Modeling In Early Childhood Education: A Contribution to The Integral Development of the Child
This writing deals with Modeling in the conception of Mathematics Education and has as its guiding question: What elements of the Modeling tasks make it possible to contribute to the development of children in Early Childhood Education? The objective is to explain the principles and constituent stages of the Modeling tasks that contribute to the child’s development, based on the analysis of 3 (three) dissertations supervised by Burak, or authors who follow his assumptions. Initially, Higginson’s conception and Mathematics Education (1980) and the conception of Modeling in Mathematics Education proposed by Burak (1992) are clarified. This is qualitative bibliographic research. As a result of the analyzes and descriptions of the dissertations, it can be pointed out that: the fact of making children the protagonist of their learning is a differential; allows the child to act in an active, complex way, analyzing, synthesizing information, formulating hypotheses to explain the problem raised, in addition to significantly favoring the development of fine and gross or broad motor coordination, in expanding vocabulary, in oral language, in the form of expression of children and notably in self-confidence. Modeling in the conception of Mathematics Education has a strong potential to constitute a new rationality in the teaching process in the scope of Early Childhood Education.
