Accessibility through science, sustainability and technology as a tool for inclusion in early childhood education

Abstract

The theme of science, technology and sustainability are increasingly part of the contents of the curricula to be worked on in education according to the reality of each school unit.  It is of great importance for the development of students' skills that the School Units work on themes related to nature, promoting sustainable activities in Early Childhood Education. Access to technology can provide knowledge to the themes developed through experiences lived from an early age. In this sense, the present study sought to reflect on the teacher's observations in her pedagogical practice applied in the context of Inclusive Education. An inclusive education can be understood as a comprehensive and conscious education, in which technology offers possibilities for a more accessible education. In this way, Early Childhood Education students can acquire knowledge and awareness about topics related to the environment, adopting daily attitudes of respect for the environment and sustainable practices. Thus, the objective of this work is to discuss technology and sustainability in the stage of early childhood education linked to playfulness as a pedagogical practice in which technology can and should contribute to the preservation of the environment, to the conscious use of natural resources and to sustainable practices in the process of developing students' skills in regular classes with inclusion.

DOI:https://doi.org/10.56238/sevened2024.009-028