Educadoras de creches : concepções sobre desenvolvimento infantil
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Data
2016
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Editora
University of Lusophone Humanities and Technology
Resumo
Conhecer as concepções de educadores sobre o desenvolvimento infantil é um importante elemento para entender as estratégias que eles utilizam para ajudar no desenvolvimento das crianças. A presente pesquisa teve como objetivo investigar as concepções de educadoras de crianças, de 2 e 3 anos de idade, de creches da rede pública e privada da cidade de João Pessoa–PB/Brasil, sobre o desenvolvimento infantil. Os dados foram analisados por meio da Análise de Conteúdo de Bardin. Os resultados indicaram que, segundo as participantes, a socialização e a educação são os fatores que mais influenciam o desenvolvimento infantil. As educadoras destacaram a educação cotidiana e a educação formal como as principais atividades exercidas por elas para propiciar o desenvolvimento das crianças. Observa-se, entre as educadoras, uma concepção de desenvolvimento ampliada, pois elas levam em conta os fatores interacionais do desenvolvimento. Entretanto, não consideram os aspectos afetivos/emocionais das crianças, nem os aspectos físicos do desenvolvimento, como alimentação, higiene e cuidados corporais. Apesar de ser um importante aspecto do trabalho realizado com crianças pequenas, o cuidado não foi citado. Discute-se a necessidade de esclarecer a relação entre o cuidado e a educação na primeira infância, tendo em vista a urgência de profissionalização da profissão.
To get acquainted with the educators’ conceptions on infant development appears as an important element to understand the strategies used by such educators to help in child development. The main goal of the present study was to investigate these conceptions, where infant development is concerned, by educators of children aging between 2 and 3 years old, in public and private daycare centers in the city of João Pessoa-PB/Brazil. The data was analyzed by means of Bardin’s Content Analysis. Results pointed out that, according to participants, socialization and education turn out as the factors which influence infant development the most. The educators highlighted the daily education and formal education as the main activities practiced by them in order to provide infant development. An extended development conception among educators is observed, for interactional factors of development are taken into account by them. However, they do not consider the children’s affective/emotional aspects, or the physical aspects of development such as nutrition, hygiene, and body care. Despite being an aspect of major importance in the study with young children, care was not mentioned. The need to clarify the relationship between care and early-childhood education is under discussion, aiming at the professionalization of the profession.
To get acquainted with the educators’ conceptions on infant development appears as an important element to understand the strategies used by such educators to help in child development. The main goal of the present study was to investigate these conceptions, where infant development is concerned, by educators of children aging between 2 and 3 years old, in public and private daycare centers in the city of João Pessoa-PB/Brazil. The data was analyzed by means of Bardin’s Content Analysis. Results pointed out that, according to participants, socialization and education turn out as the factors which influence infant development the most. The educators highlighted the daily education and formal education as the main activities practiced by them in order to provide infant development. An extended development conception among educators is observed, for interactional factors of development are taken into account by them. However, they do not consider the children’s affective/emotional aspects, or the physical aspects of development such as nutrition, hygiene, and body care. Despite being an aspect of major importance in the study with young children, care was not mentioned. The need to clarify the relationship between care and early-childhood education is under discussion, aiming at the professionalization of the profession.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, DESENVOLVIMENTO INFANTIL, CRECHES, EDUCADORES DE INFÂNCIA, BRASIL, EDUCATION, CHILD DEVELOPMENT, DAY NURSERIES, EARLY CHILDHOOD TEACHERS, BRAZIL
Citação
Vasconcelos, D D & Salomão, N 2016, 'Educadoras de creches : concepções sobre desenvolvimento infantil', Revista Lusófona de Educação, vol. 33, no. 33, pp. 81-94.