the indicators proposed by the instrument. Regarding to teachers sort, we found that there are still many myths about whom is the talented child. These erroneous ideas are reflections of a formation that has large gaps regarding to the identification and discussion of the talented student attendance. We found that the study focused to the precocity is still barely discussed in academia. Thus, the relevance of this research is to provide a valuation of the potential development of children since kindergarten.