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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6...10 Hits 21 – 40 of 190 21 Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus Lemmer, Rabea; Schulz, Petra; Geyer, Sabrina... In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020) BASE Show details 22 Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung Gentrup, Sarah Hrsg.; Mackowiak, Katja Hrsg.; Beckerle, Christine Hrsg.. - : Verlag Julius Klinkhardt, 2020. : Bad Heilbrunn, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020) BASE Show details 23 Kategoriensystem zur Kodierung der interaktiven Einbettung sprachlicher Beiträge von Kindern in schulischen und vorschulischen Sprachförderaktivitäten Mehlem, Ulrich; Erdogan, Ezgi In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 121-140 (2020) BASE Show details 24 Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren Helmer, Meike. - : pedocs-Dokumentenserver/DIPF, 2020 In: 2020, 89 S. - (Masterarbeit, Universität Kassel, 2020) (2020) BASE Show details 25 Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement Mitchell, Tamra; Herrera, Socorro In: The Advocate (2020) BASE Show details 26 Wirkzusammenhänge zwischen phonologischen Vorläuferfertigkeiten, emotionaler Kompetenz und Leseleistung. Empirische Befunde aus dem Projekt TRIO mit Kindern im Alter von 5 bis 7 Jahren ... Helmer, Meike. - : :null, 2020 BASE Show details 27 Como podemos brincar com as palavras? O desenvolvimento da consciência fonológica e morfológica na educação pré-escolar Ferreira, Ana Maria de Jesus. - : Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, 2020 BASE Show details 28 But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices Gillmore, Marina V In: National Youth Advocacy and Resilience Conference (2020) BASE Show details 29 A Teoria das Inteligências Múltiplas : Um Contributo para a Organização Curricular na Educação Pré-Escolar Lemos, Mafalda. - 2020 Abstract: A teoria das Inteligências Múltiplas perspetiva a inteligência como flexível e não inata, estando o seu desenvolvimento dependente do meio cultural em que os indivíduos estão inseridos. Segundo esta teoria, existem atualmente nove tipos de inteligência que se podem desenvolver nos indivíduos, contudo são abordadas apenas as oitos iniciais, sendo elas a inteligência linguística ou verbal, a inteligência lógico-matemática, a inteligência espacial a inteligência musical, a inteligência cinestésica/corporal, a inteligência naturalista, a inteligência interpessoal e a inteligência intrapessoal. Esta teoria da psicologia pode ser aplicada à gestão curricular da Educação Pré-Escolar, uma vez que contempla a individualidade de cada criança, considerando, desta forma, que as crianças não aprendem todas da mesma forma. Segundo esta perspetiva, torna-se necessário que os educadores conheçam os perfis de aprendizagem de cada uma e que os tenham em conta na prática pedagógica. Pela análise exaustiva efetuada, foi possível criar um quadro conceptual comparativo que nos permite afirmar que é possível articular os pressupostos desta teoria com as Orientações Curriculares para a Educação Pré-Escolar (OCEPE), na medida em que cada inteligência corresponde a áreas de conteúdo, domínios ou subdomínios previstos no documento estatal orientador da prática do educador. Para além disso, a teoria relaciona-se com as OCEPE no que diz respeito a estratégias para promover aprendizagens nas crianças e o tipo de avaliação a realizar, que deve ser complementada por observações e outros tipos de recolha de dados. Indo mais longe prova-se teoricamente que os modelos pedagógicos aplicados em Portugal podem, também, ser articulados com a teoria das Inteligências Múltiplas, uma vez que alguns dos princípios da teoria vão ao encontro de alguns objetivos dos modelos, nomeadamente, no que diz respeito à (i) organização do ambiente educativo, (ii) realização de projetos, (iii) avaliação, (iv) documentação, entre outros. Neste trabalho, os aspetos supracitados são explorados, recorrendo-se a uma revisão de literatura que pressupõe uma análise documental e uma análise de conteúdo. ; The theory of Multiple Intelligences sees intelligence as flexible and not innate, and its development depends on the cultural environment in which individuals are inserted. According to this theory, there are, currently, nine types of intelligence that can be developed in individuals, however only the eight initials are approached, such as linguistic intelligence, logical-mathematical intelligence, spacial intelligence, musical intelligence, kinesthetic / bodily intelligence, naturalistic intelligence, interpersonal intelligence and, lastly, intrapersonal intelligence. This theory of psychology can be applied to curricular management of pre-school education, since it contemplates the individuality of each child, thus considering that not all children learn in the same way. According to this perspective, it’s necessary that educators know the learning profiles of each one and take them into account in pedagogical practice. Through the exhaustive analysis, it was possible to create a comparative conceptual framework that allows us to affirm that it’s possible to articulate the assumptions of this theory with the Orientações Curriculares para a Educação Pré-Escolar (OCEPE), since each intelligence corresponds to content areas, domains or subdomains provided in the state document guiding the educator's practice. In addition, the theory relates to the OCEPE, concerning the strategies to promote learning in children and the type of assessment to be undertaken, which should be complemented by observations and other types of data collection. Going further, is theoretically proven that the pedagogical models applied in Portugal can also be articulated with the theory of Multiple Intelligences, since some of the principles of the theory meet some objectives of the models, namely, with respect to (i) organization of the educational environment, (ii) implementation of projects, (iii) evaluation, (iv) documentation, among others. In this work, the aforementioned aspects are explored, resorting to a literature review that presupposes a documentary analysis and a content analysis. Keyword: Curricular Management in Pre-School Education; Gestão Curricular na Educação Pré-Escolar; Inteligências Múltiplas; Modelos Pedagógicos; Multiple Intelligences; Orientações Curriculares para a Educação Pré-Escolar; Pedagogical Models URL: http://hdl.handle.net/10400.26/31310 BASE Hide details 30 Predictive Validity of Standards-based and Curriculum-embedded Assessments for Predicting Readiness at Kindergarten Entry DeCamilla, Elizabeth Ashton. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 31 Relación entre lateralidad definida y las habilidades fonológicas en Educación Preescolar Giménez-Sánchez, José. - 2020 BASE Show details 32 Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ... : Asking questions in differently structured everyday situations in early childhood education ... Schmidt, Floreana A.; Risse, Laura S.; Beckerle, Christine. - : Pabst Science Publishers, 2019 BASE Show details 33 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ... Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike. - : Taylor and Francis, 2019 BASE Show details 34 Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike... In: Early child development and care 189 (2019) 2, S. 339-351 (2019) BASE Show details 35 Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern Lemmer, Rabea; Ehm, Jan-Henning; Schulz, Petra... In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019) BASE Show details 36 Der Einsatz von Fragearten in unterschiedlich stark strukturierten Situationen im Kita-Alltag ; Asking questions in differently structured everyday situations in early childhood education Schmidt, Floreana A.; Risse, Laura S.; Beckerle, Christine... In: Empirische Sonderpädagogik 11 (2019) 4, S. 310-317 (2019) BASE Show details 37 Primary school children and pre-service teachers' knowledge of iberian native and african savannah mammals Almeida, António; Fernández, Beatriz García; Stretch-Ribeiro, Orlando. - 2019 BASE Show details 38 Journey to Refuge: Understanding Refugees, Exploring Trauma, and Best Practices for Newcomers and Schools Harlow, Trina D. In: NPP eBooks (2019) BASE Show details 39 The Impact of Math Vocabulary on Conceptual Understanding for ELLs Valley, Vanessa In: Networks: An Online Journal for Teacher Research (2019) BASE Show details 40 Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ... Lemmer, Rabea; Huschka, Sina; Geyer, Sabrina. - : Hogrefe, 2019 BASE Show details Page: 1 2 3 4 5 6...10

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