Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development

Detalhes bibliográficos
Autor(a) principal: Gomes, Ana Paula
Data de Publicação: 2021
Outros Autores: Lourenço, Natália
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.25767/se.v30i.29477
Resumo: Early intervention in childhood should start as soon as possible, in order, for the children with specific needs, to have the best of the chances of overcoming the difficulties associated with their risk of development. The professional role of those working with, or are involved on educational child organizations or programs, has been recognized as fundamental. The mixed methodology of this study gives a real account of the representations and perceptions of kindergarten teachers. They emphasize multidisciplinary teamwork, analyze professional valorization, as well as the conditions available for working, taken much into account the characteristics considered of concern in the profile of child development, and what needs or can be done/improved in the working performance of kindergarten teachers in early childhood intervention. Keywords: Kindergarten Educator; Early intervention; Developmental Risk
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spelling Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's developmentRepresentações e perceções dos educadores de infância sobre a sua atuação profissional nos riscos do desenvolvimento infantilEducador de InfânciaIntervenção precoce na infânciaKindergartenEarly interventionEarly intervention in childhood should start as soon as possible, in order, for the children with specific needs, to have the best of the chances of overcoming the difficulties associated with their risk of development. The professional role of those working with, or are involved on educational child organizations or programs, has been recognized as fundamental. The mixed methodology of this study gives a real account of the representations and perceptions of kindergarten teachers. They emphasize multidisciplinary teamwork, analyze professional valorization, as well as the conditions available for working, taken much into account the characteristics considered of concern in the profile of child development, and what needs or can be done/improved in the working performance of kindergarten teachers in early childhood intervention. Keywords: Kindergarten Educator; Early intervention; Developmental RiskA intervenção precoce na infância deve iniciar-se o mais atempadamente possível, potenciando as hipóteses de se superarem as dificuldades da criança com necessidades específicas e/ou em risco de desenvolvimento. O papel dos profissionais que trabalham nas organizações educativas destinadas à infância tem sido reconhecido como fundamental. O presente estudo, com uma metodologia de carácter misto, dá conta das representações e perceções dos educadores de infância neste domínio. Realçam o trabalho em equipa multidisciplinar, analisam a valorização profissional, as condições que têm para poderem atuar nesta área, quais as características que consideram preocupantes no perfil do desenvolvimento infantil e o que pode ser melhorado no desempenho do educador de infância na intervenção precoce na infância. Palavras-chave: Educador de Infância; Intervenção Precoce; Risco DesenvolvimentalEscola Superior de Educação de Paula Frassinetti2021-10-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdftext/htmlhttps://doi.org/10.25767/se.v30i.29477https://doi.org/10.25767/se.v30i.29477Saber & Educar; Vol. 30 No. 1 (2021): The Future of Childhood TodaySaber e Educar; Vol. 30 N.º 1 (2021): Caderno temático: O presente do futuro da Infância1647-21440873-3600reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revista.esepf.pt/article/view/29477https://revista.esepf.pt/article/view/29477/21049https://revista.esepf.pt/article/view/29477/21050Gomes, Ana PaulaLourenço, Natáliainfo:eu-repo/semantics/openAccess2023-02-24T10:32:02Zoai:ojs.revistas.rcaap.pt:article/29477Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:47:04.854853Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development
Representações e perceções dos educadores de infância sobre a sua atuação profissional nos riscos do desenvolvimento infantil
title Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development
spellingShingle Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development
Gomes, Ana Paula
Educador de Infância
Intervenção precoce na infância
Kindergarten
Early intervention
title_short Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development
title_full Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development
title_fullStr Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development
title_full_unstemmed Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development
title_sort Representations and perceptions of kindergarten teachers about their professional performance in the risks of children's development
author Gomes, Ana Paula
author_facet Gomes, Ana Paula
Lourenço, Natália
author_role author
author2 Lourenço, Natália
author2_role author
dc.contributor.author.fl_str_mv Gomes, Ana Paula
Lourenço, Natália
dc.subject.por.fl_str_mv Educador de Infância
Intervenção precoce na infância
Kindergarten
Early intervention
topic Educador de Infância
Intervenção precoce na infância
Kindergarten
Early intervention
description Early intervention in childhood should start as soon as possible, in order, for the children with specific needs, to have the best of the chances of overcoming the difficulties associated with their risk of development. The professional role of those working with, or are involved on educational child organizations or programs, has been recognized as fundamental. The mixed methodology of this study gives a real account of the representations and perceptions of kindergarten teachers. They emphasize multidisciplinary teamwork, analyze professional valorization, as well as the conditions available for working, taken much into account the characteristics considered of concern in the profile of child development, and what needs or can be done/improved in the working performance of kindergarten teachers in early childhood intervention. Keywords: Kindergarten Educator; Early intervention; Developmental Risk
publishDate 2021
dc.date.none.fl_str_mv 2021-10-25
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.25767/se.v30i.29477
https://doi.org/10.25767/se.v30i.29477
url https://doi.org/10.25767/se.v30i.29477
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revista.esepf.pt/article/view/29477
https://revista.esepf.pt/article/view/29477/21049
https://revista.esepf.pt/article/view/29477/21050
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Escola Superior de Educação de Paula Frassinetti
publisher.none.fl_str_mv Escola Superior de Educação de Paula Frassinetti
dc.source.none.fl_str_mv Saber & Educar; Vol. 30 No. 1 (2021): The Future of Childhood Today
Saber e Educar; Vol. 30 N.º 1 (2021): Caderno temático: O presente do futuro da Infância
1647-2144
0873-3600
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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