| dc.description.abstract | When choosing group work as a pedagogical strategy in early childhood education, the teacher needs to have some knowledge to accompany the development of this strategy. Thus, the hypothesis of this research is that the absence of explicit elements of the management of work in groups interferes with the direction and / or adequate monitoring, by the teacher. With the intention of going deeper into this theme, this study has the general objective of understanding how group work is carried out in schools, with children between the ages of 4 to 6 years old. Thus, the research had as specific objectives to analyze the role of early childhood education in the education of children; identify the teachers' conceptions about what work in groups is, and what are the functions performed in the conduct of this pedagogical strategy; check the criteria used by teachers for the organization of groups in the classroom and specify the limits and possibilities of their use. In the field of qualitative research, the data collection instruments used were: questionnaire to know the profile of the professionals; a focus group to identify the conceptions and functioning of group work; the observation participated in two classes to understand how this pedagogical strategy occurs in practice. The research had as participants seven teachers from a Municipal School of Early Childhood Education located in the city of Belo Horizonte / MG. For the analysis of collected data, the content analysis technique was used. The results show that because it is considered a challenging pedagogical strategy to be developed in early childhood education, it requires the teacher to plan learning management and class management, as well as the use of specific strategies to overcome the limits pointed out during this work. Despite the work in groups going through different historical moments and social spaces, interfering in the teaching and learning styles, what changes is not only the organization of the physical space of the classroom, but the way the teacher structures his actions in the classroom. educational environment, and how group members act. When considering the role of early childhood education in protecting the child and offering situations of interaction between peers, with knowledge and with the social world, teaching practice needs to be linked to caring and educating. In this process, the teacher performs several functions related to the planning, organization and operation of the class, especially: mediating; interact; observe; listen; to intervene; take care; safeguard; encourage; to educate; motivate; instruct; resume; demonstrate and correct. As possibilities, working in groups allows you to develop social and cognitive skills, explore the different spaces of the educational environment, perform diverse forms of grouping, and with that work more than one learning objective. From this study, a didactic device to support the teacher was created as the final product, which gathers fundamental elements for the use of group work in early childhood education. | |
