Class Diary

Early Childhood Education - daycare 0 to 3 years

 CLASS DIARY

Institution:_______________________________________________________

CRE:_____________________________AtodeInscrição:______/______/_____

Grupo:____________________________Anolitivo:______________________

Shift: ( morning ( evening ( integral

Class: _______________

Professor:
 PRESENTATION

The Class Diary for the Early Childhood Education stage aims to systematize the action
pedagogical developed throughout the school year, enabling the recording of observations
made by the teacher around the development presented by the children, in the
process of knowledge construction.

This document serves as a permanent source of consultation within the institution,

because through it it is possible to obtain information about the process experienced by each
child, thus transforming into a valuable instrument that supports interventions
pedagogical actions by the teachers, as well as guiding parents in their support.
of children's learning.

To ensure that the Class Diary fulfills its purpose, it must be updated.
daily, and the records made will be based on the defined skills
by SMED for this stage of Basic Education. It is emphasized that the experiences defined
this document is based on the National Curriculum Reference for Education
Children's (Brazil, 1998), and in studies related to the learning process in this
area, considering the age range of the assessed children.

What is intended with this document is to assist the pedagogical team through
theoretical references to systematize their proposals and evaluative process, favoring
the development and typical learning of the age group of children attending
Early Childhood Education. For that, the teacher must rely on the guidelines presented here.
in each language to produce their projects and sequences, as well as to record at the end
of each corresponding semester how the children's evolution has been in relation to the proposals
(projects and sequences) carried out. In this way, it is possible to select the experiences that
are related to the development process of children, in each phase carried out.
 GUIDELINES

The Class Diary is one of the tools for monitoring and recording.
on the performance of children in Early Childhood Education. In addition to this, the teacher can
use in your daily practice, other instruments that assist in data collection
daily information, depicting the process experienced by the children, such as
as: portfolio (a reflexive and contextualized collection of productions); notebook of
record of the observations made; field diaries, among others.

2. The assessment of learning should be based on the defined learning outcomes for
early childhood education, considering the developed content and the age range of
children. It is emphasized that at this stage of Basic Education, Evaluation does not have purposes
of promotion, but rather of monitoring and preventing possible difficulties
to be faced in the future by the child.

The proposed assessment serves two important functions: adaptation of

pedagogical intervention to the individual characteristics of children, through
frequent systematic observations and determination of the degree of effectiveness of
planned intentions in the planning.

4. Evaluation will always be about the child in relation to themselves and not comparatively.
like the other children. The gaze that seeks to capture the development, the
expressions, the construction of thought and knowledge (etc.) must identify,
also, your potentials, interests, needs, as these elements will be
crucial for the teacher to plan activities adjusted to the moment that the child
live. The evaluation occurs continuously and never as a formal testing act,
proof, grading and attitudes that signal punishment. (Guidelines
Municipal Curricula for Early Childhood Education/SECULT/2012, p.148.

5. The functions of the evaluation mentioned above will be achieved through:

Initial assessment: it locates the starting point of each child to carry out

Class Diary: Early Childhood - Daycare for 0 to 3 years 13

new learnings (initial diagnosis); this should be done at the moment
in which the child arrives at the group.

Formative assessment: provides the most suitable pedagogical help in

each moment, that is, monitoring of the proposal (sequence or project)
adapting to the concrete reality of the group, if necessary. This practice translates into
in the systematic observation of the child's learning process. These should
to be registered in the space designated for the Individual Work Plan (PIT).

The PIT is an individual work plan, which consists of developing proposals.

complementary according to the child's individual demand.
This plan should be structured by the teacher after the initial diagnosis or in
any time specific mediations are observed as necessary with the
the objective is for the child to develop fully.

Cumulative assessment: allows for the visualization of the learning path

traced by each child, since this instrument will contain the developmental description
from the diagnostic assessment, through the Individual Work Plan (IWP) and
proposals developed (sequences and/or projects) during the semester. The purpose
this instrument does not consist of quantitative valuation, in success or failure
of the child in the realization of the proposals, but on the contrary. This instrument aims to
depict how the child behaved in the construction of this knowledge, based on the
observations made by the teacher based on reports that stem from the proposed idea.

6. The assessment process in Early Childhood Education should involve the participation of
family based on the explanation of the evaluation criteria adopted by the teacher,
that is, it is necessary to share what is expected of the child at each stage of
process as well as its results.

7. To fulfill their role, the teacher must keep the Class Diary.
always updated, without amendments or erasures, and with daily records, as this is
An official document from the school that holds information about the educational process.
of children.

All observations regarding certificates, absences, suspension of activities or

Any occurrence in the child's attendance should be recorded in the space.
intended for observations on the back of the attendance sheet.

14 Class Diary: Early Childhood Education - Daycare for 0 to 3 years

8. The records of the children's development must be made through
initial diagnosis, of the observations for the individual work plan (IWP) that
will occur during the development of the sequences and/or projects, and finally
the preparation of a report at the end of each semester. This should be done in
two copies being delivered, one for the family, providing the parents of the
children from Early Childhood Education, a view of the development of their children.
Considering the following scopes:

Personal and social development of the child - This area should promote experiences
that will prioritize the construction of the subject. Referring to
issues that involve the development of skills that will relate to the
self-knowledge (recognizing oneself as a subject), thus building one's
identity, their symbolic schemes of interaction with others and with the environment,
as well as the relationship with themselves.

World knowledge - In this context, the construction of different languages

it will occur through experiences in which children will establish relationships with each other
and with the knowledge objects, emphasizing cultural aspects.

It is necessary for the assessment to be consistent with the planning and to be proposed in
different moments, since this is also a reflective support instrument
for the teacher about their pedagogical practice. The observations and records are
two major instruments that should be used to evaluate and monitor the
development of children.

The observations may occur at unscheduled times, given that

these should arise from a spontaneous and meaningful situation for the child
observed, or it can still occur systematically, when they are previously
set objectives to be achieved by the children, the records must contain
the proposal made to the child, their reactions to the activities and mediations carried out by
professor, thus revealing the child's journey until the end of the semester.

9. The attendance record of the children must be done daily, in such a way
that the teacher and the group can monitor your attendance. It is important that
identified the absence measures can be taken to ensure her return to
institution, as by attending the institutional space the child's bonds with
the institution and the group are strengthened, giving it the security to
fully develop.

Class Diary: Early Childhood Education - Nursery from 0 to 3 years 15

ASPECTS TO BE OBSERVED IN THE MONITORING
OF THE LEARNING PROCESS

Children from 0 to 1 year

Teachers should organize their practice in a way that allows for experiences.
generators of learning for children. These learnings are organized
as follows:

LEARNING FOCUSED ON TRAINING

PERSONAL AND SOCIAL
Taking care of yourself

Participating in experiences that enable children:

To gradually become familiar with one's own body image.

Gradually recognize one's own body and the different sensations that
produces.
Perform small daily actions within your reach, gaining greater
independence.
To be interested in playing and exploring different toys.
Participate in hide and seek games and imitation games.
Choose toys, objects, and spaces to play.
Make hand hygiene, even with help.
To express discomfort related to the presence of urine and feces in the diapers or
personal clothing.
Interested in getting rid of diapers.
Gradually appropriating regular personal hygiene habits
to be interested in washing hands, cleaning nose by oneself, brushing teeth, etc.

16 Class Diary: Early Childhood - Nursery for 0 to 3 years

To communicate that you are hungry, thirsty, in pain, cold, etc.
Eating with progressive autonomy, experimenting with new types of
food.
Gradually choose what you want to eat when serving yourself or being served.

Learning to relate

Participating in experiences that allow children:

Ask for help in situations where it is necessary.

Express your desires, dislikes, needs, preferences, and wishes in
playful activities and in daily activities.
Request comfort in everyday situations. Participate in situations with
children of different age groups.

About the Environment

Participate in experiences that enable children:

Gradually store toys and materials in their proper places afterwards.

to use them in the activities.
Cooperate to keep the environment (the place you frequent) clean.

LEARNING FOCUSED ON PLAYING AND IMAGINING

Participate in experiences that allow children:

ӹ Playing with the teachers to hide and discover the face.

ӹ Search for and find objects that have been hidden.
ӹ Hiding in some corner of the room and being found.

Class Diary: Early Childhood - Daycare for 0 to 3 years 17

Insert wooden pieces.
Y Stack cubes.
Mimic gestures and vocalizations of the teacher, colleagues, animals.
Imitate sounds of objects (the sound of the clock, the movement of a car, etc.).
To beat with hands on a surface.
ӹ Entrar e sair de espaços pequenos.
Playing in a circle or in a ring, imitating the gestures and songs of the teacher and the
colleagues.
Playing hide and seek, tag, kicking a ball, running, with the
teacher supervision.
Get involved in object exchange shifts.

LEARNINGS FOCUSED ON VERBAL LANGUAGE

ORALITY

Participate in experiences that enable children:

Understanding short messages (requests, commands, questions, brief

information) that is directed to you.
Establish gradual relationships between objects, events, people, and the
names that are assigned to them.
Gradually replace non-verbal communication (gestures, facial expressions) with
verbal communication (sounds, words, sentences).
Name the people, objects, and events that are most familiar.
Play at producing sounds with the teacher, with other children, and alone.
To distinguish the teacher's voice intonation when telling stories and when
communicates in everyday situations.
Express your needs and desires through gestures, vocalizations, shouting or
sorrow.
Participate in more collective communication situations.

18 Class Diary: Early Childhood - Nursery for 0 to 3 years

READING

Participate in experiences that enable children:

To be interested in reading stories.

Participate in reading situations of different genres carried out by adults:
comics, songs, recipes, etc.

WRITTEN

Participate in experiences that enable children:

Handle and browse printed materials (books, newspapers, magazines, stories in

comics, etc).
To observe and participate in acts of writing with real function, carried out by the
professor (building a block with song lyrics, rhymes, recipes).

LEARNINGS FOCUSED ON BODY LANGUAGE

EXPRESSIVENESS

Participate in experiences that enable children:

Imitate simple gestures (wave your arms, for example).

Follow movements with the eyes and move the head in the direction of sounds.
Appropriate one's own image (especially in photos and mirrors).
Observe yourself making movements in front of the mirror.
Explore different parts of the body (foot, head, hand, etc.).

Class Diary: Early Childhood Education - Nursery for Ages 0 to 3 19

BALANCE AND COORDINATION

Participating in experiences that enable children:

Hold objects for a longer time, including holding food for

to eat.
Sit at different angles.
Lie in different positions.
To take objects from one container and place them in another;
Engaging in hide-and-seek games, throwing a small ball, etc.
To stand up, leaning on something or on the soles of the feet, without help.
Move through space by crawling, running, walking, or jumping.
Manipulate objects of different shapes (weight, textures, sizes, that
produce sounds, etc.), using movements such as picking up, bringing to the mouth, kicking,
stack, fit together, throw in various directions and in different ways, etc.

LEARNINGS FOCUSED ON ARTISTIC LANGUAGES

REGARDING MUSICAL LANGUAGE

Musical

Participating in experiences that enable children:

Handling objects that produce sounds (e.g., small drums, rattles,

plastic containers filled with different materials.
Explore various sound materials.
Participate in situations of building sound toys with scrap.
Participate in situations that involve singing games and play.
Explore the expressive possibilities of your own voice.

20 Class Diary: Early Childhood - Daycare for 0 to 3 years

Musical appreciation

Participate in experiences that enable children:

I listen to music.
Listen to various musical works.
Listening to various types of sounds (e.g. telephone, doorbell, running water, the
rain, the dog barking, the airplane, etc.
Participate in situations that integrate music, songs, and movements
corporal.

REGARDING THE THEATRICAL LANGUAGE

Participating in experiences that enable children:

Imitate gestures, movements and expressions of other children, adults or

characters from various stories that were read, told, or dramatized.
Playing at being different things using makeup, accessories, and costumes.
Appreciate theater with object animation, puppetry, dolls, and
shadows.
To participate in situations where one can be an actor or a spectator.
Expressing liking or disliking, joy, fear, or tension in relation to a
presentation.

REGARDING VISUAL LANGUAGE

The artistic practice

Participate in experiences that allow children:

Manipulate different materials, feeling, tearing, crumpling, bringing together.

separating, overlapping, gluing, etc.
Use different consistencies of paints for painting.
Use hands to paint.
To move the body in space, creating marks in the sand, painting parts
of the body, recognizing the impression of hands and feet.

Class Diary: Early Childhood - Daycare for 0 to 3 years 21

Explore and manipulate materials such as pencils and brushes of different textures
and thicknesses, brushes, charcoal, stamp, among others, in paints, water, sand,
earth, clay, etc., and various graphic supports such as newspaper, paper, cardboard,
wall, floor, boxes, woods, etc.
To visually articulate the different relationships of light and dark in situations of
joke.
Observe the transformations of the colors of mixtures of compositions not
toxic, more specifically juices, beetroot porridge, jellies, etc.

Appreciation

Participate in experiences that enable children:

Observe various images.

To engage with the diversity of artistic productions, such as drawings,
paintings, photographs, illustrations, etc.
Appreciate your productions and those of others through observation.

LEARNINGS FOCUSED ON MATHEMATICAL LANGUAGE

Numbers and Number System

Participate in experiences that enable children:

Explore objects that contain numbers such as phone, clock, etc.

Participate in experiences where the teacher recites the numerical count.

Form

Participate in experiences that allow children to:

22 Class Diary: Early Childhood - Nursery for 0 to 3 years

Manipulate and explore objects and toys with different characteristics.
Try throwing objects of different shapes (cylinders, cubes,
squares, triangles, etc.

Space

Participate in experiences that enable children:

Manipulate and explore objects that allow for stacking, rolling, and
build.
Explore the spaces of the institution.
Playing to find objects, gradually anticipating where they might be.
hidden and make the necessary move to find it.
Explore two-dimensional and three-dimensional spaces using materials and
different tools, such as boxes of various sizes and heights.

Magnitudes and measurements

Participating in experiences that enable children:

Participate in exploration and manipulation activities (grouping objects,

stacking, putting one inside the other, filling, etc.
Explore the relationships of weight, size, volume, and direction of shapes
three-dimensional.

LEARNINGS FOCUSED ON LANGUAGE OF

CULTURE AND NATURE

Participating in experiences that allow children:

Participate in activities that involve stories, games, and songs

related to the cultural traditions of your community and other groups.

Class Diary: Early Childhood - Daycare from 0 to 3 years 23

Explore different objects, their properties, and simple cause-and-effect relationships.
effect.
Explore the environment, making contact with small animals and plants.
manifesting curiosity and interest.

ASPECTS TO BE OBSERVED IN THE MONITORING

OF THE LEARNING PROCESS

Children from 1 to 3 years old

Teachers should organize their practice in a way that allows for experiences.
generators of learning for children. These learnings are organized
in the following way:

LEARNINGS FOCUSED ON TRAINING

PERSONAL AND SOCIAL
Take care of yourself

Participate in experiences that enable children:

Eat without help and use utensils properly, gradually.

Express preferences regarding smells and tastes.
to perform collaborative movements while dressing or undressing, such as putting on
(or take off) the shoes, unbutton, etc.
Identify products that should not be ingested.
Take necessary precautions to protect the body when handling paints.
sharp objects and while playing.
Recognize situations of potential danger and take precautions to avoid them.

24 Class Diary: Early Childhood - Daycare from 0 to 3 years

Sleep alone without the use of a transitional object (pacifier, and/or
cloth).
Appreciate the flavors, the colors, the textures, and the consistency of different
food.
To perceive the urge, go to the bathroom, and have progressive control over the sphincters.
Wash hands, clean the nose, brush teeth, use soap and dry off.
with the towel, with the help of the adult.
Locate, in the environment, usual objects and access them progressively.
autonomy.

Learning to relate

Participating in experiences that enable children:

To progressively identify some characteristics unique to individuals

with whom he interacts daily in situations of interaction.
Respect simple rules of social coexistence.
To cooperate, to show solidarity with colleagues and other people.
To participate, with interest, in situations that involve the relationship with the other,
including different age groups.
To coexist with all children, respecting the differences regarding:
ethnicity, gender, religion, socio-cultural condition, or due to needs
special education.
Communicate with different partners, in pairs or in small groups,
using gestures, facial expressions, and body movements.
Resolving conflicts through dialogue with other children and adults.
Identify elements that cause you fear and seek help to overcome it.

About the Environment

Participate in experiences that allow children:

Identify, progressively, situations where there is water waste and

energy.
To understand the need to take care of and preserve plants in gardens and orchards.
Recognize that domestic animals need care.

Class Diary: Early Childhood - Nursery for 0 to 3 years 25

To progressively understand the impact of waste on the environment.
Participate in situations of organizing materials and toys.
Separate the waste into appropriate containers, making progressive contact with
actions aimed at building procedures and attitudes.

LEARNINGS FOCUSED ON PLAYING AND IMAGINING

Participate in experiences that enable children:

Participate with playmates in circle games and ciranda, singing

and making the expected gestures, without needing the teacher as a model.
Assume roles when reproducing everyday situations in make-believe, mediated
for objects and clothing.
Iimitate the actions of a character from a story read (Example: imitate the wolf from...
story, walking like the seven dwarfs singing in the forest, etc.
Playing with puppets, reproducing simple dialogues of characters that
they memorized or invented.
Build toys from scrap materials with the help of the teacher.
models, houses or castles with sand, wooden stumps and other materials.
Playing with the sound of words, with variations of a gesture, or of a
posture.
Playing follow the leader, with a handkerchief behind, treasure hunting, etc.
Assemble the puzzle with help.
Explain to one or more colleagues how to participate in a game with
rule, using your words and your way of understanding the game and its
functioning.
To dramatize a plot using puppets as actors, to tell colleagues or to the
professor which characters, objects and props are necessary for the
pretend about a certain theme.
Playing to sing, to dance, to draw, to write, to play soccer, etc.
Demonstrate interest and learn new games.

26 Class Diary: Early Childhood - Daycare for 0 to 3 years

Prolong your playtime even more.
To describe a game experienced.

LEARNINGS FOCUSED ON VERBAL LANGUAGE

REGARDING ORAL LANGUAGE

Orality

Participate in experiences that enable children:

Listen carefully (pay attention to the opinions of colleagues, to the storytelling, the
conversations in the circle, the teacher's guidelines, etc.)
Listen to stories and recognize elements of the stories in the illustrations.
Respond to questions using familiar words and phrases.
To report small facts and significant experiences, describing situations and
objects with the help of other children and the adult.
Participate, although for brief periods of "talking circles," in which the
the following activities are carried out: singing songs accompanied by
movements, listening to short stories, listening to poems, sharing news.
Reproduce, orally, small texts such as songs, rhymes, chants,
stories, etc.
Express wishes, needs, and feelings through oral language and/
or sign language, interacting in everyday communication situations.
Participate in different verbal moments, communicating in different ways.
contexts and with a diversity of interlocutors.
Expand your vocabulary by incorporating terms derived from the
experiences lived.

Class Diary: Early Childhood Education - Daycare from 0 to 3 years 27

Reading

Participate in experiences that enable children:

Be interested in reading stories.

Participate in reading situations of different genres conducted by adults:
comics, songs, recipes, etc.
Develop, progressively, reading procedures supported by models
adults, in an unconventional way.
To handle, with increasing interest, printed materials such as books,
magazines, etc. (previously presented to the group).

Writing

Participate in experiences that allow children:

Experiencing writing situations in their play.

Recognize the writing of your own name.
Understand the function of the name as an identifier of its activities and
belongings.
Familiarize yourself with different textual carriers (short stories, newspaper articles,
guesses, poems, etc.)
Identify and write your name from a model card.
Draw freely.
Identify the initial letter of your name and other significant words.
Participate in writing situations with real social function, with the help of
professor (collective texts, notes for parents, description of pictures,
combined).
Imitate the writer's behavior in their symbolic play; sign
documents, jotting down notes, making shopping lists, etc.

28 Class Diary: Early Childhood - Nursery for Ages 0 to 3

 LEARNINGS FOCUSED ON BODY LANGUAGE

Expressiveness

Participate in experiences that allow children:

Exploring the possibilities of gestures and body rhythms to express themselves

in games and in other situations of interaction.
Explore the parts of the body, knowing and identifying their qualities.
own body and the bodies of others, and their similarities and differences.
To observe oneself and observe the other, making movements in front of the mirror.
Participate in dances of different genres and other expressions of culture
corporal (mimicry, theater).

BALANCE AND COORDINATION

Participate in experiences that enable children:

Push carts and boxes, march, dance, roll, go up and down from chairs,
etc.
Stack blocks or other objects.
Explore and utilize grasping, fitting, throwing movements, etc., to
use of various objects.
Jump long and deep.
Advance in security and agility of movements.
To walk while carrying objects.

Class Diary: Early Childhood - Daycare for Ages 0 to 3 29

LEARNINGS FOCUSED ON ARTISTIC LANGUAGES

Musical Make

Participate in experiences that allow children:

Handle objects that produce sounds (e.g.: small drums, rattles,

plastic containers filled with different materials.
Explore various sound materials.
Build sound toys with scrap.
Interpret various songs and melodies.
Participate in sung and rhythmic games.
Follow the rhythm of the songs with body movements.
Create songs and lyrics.
Explore different ways to produce sounds with your own body.

MUSICAL APPRECIATION

Participate in experiences that enable children:

Listen to music.
Listen to various musical works (classical, popular, sung, ethnic and
instrumental.
Listening to different types of sounds (Ex: phone, doorbell, running water,
rain, the barking dog, the airplane, etc.
Participate in situations that integrate music, songs, and body movements.
Participate in situations that involve contact with sound qualities
(intensity, duration, timbre, pitch) of objects and musical instruments
diverse, even without conventionally recognizing them.
Participate in situations where music, songs or sounds produced by
sound toys should be present in storytelling.
Expand different rhythms of music and songs.
Demonstrate your preference for instrumental music, songs, lullabies,

30 Class Diary: Early Childhood - Nursery for 0 to 3 years

 ring songs, rhymes, tongue twisters, mnemonics, riddles
etc.

REGARDING THE THEATRICAL LANGUAGE

Participate in experiences that allow children:

Imitate gestures, movements, and expressions of other children, adults, or

characters from various stories that have been read, told, or dramatized.
To play at being different things, using makeup, accessories, and costumes.
Appreciate theater with object animation, puppetry, and dolls.
shadows.
Participate in situations where one can be an actor or a spectator.
Participate in the theatricalization of well-known stories, with or without the use of
masks, costumes, makeup or props.
Recognize some characteristics of socialized characters.
Create stories and plots to dramatize.
Improvise situations and characters using puppets, toys, and objects.
Appreciate the presentations, highlighting aspects such as: sounds, lights, sets,
fantasies and dialogues of the characters.
To describe feelings of pleasure or displeasure, of fear or happiness
regarding the presentation.

REGARDING VISUAL LANGUAGE

The artistic doing

Participating in experiences that enable children:

Manipulating different materials, feeling, tearing, crumpling, joining,

separating, overriding, pasting, etc.
Use different consistencies of paints for painting.
Use your hands to paint.
Move the body in space, leaving marks in the sand, painting parts
of the body, recognizing the imprint of the hands and feet.
Explore and manipulate materials such as pencils and brushes of different textures and
thicknesses, brushes, charcoal, stamp, etc., of mediums such as paints, water, sand,

Class Diary: Early Childhood Education - Nursery for 0 to 3 years 31

 earth, clay, etc., and various graphic supports such as newspaper, paper, cardboard,
wall, floor, boxes, woods, etc.
Take care of your own body when handling art supports and materials.
Take care of the colleagues' bodies when handling art supplies and materials.
Take care of the materials, the work, and objects produced individually.
Take care of the materials, works, and objects produced collectively.
Create paintings with different consistencies (hard or soft); temperature
varied (hot or cold); different weights (light or heavy).
Identify your production, among others.
Explore the experimented materials.
To observe and interact with the production processes of the other children,
including those from other age groups.

APPRECIATION

Participating in experiences that allow children:

Observe various images.
Identify various images
To know the diversity of artistic productions, such as drawings, painting,
photographs, illustrations, etc.
Appreciate your productions and those of others through observation.

LEARNINGS FOCUSED ON MATHEMATICAL LANGUAGE

Numbers and Number System

Participate in experiences that enable children:

Reciting, orally, numerical sequences in games and songs together

with the teacher and in the various contexts in which children recognize
this use as necessary.
To master, progressively, the ordered succession of numbers through

32 Class Diary: Early Childhood - Daycare for ages 0 to 3 years

 counting procedures.
Use different forms of representation of quantities.
Getting in touch with everyday situations, favoring the construction of
mathematical notions related to the construction of the concept of number.
Communicate quantities through the name of numbers.
Registrar, even if in an unconventional manner, material control,
quantidade de crianças que irão lanchar, pontuação de brincadeiras,
number of children present on the day.

Form

Participating in experiences that allow children to:

Separate objects according to one of their characteristics (color, thickness or

size).
Build objects with different materials.
Describe some attribute (small/large; long/short; round/
square) of diversified objects.

Space

Participate in experiences that allow children:

Representing space in another dimension through building play
towers, tracks for toy cars and cities made of interlocking blocks or wood.
Explore space by moving objects and yourself.
Moving through obstacles placed along the route (passing through
top, bottom, surrounding, balancing, etc.
Identify some positions of objects in space.
Explore vertical, horizontal, and circular paths (walking on top of the
rope, hula hoop, etc.
Know the spaces of the institution and their functions, understanding the concepts
from inside, outside, on top, near, far and exploring various paths to
to arrive at a place.
To build flat and volumetric shapes considering their relationships with the
three-dimensional spaces, through sculptures, modeling, etc.
Magnitudes and measurements

Participating in experiences that enable children:

Manipulating measuring instruments in play situations, where it is

it is necessary to measure length, weight, volume, and time.
Explore weight, size, and volume relationships of two-dimensional shapes or
three-dimensional when building flat and volumetric shapes.

LEARNINGS FOCUSED ON THE LANGUAGE OF

CULTURE AND NATURE

Participate in experiences that enable children:

Participate in activities that involve stories, games, and songs

related to the cultural traditions of your community and other groups.
Taking care of small animals through activities that involve observation,
the exchange of ideas among children and the creation with the help of the teacher.
Take care of plants and observe their growth, their transformation, and participate.
of care that requires such as watering, checking for the presence of pests, etc.
Show interest and curiosity about the physical and social environment around you,
asking questions, moving gradually, with independence,
exposing your ideas.
Participate in activities that involve cooking or crafting processes
objects to help raise questions regarding the transformation of elements.
Learn to act on objects and materials, with the help of the teacher, making and
creating mixtures (play dough, thick porridge of water and cornstarch, etc.).
Recognize differences and similarities between your family organization and that of other children.
Observe phenomena and elements of nature present in everyday life
recognize some characteristics (heat produced by the sun, rain, clear and
dark; hot and cold).
 PROJECT AND/OR SEQUENCE

This space is intended for the registration of proposals (project names and/or sequences).

1st SEMESTER

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________
 PROJECT AND/OR SEQUENCE

This space is intended for recording proposals (project names and/or sequences).

2nd SEMESTER

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________
 OBSERVATIONS REGARDING FREQUENCY

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
 CHILD'S PATHWAY REGISTRATION IN THE PROCESS OF
BUILDING KNOWLEDGE

Name:______________________________________________________
Idade: ___________ anos e ____________ meses.

INITIAL DIAGNOSIS DATA: ____ /____ / ____

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Teacher: __________________________________________________
FOLLOW-UP OBSERVATIONS DURING THE 1ST SEMESTER
PIT - Individual Work Plan

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Institution: __________________________________________________
Nome:______________________________________________________
Grupo: _____________________Turma: __________________________

REPORT ON THE CONSTRUCTION PROCESS OF

KNOWLEDGE 1st SEMESTER

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

(front and back, date and signature on the back)

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Data: ____ / ____ / ____

Teacher: __________________________________________________
Pedagogical Coordinator or Manager: _______________________________
Institution: __________________________________________________
Name:______________________________________________________
Grupo: _____________________Turma: __________________________

REPORT ON THE CONSTRUCTION PROCESS OF

KNOWLEDGE FIRST SEMESTER

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

(front and back, date and signature on the back)

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

____ / ____ / ____

Teacher: __________________________________________________
Pedagogical Coordinator or Manager: _______________________________
FOLLOW-UP OBSERVATIONS DURING THE 2ND SEMESTER
PIT - Individual Work Plan

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Institution: __________________________________________________
Nome:______________________________________________________
Grupo: _____________________Turma: __________________________

REPORT ON THE CONSTRUCTION PROCESS OF

CONHECIMENTO 2º SEMESTRE

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

(front and back, date and signature on the back)

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Data: ____ / ____ / ____

Teacher: __________________________________________________
Pedagogical Coordinator or Manager: _______________________________
Institution: __________________________________________________
Name:______________________________________________________
Grupo: _____________________Turma: __________________________

REPORT ON THE CONSTRUCTION PROCESS OF

KNOWLEDGE 2ND SEMESTER

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

(front and back, date and signature on the back)

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Data: ____ / ____ / ____

Teacher: __________________________________________________
Pedagogical Coordinator or Manager: _______________________________