MEDIATOR EVALUATION IN THE CONTEXT OF CHILD EDUCATION
DOI:
https://doi.org/10.14393/DP-v4n1-2017-48714Keywords:
Evaluation, Evaluation in Early Childhood, Mediator EvaluationAbstract
The present work was developed with the purpose of reflecting on the evaluation in Early Childhood Education and how the mediator and investigative posture of the teacher makes all the difference in the development of the student. In school institutions, an evaluation that does not reflect the evolution of children in Early Childhood Education predominates. Many teachers still use reports / diagnoses of the student's school life permeated by comparisons and judgments as questions to assess the development of children. The child is not taken as a starting point in his planning, there is no redefinition of posture in the face of mistakes and correctness, there is no pedagogical intervention that challenges the child to evolve, to grow. In this way, this work intends to describe and analyze the practice of mediating evaluation, which, based on the principle that each moment of the child's life represents a highly significant stage and that precedes their next conquests, discoveries, curiosities, being respected in their singularity.
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