Interação professor-bebê em creches inclusivas.
Autor(a) principal: | |
---|---|
Data de Publicação: | 2004 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/3192 |
Resumo: | The grouth on the importance of the Child Education, since its insertion into the Brazilian Constitution of 1988, brings an increase in the demand for this service and the fight for an inclusive education for young children. In this context, the purpose of this study was to describe the interactions between the day care center teacher and babies in an inclusive day care center that attended both babies with typical and atypical development. Two teachers and their students (age 12-36 months old), with typical and atypical development, were observed. The babies developmental repertoire was assessed by the Child Development Screening Tool Denver II (1989) and the Portage Guide to Early Education (Brazilian s version). The classroom activities of teachers and babies were videotaped through one week, during the regular time of work in the day care center. The record was transcripted in protocols previously developed, and latterly, submitted to a comparative analysis. Results showed that, in general, there was not a great difference in patterns of interaction established between teacher typical development babies and teacher atypical development babies. Both teachers seemed to be efficient in the children s participation during the activities. However, the kind of activity and the babies age seemed to be factors that influenced the teacher-child interaction. To younger babies, the activities in the classroom, with an established structure, seemed to involve both typical and atypical development babies, more than those freeplay activities. In relation to the older children, classroom activities were different in terms of proposed objectives. In the activities with the whole group, most of the typical development child was involved, but babies with atypical development were isolated from the playing. Issues related to formation and information of teachers from day care centers about child development and the factors related to their taking care in day care centers are discussed. |
id |
SCAR_00dd268388c8693afa2c529f7fca0105 |
---|---|
oai_identifier_str |
oai:repositorio.ufscar.br:ufscar/3192 |
network_acronym_str |
SCAR |
network_name_str |
Repositório Institucional da UFSCAR |
repository_id_str |
4322 |
spelling |
Joaquim, Cristiani da SilvaGil, Maria Stella Coutinho de Alcântarahttp://lattes.cnpq.br/1673770301699940eb6ead9b-f887-459d-8f19-cdb98f6250292016-06-02T19:46:33Z2005-07-012016-06-02T19:46:33Z2004-12-23JOAQUIM, Cristiani da Silva. Interação professor-bebê em creches inclusivas.. 2004. 96 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004.https://repositorio.ufscar.br/handle/ufscar/3192The grouth on the importance of the Child Education, since its insertion into the Brazilian Constitution of 1988, brings an increase in the demand for this service and the fight for an inclusive education for young children. In this context, the purpose of this study was to describe the interactions between the day care center teacher and babies in an inclusive day care center that attended both babies with typical and atypical development. Two teachers and their students (age 12-36 months old), with typical and atypical development, were observed. The babies developmental repertoire was assessed by the Child Development Screening Tool Denver II (1989) and the Portage Guide to Early Education (Brazilian s version). The classroom activities of teachers and babies were videotaped through one week, during the regular time of work in the day care center. The record was transcripted in protocols previously developed, and latterly, submitted to a comparative analysis. Results showed that, in general, there was not a great difference in patterns of interaction established between teacher typical development babies and teacher atypical development babies. Both teachers seemed to be efficient in the children s participation during the activities. However, the kind of activity and the babies age seemed to be factors that influenced the teacher-child interaction. To younger babies, the activities in the classroom, with an established structure, seemed to involve both typical and atypical development babies, more than those freeplay activities. In relation to the older children, classroom activities were different in terms of proposed objectives. In the activities with the whole group, most of the typical development child was involved, but babies with atypical development were isolated from the playing. Issues related to formation and information of teachers from day care centers about child development and the factors related to their taking care in day care centers are discussed.Dada a crescente importância atribuída à Educação Infantil, desde sua inserção na Constituição de 1988, o aumento da demanda por este serviço e a atual luta por uma educação inclusiva, este estudo teve por objetivo descrever a interação entre o professor de educação infantil e as crianças por ele atendidas em uma creche inclusiva, que atendia crianças com desenvolvimento típico e crianças com atrasos no desenvolvimento. Foram acompanhadas duas professoras de educação infantil de creches e seus respectivos alunos, com idades entre 12 e 36 meses, com desenvolvimento típico e com atrasos no desenvolvimento. O repertório do desenvolvimento das crianças foi avaliado por meio do Teste de Triagem do Desenvolvimento Denver II e do Inventário Portage Operacionalizado. As atividades realizadas pelas professoras e seus alunos foram filmadas ao longo de uma semana, durante o período regular de atendimento dos bebês na creche. Os registros foram transcritos em protocolos previamente elaborados e, posteriormente, submetidos a uma análise comparativa. Os resultados mostraram que, de maneira geral, não há uma grande diferença em relação aos padrões de interação que a professora estabeleceu com os bebês com desenvolvimento típico e com aqueles com atrasos no desenvolvimento. Ambas as professoras pareceram ser eficientes no engajamento das crianças no decorrer das atividades. Entretanto, o tipo de atividade em curso no momento da observação e a idade dos bebês parecem ser fatores que influenciam a interação professor-bebê. Para os bebês mais jovens, as atividades em sala, com uma estrutura estabelecida, pareceu envolver tanto as crianças com desenvolvimento típico quanto aquela que apresentava atrasos no desenvolvimento, mais do que as atividades nas quais a brincadeira era livre. Já em relação às mais velhas, as atividades em sala diferiram em relação aos objetivos propostos. Atividades que envolviam brincadeiras com todo o grupo (brincar de roda) promoviam o engajamento da maioria das crianças com desenvolvimento típico, embora a criança com atrasos no desenvolvimento se mantivesse isolada da brincadeira. Questões relativas à formação e informação dos professores de Educação Infantil acerca do desenvolvimento das crianças e os fatores relacionados ao seu atendimento em creches são discutidos.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especial - inclusãoEducação de criançasInteração adulto-criançaInclusionChild educationAdult-child interactionCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALInteração professor-bebê em creches inclusivas.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1f3186d1a-edb7-45a8-abac-75a78fed1a3ainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissCSJ.pdfapplication/pdf756883https://repositorio.ufscar.br/bitstream/ufscar/3192/1/DissCSJ.pdfde67c9e1ee8579b841e5d1f2f597dc23MD51THUMBNAILDissCSJ.pdf.jpgDissCSJ.pdf.jpgIM Thumbnailimage/jpeg5777https://repositorio.ufscar.br/bitstream/ufscar/3192/2/DissCSJ.pdf.jpga95e5fa51bc669dbb059ede49ba6f0e2MD52ufscar/31922023-09-18 18:30:53.604oai:repositorio.ufscar.br:ufscar/3192Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:53Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Interação professor-bebê em creches inclusivas. |
title |
Interação professor-bebê em creches inclusivas. |
spellingShingle |
Interação professor-bebê em creches inclusivas. Joaquim, Cristiani da Silva Educação especial - inclusão Educação de crianças Interação adulto-criança Inclusion Child education Adult-child interaction CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Interação professor-bebê em creches inclusivas. |
title_full |
Interação professor-bebê em creches inclusivas. |
title_fullStr |
Interação professor-bebê em creches inclusivas. |
title_full_unstemmed |
Interação professor-bebê em creches inclusivas. |
title_sort |
Interação professor-bebê em creches inclusivas. |
author |
Joaquim, Cristiani da Silva |
author_facet |
Joaquim, Cristiani da Silva |
author_role |
author |
dc.contributor.author.fl_str_mv |
Joaquim, Cristiani da Silva |
dc.contributor.advisor1.fl_str_mv |
Gil, Maria Stella Coutinho de Alcântara |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1673770301699940 |
dc.contributor.authorID.fl_str_mv |
eb6ead9b-f887-459d-8f19-cdb98f625029 |
contributor_str_mv |
Gil, Maria Stella Coutinho de Alcântara |
dc.subject.por.fl_str_mv |
Educação especial - inclusão Educação de crianças Interação adulto-criança |
topic |
Educação especial - inclusão Educação de crianças Interação adulto-criança Inclusion Child education Adult-child interaction CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.eng.fl_str_mv |
Inclusion Child education Adult-child interaction |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
The grouth on the importance of the Child Education, since its insertion into the Brazilian Constitution of 1988, brings an increase in the demand for this service and the fight for an inclusive education for young children. In this context, the purpose of this study was to describe the interactions between the day care center teacher and babies in an inclusive day care center that attended both babies with typical and atypical development. Two teachers and their students (age 12-36 months old), with typical and atypical development, were observed. The babies developmental repertoire was assessed by the Child Development Screening Tool Denver II (1989) and the Portage Guide to Early Education (Brazilian s version). The classroom activities of teachers and babies were videotaped through one week, during the regular time of work in the day care center. The record was transcripted in protocols previously developed, and latterly, submitted to a comparative analysis. Results showed that, in general, there was not a great difference in patterns of interaction established between teacher typical development babies and teacher atypical development babies. Both teachers seemed to be efficient in the children s participation during the activities. However, the kind of activity and the babies age seemed to be factors that influenced the teacher-child interaction. To younger babies, the activities in the classroom, with an established structure, seemed to involve both typical and atypical development babies, more than those freeplay activities. In relation to the older children, classroom activities were different in terms of proposed objectives. In the activities with the whole group, most of the typical development child was involved, but babies with atypical development were isolated from the playing. Issues related to formation and information of teachers from day care centers about child development and the factors related to their taking care in day care centers are discussed. |
publishDate |
2004 |
dc.date.issued.fl_str_mv |
2004-12-23 |
dc.date.available.fl_str_mv |
2005-07-01 2016-06-02T19:46:33Z |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:46:33Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
JOAQUIM, Cristiani da Silva. Interação professor-bebê em creches inclusivas.. 2004. 96 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/3192 |
identifier_str_mv |
JOAQUIM, Cristiani da Silva. Interação professor-bebê em creches inclusivas.. 2004. 96 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2004. |
url |
https://repositorio.ufscar.br/handle/ufscar/3192 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.confidence.fl_str_mv |
-1 -1 |
dc.relation.authority.fl_str_mv |
f3186d1a-edb7-45a8-abac-75a78fed1a3a |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação Especial - PPGEEs |
dc.publisher.initials.fl_str_mv |
UFSCar |
dc.publisher.country.fl_str_mv |
BR |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSCAR instname:Universidade Federal de São Carlos (UFSCAR) instacron:UFSCAR |
instname_str |
Universidade Federal de São Carlos (UFSCAR) |
instacron_str |
UFSCAR |
institution |
UFSCAR |
reponame_str |
Repositório Institucional da UFSCAR |
collection |
Repositório Institucional da UFSCAR |
bitstream.url.fl_str_mv |
https://repositorio.ufscar.br/bitstream/ufscar/3192/1/DissCSJ.pdf https://repositorio.ufscar.br/bitstream/ufscar/3192/2/DissCSJ.pdf.jpg |
bitstream.checksum.fl_str_mv |
de67c9e1ee8579b841e5d1f2f597dc23 a95e5fa51bc669dbb059ede49ba6f0e2 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
_version_ |
1802136265649291264 |