A noção de quantidade apresentada por crianças da pré-escola a partir de atividades baseadas na abordagem de Reggio Emilia.

Abstract

The dissertation is dedicated to discussing the ways to express the notion of quantity used by preschool-age children from activities based on Reggio Emilia‟s Approach. Assuming that educational experiences in Early Childhood Education must be able to provide opportunities for children to develop their abilities, stimulate different ways to communicate and express their impressions, ideas, hypotheses, and conclusions, we carried out an investigation with children aged four to six years, taking the Investigation Based on Design (IBD) as a methodological approach, from which we seek to answer the following research question: What ways of expressing the notion of quantity are mobilized by preschool children from activities based on the Reggio Emilia Approach? Taking a qualitative perspective, of an exploratory and explicative nature, and supported by the theoretical assumptions of Reggio Emilia‟s pedagogy, three activities were developed in the classroom, which were dedicated to exploring the notion of quantity and encouraging different ways to express quantities in children. The research empirical material consisted of the researcher‟s field notes, transcripts of audio recordings of conversations and interactions with the children, and the children's worksheets. Data analysis, guided by the principles of content analysis, evidenced strategies and resources to express the notion of quantity related to three themes: estimate manifested from the children's efforts to express quantities indicated in the tasks; counting carried out by carrying out the count in different situations, and numerical writing that characterizes the process of expressing quantities from the writing of numbers. As a result, we highlight the relevance of the Early Childhood Education teacher to provide children with situations in which they can mobilize and develop mathematical notions, such as quantity and number, developing their hundred languages, as proposed by education in Reggio Emilia. The tasks proposed in the IBD context boosted in children the ways of expressing quantity, developing the children‟s multiple languages, while at the same time providing listening, socialization, autonomy, and child protagonist. Finally, IBD favored the deepening of discussions on the development of the concept of quantity in Early Childhood Education and gave us the opportunity to produce understandings about the possibilities of the Reggio Emilia approach to the development of mathematics notions.