Desenvolvimento de bebês na creche: percepções de professoras e auxiliares
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Data
2020-03-06
Autores
Adurens, Fernanda Delai Lucas [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A creche é um ambiente privilegiado para a promoção do desenvolvimento dos bebês em sua mais tenra idade, por meio das interações e do brincar, e os professores e profissionais que os acompanham têm papel fundamental nesse processo. Para isso, torna-se necessário que esses educadores conheçam o desenvolvimento infantil, para que possam contemplar, no planejamento, práticas que promovam e potencializem o desenvolvimento em seus diferentes domínios e habilidades, incluindo os bebês que apresentam algum tipo de atraso, dificuldade ou deficiência. Esta pesquisa se propôs, como objetivo geral, identificar e descrever a percepção de professoras e Auxiliares de Desenvolvimento Escolar (ADE) da creche sobre o desenvolvimento de bebês. Foram seus objetivos específicos: a) identificar e descrever a percepção de professoras e ADE a respeito das aquisições e dos atrasos no desenvolvimento dos bebês; b) identificar e descrever o planejamento e as ações realizadas pelas professoras e pelos ADE junto aos bebês que acompanham. Tratou-se de um estudo de caráter qualitativo, efetuado em três Escolas Municipais de Educação Infantil (EMEI) de um município do interior do estado de São Paulo. Participaram da pesquisa 13 profissionais, sendo sete professoras e seis ADE. A coleta dos dados se deu por meio de um roteiro de entrevista semiestruturada, elaborado pela pesquisadora e submetido a juízes, pesquisadores da área da Educação, para avaliação. As entrevistas foram gravadas em áudio e, posteriormente, os relatos das entrevistas foram transcritos. Os dados foram analisados por meio da Análise de Conteúdo (Técnica de Análise Categorial) e as categorias identificadas foram submetidas à juízes para obtenção de índice de concordância. Identificaram-se as seguintes categorias: Desenvolvimento infantil: típico e atípico; Práticas para o desenvolvimento dos bebês; Ações dos profissionais frente ao atraso no desenvolvimento. Os resultados apontaram que as professoras e os ADE identificam, na rotina escolar, tanto aspectos do desenvolvimento esperado para a faixa etária do bebê quanto atrasos e dificuldades, mesmo que não os tenham nomeado. Verificou-se maior número de relatos acerca do desenvolvimento socioafetivo, poucos relatos das professoras a respeito do desenvolvimento sensorial, típico e atípico, e nenhum relato dos ADE sobre esse tema. Contatou-se que as participantes promovem ações direcionadas a vários domínios do desenvolvimento, como motor, socioafetivo, linguístico, cognitivo e sensorial, relativos aos bebês no qual identificam algum atraso, bem como planejam e organizam suas atividades, a fim de promover o desenvolvimento integral dos bebês. Os participantes também qualificaram o trabalho em equipe como um importante dispositivo no trabalho com bebês, seja entre os profissionais da escola, seja entre a escola e a família e entre as áreas da educação e da saúde. Destacou-se a importância da formação continuada, pois o desenvolvimento infantil é amplo e complexo, portanto, merece dedicação de estudo constante, incluindo os ADE, que permanecem com os bebês em período integral e podem enriquecer as discussões, além de instrumentalizarem-se teoricamente, favorecendo sua atuação com os bebês.
Nursery is a privileged environment for promoting the development of infants at their youngest age, through interactions and play, and the teachers and professionals who care for them have a fundamental role in this process. For this, these educators need to understand about child development, so they can contemplate, in the planning, practices that promote and enhance the development in their different domains and skills, including infants who have some type of delay, difficulty or disability. This research aimed, as a general objective, to identify and describe the perception of teachers and School Development Assistants (ADE) of the daycare center about the development of babies. Its specific objectives are: a) to identify and describe the perception of teachers and School Development Assistants regarding the acquisitions and delays in the infant’s development; b) to identify and describe the planning and actions carried out by the teachers and the School Development Assistants with the infants they care for. This is a qualitative study, carried out in three Municipal Schools of Early Childhood Education in a city in the state of São Paulo. Thirteen professionals participated in the research, seven teachers and six SDA. Data collection took place through a semi-structured interview script, prepared by the researcher and submitted to judges, researchers in the field of Education, for evaluation. The interviews were audio recorded and, afterwards, the interview reports were transcribed. The data were analyzed using Content Analysis (Categorical Analysis Technique) and the identified categories were submitted to judges to obtain an agreement index. The following categories were identified: Child development: typical and atypical; Practices for the development of babies; Professionals' actions in the face of developmental delay. The results showed that the teachers and the SDA identify, in the school routine, both aspects of the expected development for the infant’s age group and delays and difficulties, even if not naming them. There was a greater number of reports about socio-affective development and few reports from teachers about sensory, typical and atypical development, and no reports from SDA on this topic. It was found that the participants promote actions directed to various development domains, such as motor, socio-affective, linguistic and cognitive and sensory, in the infants they identify with any delay. In addition, they plan and organize their activities to promote integral development of the infants. Participants also considered teamwork to be an important resource in working with infants, be it among school professionals, school and family, and education and health areas. The importance of continuing education was highlighted, as child development is a broad and complex theme, and therefore, deserves constant study dedication. The SDA are included as they care for the infants full time and can enrich the discussions; once theoretically instrumentalized, their performance with infants can be favored.
Nursery is a privileged environment for promoting the development of infants at their youngest age, through interactions and play, and the teachers and professionals who care for them have a fundamental role in this process. For this, these educators need to understand about child development, so they can contemplate, in the planning, practices that promote and enhance the development in their different domains and skills, including infants who have some type of delay, difficulty or disability. This research aimed, as a general objective, to identify and describe the perception of teachers and School Development Assistants (ADE) of the daycare center about the development of babies. Its specific objectives are: a) to identify and describe the perception of teachers and School Development Assistants regarding the acquisitions and delays in the infant’s development; b) to identify and describe the planning and actions carried out by the teachers and the School Development Assistants with the infants they care for. This is a qualitative study, carried out in three Municipal Schools of Early Childhood Education in a city in the state of São Paulo. Thirteen professionals participated in the research, seven teachers and six SDA. Data collection took place through a semi-structured interview script, prepared by the researcher and submitted to judges, researchers in the field of Education, for evaluation. The interviews were audio recorded and, afterwards, the interview reports were transcribed. The data were analyzed using Content Analysis (Categorical Analysis Technique) and the identified categories were submitted to judges to obtain an agreement index. The following categories were identified: Child development: typical and atypical; Practices for the development of babies; Professionals' actions in the face of developmental delay. The results showed that the teachers and the SDA identify, in the school routine, both aspects of the expected development for the infant’s age group and delays and difficulties, even if not naming them. There was a greater number of reports about socio-affective development and few reports from teachers about sensory, typical and atypical development, and no reports from SDA on this topic. It was found that the participants promote actions directed to various development domains, such as motor, socio-affective, linguistic and cognitive and sensory, in the infants they identify with any delay. In addition, they plan and organize their activities to promote integral development of the infants. Participants also considered teamwork to be an important resource in working with infants, be it among school professionals, school and family, and education and health areas. The importance of continuing education was highlighted, as child development is a broad and complex theme, and therefore, deserves constant study dedication. The SDA are included as they care for the infants full time and can enrich the discussions; once theoretically instrumentalized, their performance with infants can be favored.
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Palavras-chave
Educação especial, Educação infantil, Desenvolvimento infantil, Atraso no desenvolvimento, Formação de professores, Special education, Child education, Child development, Developmental delay, Teacher training