Social and Digital Inclusion for ECE teachers Vera Melis Paulillo Center of simbolic play

Territory / Extension: 8.5 million km 2 Population Over 180 million Language: Portuguese BRAZIL 27 states and cities

Brazil and its 5 regions North Northeast Center West Southeast South..

We consider that this technological integration in the programs of early childhood education will allow: “To place girls, children and teachers in front of alternative communication forms that will constitute a stimulus for the curiosity, the creativity, the observation gifts, etc. To foment a gradual autonomy in the learning; To promote the work in team between the girls and children; To allow to the girls, children and to the professors to enlarge their interactive net, to share projects, cultural and environmental experiences with other students and colleagues of centers that work in similar initiatives; To provide to the professors opportune information and development professional; To support and to supplement the work in the classroom.” We consider that this technological integration in the programs of early childhood education will allow: “To place girls, children and teachers in front of alternative communication forms that will constitute a stimulus for the curiosity, the creativity, the observation gifts, etc. To foment a gradual autonomy in the learning; To promote the work in team between the girls and children; To allow to the girls, children and to the professors to enlarge their interactive net, to share projects, cultural and environmental experiences with other students and colleagues of centers that work in similar initiatives; To provide to the professors opportune information and development professional; To support and to supplement the work in the classroom.”

Our country has serious problems in relation to the competence of the school to teach children to read and write in a full way. The National Curriculum, learn those languages competences is part of a long linked process to the participation in social inclusion practices. The child learns interacting with the written language, hearing read texts, trying to read and to write, making use of their previous knowledge, creating and testing hypotheses. Our country has serious problems in relation to the competence of the school to teach children to read and write in a full way. The National Curriculum, learn those languages competences is part of a long linked process to the participation in social inclusion practices. The child learns interacting with the written language, hearing read texts, trying to read and to write, making use of their previous knowledge, creating and testing hypotheses.

Brazilian Education Structure 1. Basic Education Early Childhood Education (0 - 6 ys.) Primary and Secundary Education (7 – 14 ys.) High School (15 – 18 ys.) 2. Higher Education 3. Special Support Adult education Professional education Indigenous education Special Education (inclusion program) Public spending on education year ECE US$ per student Higher Education US$ 2, Public spending on education year ECE US$ per student Higher Education US$ 2,778.19

72% of Brazilian cities have Day Care Centers (Convention) 4,815,431 children attend pre-schools(4-6) 98% of Brazilian cities have Pre-schools(4-6) There are 92,526 Child Education establishments all over the country. Of those, 67% (61,992) belong to the town hall administration and 27% (24,982) to private initiatives 1,092,681 children, from ages 0 to 3 attend Daycare Centers, distributed over 24,014 establishments

Resident population and population from 0 to 6 years of age Source: IBGE – Demographic Census ,799,17023,141,41313,9% BrazilPopulationPopulation aged 0 to 6 (b) Percentage (b/a)x100

Percentage of teachers working in early childhood education, according to level of education – Brazil and Regions – 2001 Source: ME/ INEP/ SEEC Brazil352,706 3,26,8 69,220,8 Early Childhood education Total Number of Teachers Level of Education (%) elementarySecondary complete College complete complete incomplete Amendment 14 of the Constitution introduced the Fund for Development of Elementary Education and Valorization of Teachers (Fundef). Each state and municipality must invest at least 60% of the resources on elementary education. However, it is the municipality’ responsibility to provide early education services. This put a double pressure on the municipality which leaves fewer resources to support day care and prescholl services. Amendment 14 of the Constitution introduced the Fund for Development of Elementary Education and Valorization of Teachers (Fundef). Each state and municipality must invest at least 60% of the resources on elementary education. However, it is the municipality’ responsibility to provide early education services. This put a double pressure on the municipality which leaves fewer resources to support day care and prescholl services.

The child has rights Criteria for a minimum standard services 1. Our children have the right to be in contact with nature. 2. Our children have the right to a safe and stimulating environment. 3. Our children have the right to individual attention. 4. Our children have the right to play. 5. Our children have the right to hygiene and health. 6. Our children have the right to a healthy nutrition. 7. Our children have the right to develop their curiosity, imagination and the ability to express their self. 8. Our children have the right to move with in large spaces. 9. Our children have the right to develop their cultural, religious and ethnic identities. 10. Our children have the right to express their feelings. 11. Our children have the right to protection, affection, and friendship. 12. Our children have the right to a special attention during their period of integration to the school. Ministry of Education 1993

Brazil’s National Education Plan Require that preschool teachers have secondary level in 5 years.. Create state and municipal on the job ECD trainning programs to bring preschool up to minimum national staff trainning standard, in 1 year. Teachers training on ECE ECE Services with a quality for all children Set universal preschool enrollment for 6 years-old as basic education

Monthly local Encounters Forum and Chat Forum and Chat Playing in the net Playing in the net Forum and Chat Forum and Chat Playing in the net Playing in the net Monthly supervision Monitoring Monitoring Practices exchange Circle of Reading Memory and registration KS News Proposal of the Formation at the Distance to ECED Teachers First e-learning in BR Proposal of the Formation at the Distance to ECED Teachers First e-learning in BR Talks in the net ECE Glossary ! Dimensions on ECE ECE Principles and theories 9 Tracks 9 Tracks Net in the circle evaluation

This Project is a Global initiative of IBM, with education partners. It is a combination of the donation of equipments and teachers' training, through web, and formation of leaderships for Early Childhood Education in the assisted cities. To provide free access to all preschool teachers

The KidSmart project is composed by: Donation, to PUBLIC preschools assembled in racks built in a toy shape. Educational softwares to help children in the process of learning. Teachers training programm using the technology improving the continuous formation. The children, from 4 to 6 years, will be introduced to the computer science, and the teachers and the pedagogic team from secretary of education on each city. They will have the Training on job program (local and distance monitoring) This pedagogic monitoring is accomplished through Kidsmart Project Internet site using IBM application tools.

Program of Continued Formation 1.To value the path and the teachers of Early Childhood Education accumulated knowledge; 2. To support and contribute in the organization of the didactic time and the songs of diversified activities; 3. To systematize the maids of pedagogic practices and lived with the children in the process of learning of reading and writing; 4. To implant the culture of e-learning; 5. To make available contents and all the information about Early Childhood Education in Brazil and around the world; 6. To build a net of teachers, for practices exchange. 1.To value the path and the teachers of Early Childhood Education accumulated knowledge; 2. To support and contribute in the organization of the didactic time and the songs of diversified activities; 3. To systematize the maids of pedagogic practices and lived with the children in the process of learning of reading and writing; 4. To implant the culture of e-learning; 5. To make available contents and all the information about Early Childhood Education in Brazil and around the world; 6. To build a net of teachers, for practices exchange.

Axes of the Project Computer as a tool to organize daily routine and space; The autonomy to explore the semi and structured areas for the learning of reading and writing. The implantation of the distance education technology as a methodology of Early Childhood Education teachers training in service; Build a net for exchange pedagogical practices Computer as a tool to organize daily routine and space; The autonomy to explore the semi and structured areas for the learning of reading and writing. The implantation of the distance education technology as a methodology of Early Childhood Education teachers training in service; Build a net for exchange pedagogical practices Subject public Teachers of the municipal net that act with children among 4 to 6 years Subject public Teachers of the municipal net that act with children among 4 to 6 years

1. Organization enlargement of the expressive areas with activities diversified in EMEIs. Responsibility of the implantation for the Municipal General office of Education under the pedagogic supervision of OMEP. 2. Formation Tracks: Orientation and implementation of defiant educational practices in each institution to practice the National ECE Guidelines and the of Curriculum Orientation and other texts of conceptual support elaborated by OMEP-BR. GOALS for ECE preschools & teachers 3. Organization of Routines diversified with types of driven activities and driven semi addressed for the reading and writing as well as the organization of groups for to existences in the songs that it allows the use of the tool. 4. The teachers' participation in the activities and courses offered by the Programa KS; development of readings, activities and registrations of the practices created by the educators related the reading acquisition and writing. SME propitiates the use of the internet for all of the involved teachers

1.To implement of e-learning methodology through the virtual atmosphere promoting the teachers' participation of all, educators and technicians in the activities proposed through web. The manager's of the project supervision. 2. To creat of updating courses in the area of Early Childhood Education with monitoring and certification through OMEP-BR: criteria of vacancies and varied menu of themes. 3. To organize of a collection of games and play situations created and lived by the Brazilian educators for wide exchange popularization. Material that will be available in the web and in a book of the KS Project, through new partnerships. 4. To systematize a methodology of Early Childhood Education in the acquisition of the reading and of the writing, mediated by the technology KS. 1.To implement of e-learning methodology through the virtual atmosphere promoting the teachers' participation of all, educators and technicians in the activities proposed through web. The manager's of the project supervision. 2. To creat of updating courses in the area of Early Childhood Education with monitoring and certification through OMEP-BR: criteria of vacancies and varied menu of themes. 3. To organize of a collection of games and play situations created and lived by the Brazilian educators for wide exchange popularization. Material that will be available in the web and in a book of the KS Project, through new partnerships. 4. To systematize a methodology of Early Childhood Education in the acquisition of the reading and of the writing, mediated by the technology KS. Goals for the Project

Methodology for Early Childhood Educators Presential Encounters for the accomplishment of the activities of Formation (local facilitators) Encounters for the accomplishment of the activities of Formation (local facilitators) Monthly encounters: support to the teacher for the pedagogic practice with weekly visits. Monthly encounters: support to the teacher for the pedagogic practice with weekly visits. Virtual Environment Formation and exchange of experiences starting from the activities: Formation and exchange of experiences starting from the activities: 1. Reading in the NET Accomplishment of readings, participation in the discussions (it adapts virtual - activities of the teachers), I register of practices, suggestions of activities and opinions on the routine Accomplishment of readings, participation in the discussions (it adapts virtual - activities of the teachers), I register of practices, suggestions of activities and opinions on the routine (performance of the facilitators and pedagogic coordinators) (performance of the facilitators and pedagogic coordinators) 2. Dimensions of the Early Childhood Education: chat with the specialists' monthly participation that you/they offer texts, provocations subsidizing one chats with marked hour. Presential Encounters for the accomplishment of the activities of Formation (local facilitators) Encounters for the accomplishment of the activities of Formation (local facilitators) Monthly encounters: support to the teacher for the pedagogic practice with weekly visits. Monthly encounters: support to the teacher for the pedagogic practice with weekly visits. Virtual Environment Formation and exchange of experiences starting from the activities: Formation and exchange of experiences starting from the activities: 1. Reading in the NET Accomplishment of readings, participation in the discussions (it adapts virtual - activities of the teachers), I register of practices, suggestions of activities and opinions on the routine Accomplishment of readings, participation in the discussions (it adapts virtual - activities of the teachers), I register of practices, suggestions of activities and opinions on the routine (performance of the facilitators and pedagogic coordinators) (performance of the facilitators and pedagogic coordinators) 2. Dimensions of the Early Childhood Education: chat with the specialists' monthly participation that you/they offer texts, provocations subsidizing one chats with marked hour.

3. Net in the Circle Information and weekly clues for incentive to the participation. Information and weekly clues for incentive to the participation. 4. Talks in the net: 03 (three) updating Courses offered during the year with workload of 20 hours and certified by OMEP year with workload of 20 hours and certified by OMEP approaching complementary themes. approaching complementary themes. 5. Debate forums. 6. Practices Exchange : pedagogic experiences. 7.Early Childhood Education: principles and theories 8. Glossary. 9. Memories 10. Evaluation and Quality indicators 11. TRACKS TRACKS 3. Net in the Circle Information and weekly clues for incentive to the participation. Information and weekly clues for incentive to the participation. 4. Talks in the net: 03 (three) updating Courses offered during the year with workload of 20 hours and certified by OMEP year with workload of 20 hours and certified by OMEP approaching complementary themes. approaching complementary themes. 5. Debate forums. 6. Practices Exchange : pedagogic experiences. 7.Early Childhood Education: principles and theories 8. Glossary. 9. Memories 10. Evaluation and Quality indicators 11. TRACKS TRACKS Activities that should be accomplished individually for deep study

Certification –Total workload of 240 hours considering the participation in: activities in the portal / encounters / tracks / courses / etc; activities in the portal / encounters / tracks / courses / etc; –The updating Courses have 20 hours each and a specific Certificate of the OMEP-BR/RS; –04 courses each year; –Building local leadership for the continued program. Each teacher will have a password!

This project is totally financed by The pedagogical partner for KIDSMART Brazil implementation guarantees the children from 4 to 6 years old a digital and social inclusion. 8 (eight) cities 1000 preschool teachers Children from 4-6 years old 415 School Coordinators 209 Computadors ( one for each class) 8 (eight) cities 1000 preschool teachers Children from 4-6 years old 415 School Coordinators 209 Computadors ( one for each class) The KIDSMART Project Team in São Paulo- Caraguatatuba The KIDSMART Project Team in São Paulo- Caraguatatuba

OMEP The World Organization for Preschool Education-OMEP is a non-governmental organization, civil entity of private rights, without profits ends. It is adopted to the World Organization for Preschool Education, advisory entity of UNESCO-Organization of the United Nations for the Education, Science and Culture and of UNICEF-Fund of the United Nations for the Childhood. It was created in Europe, in 1948, for a group of concerned educators with the lack of an education politics gone back to the first years of the life and interested parties in mobilizing the society and the educators in the promotion of the early childhood Education. OMEP/Brasil has 50 years of existence and it is present in 23 States and more than a hundred of municipal districts, through state federations, which are formed by regional and municipal associations. The national thirst of OMEP/Brasil, in the current administration ( ), it is located in Campo Grande, BAD. OMEP-BR is the pedagogic partner of IBM Brazil in this Project.OMEP-BR is the pedagogic partner of IBM Brazil in this Project.