| 7:19 a.m. |
Welcoming the children and their families: The children arrived, Karina welcomes them, and talks to the parents in the classroom. Karina speaks with Júlio, who is with his head down on the desk. |
The chairs are arranged in groups and there are toys and games available in the desks for the children (dominos, wooden blocks etc.), two features of early childhood education. These two elements provided a point of educational continuity between the experiences of the children. Karina is attentive to the child that, apparently, does not want to play. Over the first weeks of school, Júlio was very shy, refusing to play and participate in the activities proposed by the teacher. |
| 7:54 a.m. |
Transition: Karina tells that it is time to put the toys away and that the group will make a circle. She suggests that one child helps another. |
The teacher, in alerting the children, provides an opportunity for the group to prepare quietly to start a new activity. The practice of one child helping another has its beginning here. |
| 7:42 a.m. |
Talking to the class: Karina introduces the researcher to the class and explains about the video recording. Karina mentions that she will make a circle. A child asks to drink water. Karina, then, takes the children to fill their water bottles. |
The teacher, in this moment, recognizes the demands of children and cares about their physical well-being. Throughout the first week of school, most children were already bringing their own water bottle to the class. |
| 7:52 a.m. |
Drinking water: Karina teaches the children how to use the drinking fountain and explains how to fill the bottles with water. |
The teacher shows that the rules and procedures of the school, even the simpler ones, will be explained. |
| 8:11 a.m. |
Conversation circle: This is the moment of introduction of the class members and children. Karina writes their names on badges and delivers them to each child. The teacher talks to the students and makes a presentation of the physical space of the room. Introducing the concept of Routine, the teacher writes on the blackboard the activities planned for the day. Some children can read what the teacher wrote. The teacher talks about the schedules of activities, about the school and its staff. |
At this point, the class has a chance to view itself as a whole. The children begin to know the names of their colleagues, as mentioned in the interview with Nina. The Routine makes visible to the class what are the teacher's goals that day: meet the children, the school, and some of the rules of the new space. The teacher wrote the Routine in the blackboard in every observed day of class. |
| 8:52 a.m. |
Transition: The children wash their hands for snacking. Some children deliver the school materials to the teacher. Breno and Vinícius talk to each other and show their backpacks. |
The classroom has a bathroom that is shared with the other class that is starting elementary school. This fact provided great comfort and safety for the group, since there are 600 children aged between 6 and 15 years in this school. |
| 9:12 a.m. |
Snack time: Bread with creamy cheese and milk is offered to the children. Karina guides the children to leave the cafeteria clean and organized for the other classes. |
She indicates to the children that the school has other classes that also use its different spaces, suggesting the importance of good use of collective space. |
| 9:34 a.m. |
Recess: Karina: You're crazy to go to the playground, right? Girl: Children like to play! Karina: Adults also do... |
The children indicate to the teacher the importance of playing for the group. The teacher welcomes the girl's speech and mentions that she, even as an adult, also likes and appreciates this activity. |
| 10:00 a.m. |
Transition: Karina calls the children to drink water and come back to the classroom. |
The teacher shows, again, a care with the children's physical well-being. |
| 10:04 a.m. |
Sticking notes: The teacher talks about the notes that must be delivered to the parents and the children stick them in their notebooks. Eduardo asks if they will take the note home because they made a mess, to which the teacher answers: "No. This class makes no mess". Some children ask to write in the notebook. |
The textual genre "note" is introduced and the children are positioned as responsible for delivering the note to their families. Eduardo's question signals that this textual genre represents something that the class did wrong. We can infer that this was a form used in the preschool in which Eduardo attended. The teacher emphasizes the expected behavior of the class: "this class makes no mess". The children, when asking to write, reveal the expectation that this school would be the privileged space of writing. Unlike the children, the teacher considers that the most important thing at this moment is not writing, but the adaptation of the children to school, the interaction with colleagues, and the recognition of the physical space. |
| 10:20 a.m. |
Transition: The children put the notebooks away in their backpacks. |
The form of organization of individual and collective materials is highlighted. |
| 10:24 a.m. |
Knowing the school: The teacher takes the children to walk through the first floor of the school, showing the other classrooms and their teachers. |
The teacher demonstrates to understand that that space is unknown to most children. |
| 10:49 a.m. |
Transition: Karina goes back to the classroom. Some children go to the bathroom and drink water. The teacher asks the children to sit in the circle. |
The teacher shows, once again, care with the children's physical well-being. |
| 10:54 a.m. |
Reading circle: The teacher shows the children two literature books. They choose the book "My tooth fell out". |
In choosing this book, the teacher and children demonstrate to realize the importance of tooth loss in this phase of life. |
| 11:10 a.m. |
Leaving the school: Karina ends the circle. Some children comment that they did not write anything. The teacher takes the children to the school gate, where their families are waiting. |
Again the children indicate the expectation that the school would be the place of learning how to write. In the first days of school, the children left at 11:10 a.m. This provided them a gradual adaptation to the new environment. |
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Source: Developed by the authors.