STEAM NA EDUCAÇÃO INFANTIL: UMA PRÁTICA PEDAGÓGICA QUE FOMENTA O PROTAGONISMO DA CRIANÇA NO SEU PROCESSO DE APRENDIZAGEM. | Zendy

Juliana Martins Batista | Zendy; Marilei Alves | Zendy; Rodrigo Levi Rufca | Zendy

Open Access

STEAM NA EDUCAÇÃO INFANTIL: UMA PRÁTICA PEDAGÓGICA QUE FOMENTA O PROTAGONISMO DA CRIANÇA NO SEU PROCESSO DE APRENDIZAGEM.

Author(s) -

Juliana Martins Batista,

Marilei Alves,

Rodrigo Levi Rufca

Publication year - 2021

Publication title -

anais do xii computer on the beach - cotb '21

Language(s) - English

Resource type - Conference proceedings

DOI - 10.14210/cotb.v12.p618-622

Subject(s) - reflection (computer programming) , early childhood education , pedagogy , early childhood , psychology , point (geometry) , computer science , developmental psychology , mathematics , programming language , geometry

The main objective of this research was to analyze the STEAM as a learning practice that promotes protagonism, as well as its contributions in Early Childhood Education. This reflection aims to point out some innovative theories and/or teaching methodologies that contribute to the insertion of STEAM in the action with young children (aged four to five years and eleven months) to create experiences that contemplate them entirely, where they can have a voice and turn, in order to understand whether child protagonism is being opportunistic.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research