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The present study intends to deepen the understanding of processes
of praxeological transformation in education and care contexts for children under
three. This prime purpose is associated with evidence concerning these contexts
in Portugal, namely the strong social need around them, some results from
research that show their low level of quality and the almost total lack of studies
focusing on the analysis of processes of praxeological reconstruction, aiming at
enhancing the quality of these contexts. A case study on action research was
developed in two activity rooms located in the city of Porto, considering the
pedagogical and methodological perspective of Pedagogy-in-Participation. The
study integrated an initial phase of multimethod evaluation of the quality of the
activity rooms, followed by a second phase that encompassed a context-based
teacher education process centred on the transformation of quality through
processes of experimentation and reflection. The third phase involved a
multimethod evaluation of effects of the context-based teacher education process
which showed its positive impact on the professional learning of early childhood
teachers. This impact was associated with a positive evolution of the quality of
activity rooms, from low to medium levels, in different pedagogical dimensions.
Results also pointed out the positive effects at the level of children’s well-being,
involvement, quantity and equilibrium of learning experiences. The study
stresses the need to focus on praxeological research as a privileged way for the
construction of knowledge, reconstruction of practices and the improvement of
the quality of contexts for children under three.
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Pedagogy-in-participation Praxeological research Context-based teacher education Education and care for children under three Pedagogical dimensions