EARLY CHILDHOOD EDUCATION AND EVALUATION IN PRESCHOOL Paula N. Teixeira, Irene da Silva Coelho

Abstract

Early childhood education is a space for collective coexistence in which the interactions that occur in this environment must always have a formative character, based on the social values ​​that are part of the pedagogical proposal of schools. In this way, the attitudes of adults regarding citizenship, cooperation, respect for differences and care for others will be developed and learned by our children through these experiences. In this sense, the teacher plays a preponderant role in the life of the student, perceiving the difficulties and potential of each one, and then providing the necessary support so that everyone advances in the teaching-learning process, respecting individual differences. However, it is necessary to evaluate the students in some way. The objective of this article is to reflect and analyze the practice of the teacher by recording not only the learning that is being developed with the group, but also the individual learning that is being achieved throughout the process. Through the review of the theoretical assumptions of the area of ​​evaluation, the legislation on the subject and the experience of this teacher and researcher on the subject, these reflections are structured. These reflections point to the need for teachers to be able to make personal and individual decisions, use their knowledge and experiences to develop contextual pedagogical activities that help their students reach these objectives, understanding differences, encouraging self-confidence, so that students can glimpse new perspectives, are some of the requirements and, above all, commitment that the educator must have to improve the quality of teaching and also make the evaluation process more reflective than quantitative, understanding that the path and advances that each student makes in the process of constructing knowledge is relevant to their overall education.