Family and School: Challenges for the Creation of a New Way of Looking at Work with Early Childhood in the Education Network of the City of Rio de Janeiro ()
Abstract
There is
much to be explored about the relationship of families with school regarding
the use of educational institutions for children up to six and the effective
co-responsibilities in the whole development of the child. Analyzing aspects of
this which permeate public institutions for Early Childhood Education was the
focus of this research, which discusses types of access, the expectations of
families and actors involved with public institutions in the network of schools
in the city of Rio de Janeiro, and the educational and social function of this
stage of learning. The article focuses on the inclusion of children in the
educational institution, based on on-site observation in two public
institutions that use differentiated policies for child care: the first, under
the aegis of the Full Early Childhood Program (“PIC”) targeting children up to
three; the second being developed in the Child Development Center (“EDI”)
conceived as a new model for early childhood education, bringing together in
the same space children up to six. In addition to observing these two policies
for working with children, school administrators and families were interviewed.
It transpires that, in some situations, the school adopts attitudes that
reinforce social and cultural differences; in others, the school is working
towards maximizing its ability to produce new ways of giving quality care to
the population.
Share and Cite:
Nunes, M. & Gomes, R. (2014). Family and School: Challenges for the Creation of a New Way of Looking at Work with Early Childhood in the Education Network of the City of Rio de Janeiro.
Psychology, 5, 1446-1452. doi:
10.4236/psych.2014.512155.
Conflicts of Interest
The authors declare no conflicts of interest.
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