Planning of actions and the use of resources in Specialized Educational Services in Early Childhood Education

Abstract

This article focuses on the teaching practices in Specialized Educational Assistance in Early Childhood Education at three Municipal Centers for Early Childhood Education in João Pessoa, Paraíba. The objective is to present an analysis of lesson planning and teaching actions, as well as the use of resources and pedagogical materials in Specialized Educational Assistance. The methodology employed included the observation technique, with the field journal serving as the data collection instrument. The results showed that the three specialist teachers frequently planned pedagogical actions and utilized playful practices, in which pedagogical resources and materials (Assistive Technology resources, educational games, drawings, and technological resources such as television and digital tables) were used. These practices provided more opportunities for the target audience, children with disabilities and complex communication needs, to experience moments of discovery, self-discovery, and interaction with the teacher and other school peers.