Considerations regarding continuing education, based on Historical-Cultural Theory, for Early Childhood Education teachers in favor of the integral development of children, from babies onwards

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Published: 2026-02-26
DOI: https://doi.org/10.14393/ER-v33e2026-01
Keywords:
Early Childhood Education, Public Policies in Education, Historical-Cultural Theory, Comprehensive Education

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Erika Christina Kohle
Universidade Estadual Paulista Júlio de Mesquita Filho - Brasil
https://orcid.org/0000-0003-0907-4420

Abstract

Here is presented a postdoctoral research focuses on the implementation of a project entitled "Full-Time Education: Redefining the Educational Journey" in early childhood education schools in a city in the interior of São Paulo state. The qualitative research analyzed teaching practices in daycare classes, using a public policy implementation analysis approach to understand how training processes, based on Historical-Cultural Theory, could help teachers facilitate the comprehensive development of children, starting infancy. It was found that continuing education enhanced the realization of children's empowerment because it became the focus of the teachers' proposals, encouraging babies and young children to act as beings in the process of emancipation, as subjects who actively participate in the appropriation of their knowledge.

Article Details

Issue

Vol. 33 (2026): Continuous Publication

Section

ITEMS IN CONTINUOUS DEMAND
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How to Cite

Kohle, E. C. (2026). Considerations regarding continuing education, based on Historical-Cultural Theory, for Early Childhood Education teachers in favor of the integral development of children, from babies onwards. Ensino Em Re-Vista, 33(Contínua), 1-24. https://doi.org/10.14393/ER-v33e2026-01

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