Ana Mouraz
Jorge Martins
Ana Vale
2014
220
978-989-8471-17-8
Cover Page
Serviço de Comunicação e Imagem/FPCEUP
Centro de Investigação e Intervenção Educativas (CIIE) da Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto
Introduction
Policy Issues
Curricular Issues
Methodology
A. Miragaia Case
I. Characterisation of the context 1.1.
1.1 The Miragaia School Grouping
1.2 Primary schools
1.3 The educational community
II. Administration and management of ECEC 2.1.
2.1 Programme implementation
2.2. selection of curricular enrichment activities
III. Coordination, planning, and control of ECA
IV. Development of activities
Spaces where activities take place and material resources
4.2. Didactic and sportive materials
4.3. planning of sessions of ECA
4.4. The educational model
V. Evaluation
VI. Curricular Articulation
VII. The impact of the ECA program
7.1 On the life of EB1 schools in the group
7.2 On pupils' relationship with the school and school knowledge
7.3 On parents and guardians
7.4. on the municipality
VIII. Analysis of the ECA programme from the point of view of those involved
B. Ramalde Case
I. Characterisation of the context 1.1.
1.1 The Clara de Resende School Grouping
1.2 Primary School João de Deus (ex EB1 nº 47)
The educational community of the Grouping and of the School 1º CEB João de Deus
II. Administration and management of ECEC 2.1.
2.1. the provision of ECC in Porto and the unique role of Ramalde parish
2.2. The process of constitution of the JF of Ramalde as promoting entity
III. Coordination, planning, and control of ECA
IV. Development of ECEC in EB1 João de Deus
4.1. The relationship between formal curriculum and enrichment curriculum
4.2. Class teachers' opinions about ECEC 4.3.
4.3 The opinion of teachers of ECEC about ECEC.
The opinion of social welfare institutions (IPSS) partners of the JF about ECEC.
4.5. The opinion of parents and carers about ECEC.
V. Direct observation of ECEC
VI. The impact of the ECEC programme on the various stakeholders 6.1.
6.1 At João de Deus school
6.2 In-class teachers
Parent's relationship with the school 6.4.
Clara de Resende school group 6.5.
6.5 In the Parish Council
VII. Analysis of the programme from the point of view of those involved
C. Transversal Analysis
I. Organisation
Offer and regulations
II. Functioning 2.1.
Human Resources 2.2.
Material Resources 2.3.
Teaching and Learning Methodologies 2.4.
2.4 Curricular and Organisational Articulation
III. Evaluation of different dimensions of the programme
3.1 Learning
3.2 The performance of ECEC teachers
3.3 The programme as a whole
IV. Stakeholder representations of the programme 4.1.
4.1 Teachers, head teachers, and EEC teachers
4.2 Parents and carers
4.3 Of the children
V. The impact of the ECA programme 5.1.
5.1. on school life
5.2 On pupils' relationship with school and school knowledge 5.3 On parents' relationship with the school.
5.3 On the relationship of parents with the school
Final Reflections
Recommendations
Bibliographical References
Annexes
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