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<https://discovery.ucl.ac.uk/id/eprint/10006687> <http://purl.org/dc/terms/title> "An investigation of the Movimento da Escola Moderna (MEM) pedagogy and its contribultion to learning to learn in Portuguese pre-schools"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10006687> <http://purl.org/ontology/bibo/abstract> "This study identifies how the Movimento da Escola Moderna model for pre-school\neducation works in practice, and how it has supported (or constrained) effective learning\nprocesses associated with 'learning to learn'.\nThe conceptual framework combines socio-cultural theories of learning with literature\non learning to learn and the role of interactions in teaching-learning processes to\nidentify effective learning processes in the early years.\nAdopting an interpretative approach to research, the study involves an in depth casestudy\napproach with ethnographic elements. Two classrooms, purposefully selected,\nprovide detailed illustrative cases of the MEM pedagogy. Data included observations\n(participant observations and video recording), interviews (adults and children), and\ndocuments. The analysis combined a theoretically driven framework with grounded\nanalysis.\nThis research showed that relationships between the MEM model, its practice and the\nchildren's participation in processes that promote 'learning to learn', are not\nstraightforward. Both classrooms provided 'communities of learning' where children\nwere encouraged to self-regulate their learning and engage in collaborative activities,\ntransforming their identity from 'child' to 'leamer', and their leading activity from\n'playing with others' to 'learning with others' . It was found that the structural and\ndynamic quality of day-to-day practices sometimes had contradictory effects, which led\nto the identification of some conditions required to guarantee such change for all the\nchildren including the youngest and those less participative.\nThe implications for further development of the MEM model and teachers' practices are\ndiscussed. These findings contribute to understand the role of pedagogy in\nmediating, from an early age, the development of a life-long learner."^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10006687> <http://purl.org/dc/terms/date> "2008" .
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