O pássaro não tem boca, tem bico: um projeto integrador da matemática na creche

Abstract

The early years of a child are seen as fundamental to its full development at a time when interactions with the family and the educational environment can encourage the infant to explore and actively engage oneself in the process of self learning. In this process the role of the families, and all the agents of education and the child himself will be fundamental to an active, creative, free and constantly understanding role of the surrounding environment. This paper took on the methodology of project work and was developed in a day care context, with a group of children aged between two and three years old, whose room was organized by specific areas, according to the High/Scope pedagogical model. The creation of the project was motivated by the observation of some birds in the outside space, and allowed the articulation of the different areas of knowledge and the child’s multiple languages. Data collection instruments focused on observation, field notes, photographic and audio recordings were used in this study. The child at this age shows spontaneous actions to express its own will which is very important for the construction of its own identity and knowledge. Therefore the observation of all the children’s facial expressions, well-being, self-confidence, the enthusiasm and the willingness to participate in the study, allowed us to apprehend the existence of a total immersion in the project and the multiple learning that followed.