O processo de adaptação das crianças na educação infantil: os desafios das famílias e dos educadores da infância
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Data
2018-03-22
Autores
Oliveira, Suélen Cristiane Marcos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa vincula-se ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia (FCT – UNESP) e à linha de pesquisa Processos Formativos, Infância e Juventude. Tem por objetivo geral discutir o processo de adaptação das crianças às creches e o papel dos profissionais e das famílias, nesse contexto. São seus objetivos específicos: identificar as concepções, sentimentos e sugestões das famílias a respeito do processo de adaptação das crianças às instituições de Educação Infantil, averiguar quais são as estratégias de adaptação utilizadas pelos profissionais da Educação Infantil e se existe, nesse processo, a parceria com as famílias. A pesquisa enquadra-se numa abordagem qualitativa, envolvendo discussões sobre a inserção das crianças na creche e o estabelecimento da parceria entre as famílias e as instituições de Educação Infantil, para o sucesso da adaptação das crianças pequenas e para a qualidade da Educação Infantil, a partir da abordagem teórico-metodológica da “Rede dinâmica de fatores ou de significações”. O campo de investigação foi uma instituição de Educação Infantil pública de Presidente Prudente, situada no interior do estado de São Paulo, que atende a um número expressivo de crianças de 4,5 meses a 3 anos, num total de182 e suas famílias. Os procedimentos de recolha de dados foram entrevistas semiestruturadas dirigidas às 11educadoras infantis, 7 professoras e a 30 famílias das crianças. Os dados foram sistematizados, com base nas seguintes categorias: Concepções das educadoras e professoras sobre a adaptação das crianças; Concepções das famílias sobre a adaptação das crianças. Os resultados obtidos elucidaram que as educadoras e professoras entendem o processo de adaptação como complexo e delicado para todos os envolvidos (crianças, famílias e profissionais), apontam como imprescindível para o sucesso da adaptação o tempo reduzido de permanência da criança na instituição, que deve ir aumentando gradativamente, de acordo com as reações e necessidades infantis. A presença das famílias, no espaço creche, no período de adaptação, não é uma prática defendida pelos profissionais, os quais a definem como impeditiva para o sucesso da adaptação das crianças à instituição. Quanto às concepções das famílias acerca da adaptação das suas crianças, verificou-se que estão fortemente relacionadas às reações infantis a esse processo, considerando que as crianças que não demonstraram um grande sofrimento ou adoecimento vivenciaram uma boa adaptação, todavia, as famílias cujas crianças manifestaram doenças, choro intenso e relutância em dormir definem as suas crianças como difíceis de adaptarem à creche. Os familiares demonstraram sentir predominantemente insegurança quanto aos cuidados oferecidos às crianças pelos profissionais e o desejo de auxiliarem no processo de adaptação, permanecendo com as crianças no espaço creche, por acreditarem poder transmitir para a criança confiança no ambiente e nos profissionais, minimizando o sofrimento infantil. Concluiu-se que existe uma parceria precária entre as instituições de Educação Infantil e as famílias, durante o processo de adaptação das crianças à creche, assim como além desse período.
This research is linked to the Postgraduate Program in Education of the Faculty of Science and Technology (FCT - UNESP) and the research line Formative Processes, Childhood and Youth. Its general objective is to discuss the process of adapting children to daycare centers and the role of professionals and families in this context, and as specific objectives: Identify the conceptions, feelings and suggestions of families regarding the process of adaptation of children to educational institutions and to find out what are the adaptation strategies used by nursery education professionals and if there is a partnership with families in this process. The research is based on a qualitative approach, involving discussions about the insertion of children in the day-care center, and the establishment of a partnership between families and the institutions of Early Childhood Education for the successful adaptation of young children and for the quality of Early Childhood Education of the theoretical-methodological approach of "Dynamic network of factors or meanings". The research area was a public preschool institution in Presidente Prudente, located in the interior of the state of São Paulo, which serves a significant number of children aged 4.5 months to 3 years, out of a total of 182 and their families. The data collection procedures were semi-structured interviews directed to the 11educadoras infantiles, 7 teachers and to 30 families of the children. The data were systematized, from the following categories: - Conceptions of educators on the adaptation of children; - Conceptions of families on the adaptation of children. The results obtained elucidated that the teachers understand the adaptation process as complex and delicate for all involved (children, families and professionals), they point out as essential for the success of the adaptation the reduced time of permanence of the child to the institution that must go Gradually increasing according to children's reactions and needs. The presence of families in the nursery space during the period of adaptation is not a practice defended by professionals who define it as an impediment to the success of the children's adaptation to the institution. Regarding the conceptions of the families regarding the adaptation of their children, it was verified that they are strongly related to the children's reactions to this process, considering that the children who did not show great suffering or illness experienced a good adaptation, however, the families whose children showed Illness, intense crying, reluctance to sleep define their children as difficult to adapt to daycare. Family members showed predominantly insecurity about the care offered to the children by professionals and the desire to assist in the adaptation process, remaining with the children in the nursery space because they believe they can transmit to their child confidence in the environment and in the professionals, minimizing child suffering. It was concluded that there is a precarious partnership between the institutions of Early Childhood Education and the families during the process of adaptation of the children to day care, as well as, in addition to the same.
This research is linked to the Postgraduate Program in Education of the Faculty of Science and Technology (FCT - UNESP) and the research line Formative Processes, Childhood and Youth. Its general objective is to discuss the process of adapting children to daycare centers and the role of professionals and families in this context, and as specific objectives: Identify the conceptions, feelings and suggestions of families regarding the process of adaptation of children to educational institutions and to find out what are the adaptation strategies used by nursery education professionals and if there is a partnership with families in this process. The research is based on a qualitative approach, involving discussions about the insertion of children in the day-care center, and the establishment of a partnership between families and the institutions of Early Childhood Education for the successful adaptation of young children and for the quality of Early Childhood Education of the theoretical-methodological approach of "Dynamic network of factors or meanings". The research area was a public preschool institution in Presidente Prudente, located in the interior of the state of São Paulo, which serves a significant number of children aged 4.5 months to 3 years, out of a total of 182 and their families. The data collection procedures were semi-structured interviews directed to the 11educadoras infantiles, 7 teachers and to 30 families of the children. The data were systematized, from the following categories: - Conceptions of educators on the adaptation of children; - Conceptions of families on the adaptation of children. The results obtained elucidated that the teachers understand the adaptation process as complex and delicate for all involved (children, families and professionals), they point out as essential for the success of the adaptation the reduced time of permanence of the child to the institution that must go Gradually increasing according to children's reactions and needs. The presence of families in the nursery space during the period of adaptation is not a practice defended by professionals who define it as an impediment to the success of the children's adaptation to the institution. Regarding the conceptions of the families regarding the adaptation of their children, it was verified that they are strongly related to the children's reactions to this process, considering that the children who did not show great suffering or illness experienced a good adaptation, however, the families whose children showed Illness, intense crying, reluctance to sleep define their children as difficult to adapt to daycare. Family members showed predominantly insecurity about the care offered to the children by professionals and the desire to assist in the adaptation process, remaining with the children in the nursery space because they believe they can transmit to their child confidence in the environment and in the professionals, minimizing child suffering. It was concluded that there is a precarious partnership between the institutions of Early Childhood Education and the families during the process of adaptation of the children to day care, as well as, in addition to the same.
Descrição
Palavras-chave
Adaptação à creche, Família, Formação de professores e educadoras, Child care adaptation, Family, Training of teachers and educators