Crenças de pais e educadores sobre a estimulação de bebês em espaços alternativos de desenvolvimento infantil

• Autor(a) principal: Vito, Rossana de Vasconcelos Pugliese
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/15191
• topic: Pratice in infant child care programs; Parental beliefs; Educators beliefs; Evolutionary Perspective; kindergartens; Espaços de Estimulação e Desenvolvimento infantil; Perspectiva Evolucionista; Crenças de Educadores; Psicologia Social; Desenvolvimento infantil; Crenças Parentais; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

The impact generated by the increase in the birth rates of children with neonatal problems promoted the need for a new approach and specialization of health professionals, regarding the follow-up of the neuropsychomotor development of the newborn at risk and specific investigation of their clinical conditions. The scientific evolution provided a better care for these children and also allowed the creation of programs to stimulate the baby born without complication, with the initial objective of taking preventive measures and promoting health. In this process emerged the so-called Child Development and Stimulation Spaces (EDEI), which are characterized by being specialized and adapted to the care and stimulation of children, with programs planned for each year and months of children who do not have any biological change, if children without disabilities. It is, however, conjectured that the interventions carried out in these places also aim at enhancing motor, sensory, cognitive, emotional and social experiences, among others, aiding in the gains of human development, as well as preventing the incapacities or undesirable conditions. In Brazil, the practice is recent and still little investigated when the focus is the baby without disability. As well as the scientific evolution of research on child development, other transformations occur in parallel in different contexts of humanity, the world has changed a lot in the last decades, by several factors. To mention a few, technological and social advances and the insertion of women in the labor market have facilitated new forms of relationships, especially new ways of raising children. Today, parents can rely on specialized institutions to care for, educate children and babies while the former are dedicated to other activities. However, this "departure" from the parents of the domestic routine can generate problems related to the emotional dimension, specifically in relation to the degree of anxiety about how to create your baby in the best way. The dynamics of the parents' life may give rise to the need for them to make choices of various orders, choices between caring for the child or having a professional life, for example. In this sense, it is possible for parents to develop beliefs that they can offer resources that favor the better development of babies in specialized settings for this, expecting to contribute to child development or to provide something in the parental relationship, or for other reasons mobilized by parental beliefs, which vary from family to family, from culture to culture. Fact is that these parents can see themselves in one, or in many, dilemmas. Therefore, the present research sought to outline some exploratory studies that provide subsidies to help describe and understand some variables of the phenomenon investigated. The idea is to try to shed light on contemporary relationships that are different in order to understand the reciprocal influence of the elements that will be placed here in focus. The question that guides this research is: What are the beliefs of parents and educators about the role of motor and affective-cognitive development stimulation of infants between 6 and 12 months in a child development space (different from daycare) , as well as the profile of fathers / mothers looking for these spaces? The objective of this study is to identify the profile of caregivers and the beliefs of caregivers and educators about the role of motor and affective-cognitive development stimulation of babies, between 6 and 12 months, performed in a space of development different kindergarten and check to what extent they are related. Three studies will be carried out for its development: STUDY 1 - Identify characteristics of parents / mothers who attend an EDEI with their baby, through a questionnaire that includes information: sociodemographic; cultural habits; caregivers' routine; toys available to children; their beliefs and practices of care; socialization goals for their children; and expectations about practicing with a baby at EDEI. STUDY 2 - Compare the beliefs of the attending parents and the beliefs of parents who know the practice, but choose not to attend an EDEI with their baby, about the role of the motor and affective-cognitive development stimulation of babies between 6 and 12 months, performed in these spaces. STUDY 3 - Compare the beliefs of parents who attend an EDEI and the beliefs of the educators who act as stimulators in these spaces, on the role of stimulation of motor and affective-cognitive development of babies between 6 and 12 months in these spaces