Academic literature on the topic 'Curriculum, pedagogy and didactics, n.e.c'

This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children’s motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions’ task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.

With the proliferation of participatory approaches to promoting youth development such as Youth-Led Participatory Action Research (YPAR), it is more important than ever that researchers and practitioners understand how to create curriculum that will authentically engage youth of color. To that end, there are important lessons public health researchers can learn from the fields of community psychology, education, and social work, among others. We explore the benefits of a youth-led research and action curriculum steeped in critical pedagogy and critical race theory focused on public health. Youth of color ( N = 35) between the ages of 13 and 34 years from five U.S. cities were hired as researchers. The majority (57%) of youth were 16 or 17 years, and the gender split was female (57%) and male (43%). Key informant interviews with adults and qualitative data analysis techniques were employed to examine program products and outcomes. Materials were deductively coded for content related to critical pedagogy and race theory (e.g., empowerment, capacity building and community engagement, skill development) as well as conceptualizations of health. Findings indicate young people (a) began to think more consciously about health, what it means to be healthy, and the factors that influence health; (b) developed critical skills; and (c) described feeling empowered. When given resources and space to lead, we found youth to be insightful, resourceful, compassionate, and deeply committed to improving the lives of their peers, family members, and communities.

This article derives from a research whose objective was to investigate how the formative processes about the integration of Digital Information and Communication Technologies (DICT) in the field of Education, in the Pedagogy course of a federal university in the state of São Paulo, Brazil, contribute to the training of its graduates. To do so, it considered the daily experience of the students with the TDIC, the requisitions for its use by the university, and the formative experiences lived in the curricular disciplines that work with the relations between TDIC and Education. The research is based on the point of view of qualitative research, as a case study. As data production, the research used an open-ended questionnaire and semi-structured interviews and as a method of data analysis, it used a descriptive statistical analysis, as well as thematic analysis of content. The discussions revealed a secondary role in incorporating and discussing the relationships involved in DICT and in the teaching and learning processes, since their direct discussion is arranged only in elective disciplines. It was also verified that the DICT-Education relationship ends up being confined to the discussion of the technological apparatuses as didactic-methodological tools, in the exercise of teaching. The research also points that the challenge that the training process provides a relationship in which the DICT are together with the socio-cultural practices experienced by the subjects, demanding the integration of the DICT throughout the course, in a transversal way and as a cultural process, beyond the strictly pedagogical sense.ResumoO presente artigo deriva de uma pesquisa que teve por objetivo investigar em que medida os processos formativos que inserem e tematizam a integração das Tecnologias Digitais de Informação e Comunicação (TDIC) ao campo da Educação, no curso de Pedagogia de uma universidade federal, no estado de São Paulo, contribuem para a formação de seus licenciandos. Para tanto, considerou a experiência cotidiana dos licenciandos com as TDIC, as requisições para seu uso, pela universidade, e as experiências formativas vivenciadas nas disciplinas que tematizam as relações entre TDIC e Educação. A investigação é concebida sob a ótica da pesquisa qualitativa, em caráter de estudo de caso. Estabeleceu-se como instrumentos de produção de dados, a aplicação de questionário aberto-fechado e de entrevistas semiestruturadas e como método de exame dos dados, a análise estatística descritiva e a análise temática de conteúdo. Os achados revelaram um papel secundarizado na incorporação, problematização e discussão das relações envoltas às TDIC e aos processos de ensino e aprendizagem, posto que sua tematização direta seja disposta apenas em disciplinas de caráter eletivo. Também foi constatado que a relação TDIC-Educação acaba por se circunscrever à discussão dos aparatos tecnológicos como ferramentas didático-metodológicas, no exercício da docência. Da discussão dos resultados emerge como principal apontamento, o desafio de que o processo formativo proporcione uma relação em que as TDIC estejam imbricadas às práticas socioculturais vivenciadas pelos sujeitos, demandando a integração das TDIC, em todo o curso, de forma transversal e como processo cultural, para além do estritamente pedagógico.Palavras-chave: Formação inicial do pedagogo, Tecnologias digitais da informação e comunicação, Racionalidade tecnológica, Práticas culturais.Keywords: Initial teacher training, Digital information and communication technologies, Technological rationality, Cultural practices.ReferencesADRIÃO, T. Educação e produtividade: a reforma do ensino paulista e a desobrigação do Estado. 1ª ed. São Paulo: Xamã, 2006.ANDRÉ, M. O que é estudo de caso qualitativo em educação? Revista da FAEEBA: Educação e Contemporaneidade, Salvador, v. 22, n. 40, p. 95-103, jul./dez. 2013.BELLONI, M. L.; GOMES, N. G. Infância, mídias e aprendizagem: autodidaxia e colaboração. Educ. Soc. [online]. 2008, vol.29, n.104, pp.717-746. Disponível em: <http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101-73302008000300005&lng=en&nrm=iso>BONILLA, M. H. S.; PRETTO, N. L. Política educativa e cultura digital: entre práticas escolares e práticas sociais. Revista Perspectiva, v. 33, n. 2, p. 499 – 52, maio/ago. 2015. Disponível em: <https://periodicos.ufsc.br/index.php/perspectiva/article/view/36433> Acesso em: 05/02/2017.CASTELLS, M. A Sociedade em rede. Trad. Roneide Venâncio Majer; Atualização para 6ª: Jussara Simões. São Paulo: Paz e Terra, 2010.CONTRERAS, J. A autonomia dos professores. Trad. Sandra Trabucco Valenzuela. 2ª ed. São Paulo: Cortez, 2012.CUNHA, A. G. Dicionário etimológico da língua portuguesa. São Paulo: Nova Fronteira, 1986.FREIRE, P. A máquina está a serviço de quem? Revista BITS, v. 1, n. 7, p. 6. São Paulo, maio, 1984.FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 25ª ed. Rio de Janeiro: Paz e Terra, 2015a.FREIRE, P. Pedagogia do oprimido. 56ª ed. Rio de Janeiro: Paz e Terra, 2015b.FREIRE, P.; SHOR, I. Medo e ousadia: o cotidiano do professor. Trad. de Adriana Lopez. 1ª ed. Rio de Janeiro: Paz e Terra, 1986.GATTI, B. A.; BARRETO, E. S. de S. Professores do Brasil: impasses e desafios. 1ª ed. Brasília: UNESCO, 2009.GIROUX, H. A. Os professores como intelectuais: rumo a uma pedagogia crítica da aprendizagem. Trad. Daniel Bueno. 1ª ed. Porto Alegre: Artes Médicas, 1997.LAMBERT, W. W.; LAMBERT, W. E. Psicologia social. Rio de Janeiro: Zahar, 1981.LAVILLE, C.; DIONNE, J. Manual de metodologia da pesquisa em ciências humanas. Trad. H. Monteiro e F. Settineri. Porto Alegre: Artmed, 1999.LÉVY, P. As tecnologias da inteligência: o futuro do pensamento na era da informática. Trad. Irineu da Costa. 2ª ed. Rio de Janeiro: Editora 34, 2010.MARCUSE, H. Tecnologia, guerra e fascismo: coletânea de artigos de Herbert Marcuse. Ed. Douglas Kellner. Trad. M. Cristina Vidal Borba. São Paulo: Editora UNESP, 1999.NOVA, C.; ALVES, L. A. Comunicação digital e as novas perspectivas para a educação. 2002. Disponível em: <http://www.lynn.pro.br/pdf/art_redecom.pdf > Acesso em: 13 set. 2014.PARO, V. H. Educação como exercício do poder: crítica ao senso comum em educação. 2ª ed. São Paulo: Cortez, 2010.PESCE, L. O programa um computador por aluno no estado de São Paulo: confrontos e avanços. 2013. Disponível em: http://36reuniao.anped.org.br/pdfs_trabalhos_encomendados/gt16_trabencomendado_lucilapesce.pdf>. Acesso em: 05/02/2017.PESCE, L. Políticas de formação inicial de professores, tecnologias e a construção social do tempo. EccoS, Revista Científica. v. 33, n. 01, jan.-abril. 2014. p. 157-172. Disponível em: http://www4.uninove.br/ojs/index.php/eccos/article/viewFile/3598/2721 Acesso em: 25/05/2017.PESCE, L.; ABREU, C. B. de M. Pesquisa qualitativa: considerações sobre as bases filosóficas e os princípios norteadores. Revista Educação e Contemporaneidade. v. 22, n. 40, jul.-dez. 2013. p. 19-30. Disponível em: http://www.revistas.uneb.br/index.php/faeeba/article/view/747/520. Acesso em 05/02/2017.SANTAELLA, L. Potenciais e desafios da sociedade informacional. 2005. Disponível em: < http://www.crics.info/program/public/documents/salvadorsantaella-141327.pdf> Acesso em: 20 de abril de 2017.SAVIANI, D. Escola e democracia. 23º edição. Cortez: São Paulo, 1991.TRIVIÑOS, A. N. S. Introdução à pesquisa em ciências sociais: a pesquisa qualitativa em educação. São Paulo: Atlas, 1987.XAVIER, A. C. Leitura, texto e hipertexto. In: MARCUSCHI, L. A.; XAVIER, A. C. (orgs.). Hipertexto e gêneros digitais: novas formas de construção do sentido. 2ª ed. Rio de Janeiro: Lucerna, 2005.e2544006

Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. In Oregon Program Evaluators Network (pp. 31–62). https://doi.org/doi:10.1007/978-94-010-0309-4_4 Sturgess, J. (2003). A model describing play as a child-chosen activity - Is this still valid in contemporary Australia? Australian Occupational Therapy Journal, 50(2), 104–108. https://doi.org/10.1046/j.1440-1630.2003.00362.x Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thompson, G. (2013). NAPLAN, myschool and accountability: Teacher perceptions of the effects of testing. International Education Journal, 12(2), 62–84. van Oers, B. (2012). Developmental education for young children: Concept, practice and implementation. Developmental Education for Young Children: Concept, Practice and Implementation, 1–302. https://doi.org/10.1007/978-94-007-4617-6 van Oers, B. (2015). Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction, 4, 19–27. https://doi.org/10.1016/j.lcsi.2014.07.003 van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182 Wallerstedt, C., & Pramling, N. (2012). Learning to play in a goal-directed practice. Early Years, 32(1), 5–15. https://doi.org/10.1080/09575146.2011.593028 Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, langauge, and the role of adult support. American Journal of Play, 6(1), 39–54. Retrieved from http://www.journalofplay.org/issues/6/1/article/3-talking-it-play-language- development-and-role-adult-support Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. International Journal of Learning, 17(10), 165–180. https://doi.org/10.18848/1447-9494/cgp/v17i10/47298

This paper presents the results of a research carried out with a group of Pedagogy students in a private higher education institution in Rio Grande do Sul (Brazil), making use of Hot Potatoes authoring software aiming at the development of didactic materials. The theoretical foundation was based on pointing out the features, advantages, disadvantages and contributions of software as a technology for teacher education. The objective of this research was to verify the contributions (advantages and disadvantages) of using Hot Potatoes authoring software in the development of activities related to mathematical literacy for Youth and Adult Education (EJA) in the perception of university students. The qualitative and exploratory research had the participation of 22 collaborators who were attending the EJA Teaching Methodology discipline. A workshop was held to present the functionalities of the software and to develop activities by the participants, based on the use of scripts prepared by the researchers. Data collection occurred through a questionnaire with closed questions to draw the profile of participants and open questions to capture their perceptions regarding the software. For data analysis, the Discursive Textual Analysis (ATD) was used. It was concluded that the use of this software has advantages, disadvantages and didactic aspects to be considered when using it.ResumoEste artigo apresenta os resultados de uma pesquisa desenvolvida com um grupo de estudantes de Pedagogia em uma instituição privada de ensino superior do Rio Grande do Sul, fazendo o uso do software de autoria Hot Potatoes visando ao desenvolvimento de materiais didáticos. A fundamentação teórica baseou-se em apontar as funcionalidades, vantagens, desvantagens e contribuições do software como tecnologia para formação docente. O objetivo da pesquisa foi verificar as contribuições (vantagens e desvantagens) do uso do software de autoria Hot Potatoes no desenvolvimento de atividades relacionadas à alfabetização matemática para a Educação de Jovens e Adultos (EJA) na percepção dos universitários. A investigação de cunho qualitativo e do tipo exploratória contou com a participação de 22 colaboradores que estavam cursando a disciplina de Metodologia de Ensino da EJA. Realizou-se uma oficina para apresentação das funcionalidades do software e para desenvolvimento de atividades com os participantes, a partir do uso de roteiros elaborados pelos pesquisadores. A coleta de dados ocorreu por meio de questionário com questões fechadas para traçar o perfil dos participantes e questões abertas para captar as suas percepções com relação ao software. Para a análise dos dados, utilizou-se a Análise Textual Discursiva (ATD). Concluiu-se que o uso do referido software apresenta vantagens, desvantagens e aspectos didáticos a serem considerados acerca de sua utilização.ResumenEste artículo presenta los resultados de una investigación realizada con un grupo de estudiantes de pedagogía en una institución privada de educación superior en Rio Grande do Sul (Brasil), utilizando el software de autoría Hot Potatoes para el desarrollo de materiales didácticos. La base teórica se basó en señalar las características, ventajas, desventajas y contribuciones del software como tecnología para la formación del profesorado. El objetivo de esta investigación fue verificar las contribuciones (ventajas y desventajas) del uso del software de autoría Hot Potatoes en el desarrollo de actividades relacionadas con la alfabetización matemática para la Educación de Jóvenes y Adultos (EJA) en la percepción de los estudiantes universitarios. La investigación cualitativa y exploratoria contó con la participación de 22 colaboradores que asistían a la disciplina Metodología de Enseñanza EJA. Se realizó un taller para presentar las funcionalidades del software y desarrollar actividades por parte de los participantes, basado en el uso de guiones preparados por los investigadores. La recolección de datos se realizó a través de un cuestionario con preguntas cerradas para dibujar el perfil de los participantes y preguntas abiertas para capturar sus percepciones sobre el software. Para el análisis de datos, se utilizó el análisis textual discursivo (ATD). Se concluyó que el uso de este software tiene ventajas, desventajas y aspectos didácticos a tener en cuenta al usarlo.Palavras-chave: Softwares de autoria, Formação de professores, Análise textual discursiva.Keywords: Authoring software, Hot Potatoes, Teacher training, Discursive textual analysis.Palabras claves: Software de autoría, Formación del profesorado, Análisis textual discursivo.ReferencesBECKER, Fernando. Educação e construção do conhecimento. Porto Alegre: Artmed, 2001.BEHAR, Patricia et al. Objetos de Aprendizagem para a Educação a Distância. In: Modelos pedagógicos em educação a distância. Porto Alegre: Artmed, 2009. Cap. 3. P. 66-92.BELLONI, Maria Luiza. Educação a distância. – 2. ed – Campinas, SP: Autores Associados, 2001. – (Coleção educação contemporânea).BERTIN, Roseli et al. Desenvolvendo jogos educacionais por meio de softwares de autoria. RENOTE, v. 13, n. 1, 2015.BOVO, V, G. O uso do computador na educação de jovens e adultos. Revista PEC. 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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. 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(2017). Implementing Multicultural Education for Young Children in South Korea: Implementing Multicultural Education for Young Children in South Korea: Early Childhood Teachers’ Needs 1 ). March. Dabbagh, N & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Pearson Education, Inc. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation. Routledge. Daryanto. (2014). Pendekatan Pembelajaran Saintifik. Gava Media. Dick, C. & C. (2009). The Sistematic Design of Instruction. Upper Saddle River. Elde Mølstad, C., & Karseth, B. (2016). National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal, 15(3), 329–344. https://doi.org/10.1177/1474904116639311 Eurydice. (2018). Steering Documents and Types of Activities. 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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools. Journal of Primary Education, 9(3), 238–247. https://doi.org/10.15294/jpe.v9i3.39950 Badmus, O. (2018). Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap. In Contemporary Issues in Science, Technology, Engineering, Arts and Mathematics Teacher Education in Nigeria. Björklund, C., & Ahlskog-Björkman, E. (2017). Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art. International Journal of Early Years Education, 25(2), 98–111. https://doi.org/10.1080/09669760.2017.1287061 Broadhead, P. (2003). Early Years Play and Learning. In Early Years Play and Learning. https://doi.org/10.4324/9780203465257 Canning, N. (2010). The influence of the outdoor environment: Den-making in three different contexts. European Early Childhood Education Research Journal, 18(4), 555–566. https://doi.org/10.1080/1350293X.2010.525961 Clapp, E. P., Solis, S. L., Ho, C. K. N., & Sachdeva, A. R. (2019). Complicating STEAM: A Critical Look at the Arts in the STEAM Agenda. Encyclopedia of Educational Innovation, 1–4. https://doi.org/10.1007/978-981-13-2262-4_54-1 Colucci, L., Burnard, P., Cooke, C., Davies, R., Gray, D., & Trowsdale, J. (2017). Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education? BERA Research Commission, August, 1–105. https://doi.org/10.13140/RG.2.2.22452.76161 Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to Monitor Creativity. Creativity Research Journal, 30(3), 233–240. https://doi.org/10.1080/10400419.2018.1488195 Conradty, C., & Bogner, F. X. (2019). From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning. Creativity Research Journal, 31(3), 284–295. https://doi.org/10.1080/10400419.2019.1641678 Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268 Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913.2017.1292973 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, Issue February, pp. 1–5). OISE University of Toronto. DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 Dell’Erba, M. (2019). Policy Considerations for STEAM Education. 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Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. Art Education, 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. https://doi.org/10.1037/a0029321 Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of Play Equipment and Loose Parts on Preschool Children’s Outdoor Play Behavior: An Observational Study and Design Intervention. Children, Youth and Environments, 18(2), 37–63. McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio, 22(1), 33. https://doi.org/10.18296/ecf.0050 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. 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This article presents an analysis of the teacher supervisor contributions to the pedagogical practice of the student graduated from the Pedagogy course at the beginning of his career that also participated in the Institutional Scholarship Program of Teaching Initiation (PIBID). It was a qualitative research, having as data collection instruments a closed form and semi-structured interviews, besides the analysis of official documents. The theoretical reference was based on authors of critical pedagogy and on studies on teacher knowledge, the theory versus practice relation and teacher training. We found that, through the supervisors actions, together with the fellows participants in the PIBID, a partnership was established between the university and the public schools network that benefits the training of the egress students to work in teaching.ResumoO presente artigo tem por objetivo analisar contribuições do professor supervisor para a prática pedagógica do aluno egresso do curso de Pedagogia e em início de carreira que tenha participado do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Tratou-se de uma pesquisa de cunho qualitativo, tendo como instrumentos de coleta de dados um formulário fechado e entrevistas semiestruturadas, além da análise de documentos oficiais. O referencial teórico pautou-se em autores da pedagogia crítica e em estudos sobre os saberes docentes, a relação teoria e prática e a formação docente. Constatamos que, a partir das ações dos supervisores junto aos alunos bolsistas participantes do PIBID, estabeleceu-se uma parceria entre a universidade e as escolas da rede pública, beneficiando a formação dos licenciandos para atuarem na docência.ResumenEl presente artículo tiene por objetivo analizar las contribuciones del profesor supervisor para la práctica pedagógica del alumno egreso del curso de Pedagogía y en inicio de carrera que haya participado del Programa Institucional de Beca de Iniciación a la Docencia (PIBID). Se trató de una investigación de naturaleza cualitativa, en la cual fueron utilizados como instrumentos de colecta de datos un formulario cerrado y entrevistas semiestructuradas, además del análisis de documentos oficiales. El referencial teórico adoptado se pautó en autores de pedagogía crítica y en estudios sobre los saberes docentes, la relación teoría y práctica y la formación docente. Constatamos que, desde las acciones de los profesores supervisores junto a los alumnos becarios participantes del PIBID, se estableció una asociación entre la universidad y las escuelas de la red pública, beneficiando la formación de los alumnos del curso de Pedagogía para actuaren en la docencia.Palavras-chave: PIBID, Formação de professores, Curso de Pedagogia, Professores supervisores.Keywords: Teacher training, Pedagogy course, Supervisor teachers.Palabras-clave: Formación de profesores, Curso de Pedagogía, Profesores Supervisores.ReferencesBARDIN, L. Análise de conteúdo. Trad. Luís A. Reto e Augusto Pinheiro. Lisboa: Edições 70, 2011.BRASIL. Ministério da Educação. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Secretaria de Educação Superior – SESu. Edital MEC/Capes/FNDE nº Programa Institucional de Iniciação à Docência – PIBID. Brasília, DF, 2007. Disponível em: <https://www.capes.gov.br/images/stories/download/editais/Edital_PIBID.pdf>. Acesso em: 20 abr. 2016.BRASIL. Portaria nº 46, de 11 de abril de 2016. Aprova o Regulamento do Programa Institucional de Bolsa de Iniciação à Docência – PIBID. Disponível em: https://www.capes.gov.br/images/stories/download/legislacao/15042016-Portaria-46-Regulamento-PIBID-completa.pdf. Acesso em: 2 dez. 2017.CANÁRIO, R. O papel da prática profissional na formação inicial e contínua de professores. In: CONGRESSO BRASILEIRO DE QUALIDADE NA EDUCAÇÃO E FORMAÇÃO DE PROFESSORES. 2001. Brasília: MEC – Secretaria de Educação Fundamental, 15/19 outubro de 2001.DARLING-HAMMOND, L. A importância da formação docente. Cadernos Cenpec, São Paulo, v. 4, n. 2, p. 230-47, dez. 2014.GARCIA, C. M. Formação de professores: para uma mudança educativa. Porto: Porto Editora, 1999.GATTI, B. A. Políticas docentes no Brasil: um estado da arte. Brasília: Unesco, 2011.GATTI, B. A. A prática pedagógica como núcleo do processo de formação de professores In: GATTI, B. A. et al. (Org.). Por uma política nacional de formação de professores. São Paulo: Editora Unesp, 2013.GATTI, B. A. A formação inicial de professores para a educação básica: as licenciaturas. Revista da Universidade de São Paulo (USP), n. 100, p. 33-46, dez./jan./fev. 2013-2014. Disponível em: <http://dx.doi.org/10.11606/issn.2316-9036.v0i100p33-46>. Acesso em: 16 abr. 2016.LÜDKE, M.; ANDRÉ, M. E. D. A. Pesquisa em educação: abordagens qualitativas. São Paulo: Editora Pedagógica e Universitária, 2014.MIZUKAMI, M. da G. N. Aprendizagem da docência: professores formadores. Revista e-Curriculum PUC-SP. São Paulo, v. 01, n. 1, p. 1-17, jul. 2005-2006. Disponível em: <https://revistas.pucsp.br/index.php/curriculum/article/view/3106> Acesso em: 16 abr.2016.NÓVOA, A. Professores: imagens do futuro presente. Lisboa: Educa, 2009.OLIVEIRA-FORMOSINHO, J. Desenvolvimento profissional dos professores. In: FORMOSINHO, J. (Coord.). Formação de professores: aprendizagem profissional e ação docente. Porto: Porto Editora, 2009.SHULMAN, L. S. Conhecimento e ensino: fundamentos para a nova reforma. Cadernos Cenpec – Edição especial Formação de professores, São Paulo, v. 4, n. 2, p. 196-229, dez. 2014. Disponível em: <http://dx.doi.org/10.18676/cadernoscenpec.v4i2.293>. Acesso em: out. 2016SHULMAN, L. S.; SHULMAN, J. H. Como e o que os professores aprendem: uma perspectiva em transformação. Cadernos Cenpec, São Paulo, v. 6, n. 1, p. 120-42, jan./jun. 2016. Disponível em: <http://dx.doi.org/10.18676/cadernoscenpec.v6i1.353>. Acesso em: maio 2016TANCREDI, R. M. S. P.; REALI, A. M. M. R.; MIZUKAMI, M. G. N. Programa de mentoria para professores das séries iniciais: implementando e avaliando um contínuo de aprendizagem docente. São Carlos: Fapesp, 2013.TARDIF, M. Saberes profissionais dos professores e conhecimentos universitários: elementos para uma epistemologia da prática profissional dos professores e suas consequências em relação à formação para o magistério. Revista Brasileira de Educação, n. 13, p. 5-24. 2012.TARDIF, M. Saberes docentes e formação profissional. Petrópolis: Vozes, 2014.ZEICHNER, K. M. Repensando as conexões entre a formação na universidade e as experiências de campo na formação de professores em faculdades e universidades. Revista Educação, v. 35, n. 3, p. 479-504, 2010. Disponível em: <https://periodicos.ufsm.br/reveducacao/article/view/2357>. Acesso em: 30 mar. 2017.e3744091

This article is dedicated to the development and presentation of the results of the first phase of implementation of the project "Knowledge, research and curricular innovations in teacher training for ethnic-racial diversity in higher education: questioning and contributions of ethnic-racial matrices and (NEAB / UFSCar), Brazil, linked to the Abdias Nascimento Academic Development Program, promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES). The project aims to establish a transnational network of joint research between researchers in partnership with three international institutions: Universidad Distrital Francisco José de Caldas (Colombia), Georgia State University (USA) and Université Paris Nanterre (France). The project aims to analyze if and how the curriculum of teacher training courses are changing for the dialogue of ethnic-racial and cultural knowledge, African and Afro-descendant knowledge. In this article we present a review of the literature on this subject in the contexts of Colombia and the United States.ResumoEste artigo apresenta alguns resultados da primeira fase de implementação do projeto “Conhecimento, pesquisa e inovações curriculares na formação de professores para a diversidade étnico-racial no ensino superior: questionamentos e contribuições das matrizes étnico-raciais e culturais, de saberes africanos e afrodescendentes” do Núcleo de Estudos Afro-Brasileiros da Universidade Federal de São Carlos (NEAB/UFSCar), vinculado ao Programa de Desenvolvimento Acadêmico Abdias Nascimento fomentado pela Coordenação de Aperfeiçoamento do Pessoal de Nível Superior (CAPES). O projeto visa estabelecer uma rede transnacional de investigação conjunta entre pesquisadores e pesquisadoras em parceria com três instituições internacionais: Universidad Distrital Francisco José de Caldas (Colômbia), Georgia State University (EUA) e Université Paris Nanterre (França). O projeto objetiva analisar se e de que forma os currículos dos cursos de formação de professores estão se modificando para o diálogo de conhecimentos étnico-raciais e culturais, de saberes africanos e afrodescendentes. Neste artigo apresentamos um recorte do levantamento bibliográfico sobre este tema nos contextos da Colômbia e dos Estados Unidos.Keywords: Curriculum, Higher education, Ethnic-racial diversity, Affirmative action policies.Palavras-chave: Currículo, Ensino superior, Diversidade étnico-racial, Políticas de ação afirmativa.ReferencesALRIDGE, Derrick. Teachers in the movement: Pedagogy, Activism, and Freedom. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.AU, Wayne; BROWN, Anthony L.; CALDERON, Dolores. How does it feel to be a problem? Communities of Color, Self-Determination, and Historical Educational Struggle, 2018.BRAH, Avtar. Cartografías de la diáspora: identidades en cuestión. Madrid: Traficante de sueños, 2011.BURAS, KRISTEN L. George Washington Carver Senior High School: A Legacy That Can't Be Chartered, 2018. Disponível em: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/912849 Acessado em outubro de 2018.CASTILLO GUZMAN, Elizabeth; CAICEDO ORTIZ, José Antonio. Las luchas por otras educaciones en el bicentenario: de la iglesia-docente a las educaciones étnicas. Nómadas, Bogotá, n. 33, p. 109-127, Oct. 2010.CASTILLO, S. S.; ABRIL, N. G. P. Colômbia: Invisibilidade e exclusão. In: DIJK, T. A. Van. Racismo e discurso na América Latina. São Paulo: Contexto, 2008.CASTRO SUAREZ, Celmira, En busca de la igualdad y el reconocimiento. La experiencia histórica de la educación intercultural en el Caribe colombiano. Memorias. Revista Digital de Historia y Arqueología desde el Caribe [en linea] 2014. Disponível em: <http://www.redalyc.org/articulo.oa?id=85532558010> acesso em: 05 de novembro de 2017.COLÔMBIA. Lei 70 de 1993. Por la cual se desarrolla el artículo transitório 55 de la Constitucion política. El Congresso de Colômbia. 1993.DÍAZ SÁNCHEZ, Edisson. Reflexiones pedagógicas sobre la formación de docentes en los estudios escolares afrocolombianos. Revista Colombiana de Educación, [S.l.], n. 69, p. 183.202, 2015. ISSN 2323-0134.DU BOIS, William E. Burghardt. As almas da gente negra. Tradução de Heloisa Toller Gomes. Rio de Janeiro: Lacerda, 1999.DUSSEL, Enrique. 1492: El encubrimiento del otro: hacia el origen del mito de la modernidad. UMSA. Facultad de Humanidades y Ciencias de la Educación. Plural Editores: La Paz, 1994.ESTEBAN-GUITART, Moisés et al. Empatia y tolerancia a la diversidad en un contexto educativo intercultural. Univ. Psychol., Bogotá, v. 11, n. 2, p. 415-426, June 2012.GOMES, Nilma Lino. O movimento negro educador: saberes construídos nas lutas por emancipação. Petrópolis, RJ: Vozes, 2017. 154 p.GRANADOS-BELTRAN, Carlo. Interculturalidad crítica. Un camino para profesores de inglés en formación. Íkala, Medellín, v. 21, n. 2, p. 171-187, Aug. 2016. GRANT, CARL A.; BROWN, KEFFRELYN D.; BROWN, ANTHONY L. Black intellectual thought in education: The missing traditions of Anna Julia Copper, Carter G. Woodson, and Alain Le Roy Locke. Routledge: New York, 2016. HOOKS, Bell. Ensinando a transgredir: a educação como prática da liberdade. Trad. Marcelo Brandão Cipolla. São Paulo: WMF Martins Fontes, 2013.JIMENEZ, Nidia N.; GULLO, Maria, A. C.; MONTES, Jorge, E. O. Perception to the literacy process of adults and young natives from Guainía Department Colombia: Look of the protagonists. Investigación & desarrollo, vol. 24, n.° 1, 2016.KING, Joyce Elaine. Minds Stayed on Freedom. 2018. Disponível em http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/23358.KING, Joyce Elaine. Black education post-Katrina. And all us we are not saved. Epilogue: In: TILLMAN, L. C., (Ed.). The SAGE Handbook of African American Education (pp. 499-510). Thousand Oaks, CA: Sage, 2009.LAGO DE ZOTA, Alejandrina; LAGO DE FERNANDEZ, Carmen; LAGO DE VERGARA, Diana. Educación para ciudadanos del mundo con identidad afrodescendiente: caso institución educativa Antonia Santos, Cartagena de Índias, Colombia. Rev. hist.edu.latinoam - Vol. 14 No. 18, - pp. 53 – 74 enero – junio 2012.MBEMBE, Achille. Afropolitanismo. Áskesis. Revista dxs Discentes do Programa de Pós-Graduação em Sociologia da UFSCar. Trad. Cleber Daniel Lambert da Silva. v. 4, n. 2, 2015, Julho/Dezembro, pp. 68-71.MBEMBE, Achille. Afriques indociles: christianisme, pouvoir et etat en société postcoloniale. Paris: Editions Karthala, 1988.MEN - Ministerio de Educación Nacional. 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Background. Ukrainian vocal pedagogy represents almost all types of instructive vocalises, which take into account both the specifi c features of the national vocal school and the individual style of authors and originators (both composers and performers). The aspect of national stylistic extends to such a component of vocal style as pedagogy. The national-specifi c features manifest themselves, fi rst of all, in the tone of material used to teach singers. The aspect of the musical Ukrainian “linguistics” in the modern language situation is associated with a certain type and the national form of language/speech. Dialogue of languages in the form of traditions and national musical lexicon is represented in Ukrainian vocalise, even in its instructional variants. After all, vocalization, which lays in the beginning of an academic singer teaching, plays one of the leading roles in understanding the art of solo singing. Such a teaching is based on the corresponding vocal exercises and more or less completed samples that came to vocal pedagogy from the traditions of academic and folklore practice, both world and the national one. It is obvious that there is no need to draw a direct parallel between the artistic samples of the national vocal music and training in their performance based exclusively on Ukrainian vocalises. It is only about the fact that the variety of methods for the voice training and development also includes a mandatory national-specifi c component, which is developed through the national vocal school practice and is based primarily on the embodiment of folk tones in vocalization interpreted in the curriculum. Therefore, the creators of Ukrainian instructive vocalises, focusing on substantial intonation, combine it with the singing techniques arising out of Italian bel canto. At the same time, a number of methodological and methodical issues related to Ukrainian vocalises require further coverage. The question of Ukrainian vocalise in two of its varieties – instructive and artistic – has not been almost studied which is an important aspect of the relevance of the paper. Thus, the relevance of the paper is determined by the following reasons: - the signifi cant value of vocalise in the practice of vocal art; - the need to fi ll a gap in studying the genre of vocalise based on samples created by Ukrainian authors. The aim of the study is to determine the specifi city of vocalise in Ukrainian vocal art, as well as related vocal-intonational exercises in the practice of Ukrainian vocal schools. The object of research is vocalise in Ukrainian vocal art. The subject of the study is its varieties and stylistic features in the Ukrainian vocal school. The material of the study consisted of samples of various types of vocalises and related vocal-intonational exercises in Ukrainian vocal literature: collections by M. Zavalyshina, S. Pavlyuchenko, О. Voronin and R. Voronina. One can distinguish another characteristic feature common to Italian and Ukrainian vocal stylistics, which is spoken by many Ukrainian vocal pedagogues, including representatives of the Kharkov Vocal School: P. Golubev, M. Mykhailov, L. Tsurcan, N. Grebenyuk, T. Madysheva. The matter is that in their genre specifi city, vocalises always refl ect the peculiarities of vocal music with the text, where the national language imposes its imprint on melody and rhythm, as well as on harmony (Harmony of Solo Singing by B. Filts). The Ukrainian “nightingale language”, characterized by the fl uidity of the transitions from word to word, the special role of vowels being singed, emotionality in the intonational rise of words, is close in many respects to the Italian, in which the same features are presented. Therefore, the presence of these two linguistic principles, which, although presented in non-verbal forms, through vocalization, is always felt in Ukrainian vocalises, refer both to instructional and artistic samples. The multidimensional nature of the tasks facing pedagogues and students in instructive vocalises is refl ected in certain specializations on which certain collections and selections are being created. Vocalises are an international genre, in which for several centuries of its exis tence, various musical and linguistic sources and techniques of singing, coming from them, were assimilated. In the vocalises, referring to different national schools, not only “our own” musical and mental features, coming from national folklore and professional creativity, but also “strangers”, come from the sources of foreign style (far, near, own; “theywe- you”, if you recall the triads of Е. Nazaikinsky). Relevant material is needed to develop multi-ethnic stylistics in the genre of vocalise. Teachers of vocalise widely use folk songs arrangements. The practice of such arrangements forms the basis for the creation of a national musical language, and the interest of composers-arrangers in other peoples’ songs helps extend such a language base. It is known that the national vocal school style acts as a general aesthetic phenomenon and is refl ected in all spheres of vocal art. This is about the vocal style of national authors, which is closely related to the peculiarities of verbal language (“music” and “word” as a key problem of vocal tone), as well as the refl ection of such a style in performing art, where syntheses of foreign national traditions and indigenous aspects of singing related to the national culture. The national specifi c features of instructive vocalises should be considered. One should not forget that this genre is traditional in nature and dates back to classical singing schools, especially to the Italian ones.