Estratégias docentes usadas na adaptação da educação infantil

• Autor(a) principal: Rocha, Natanielly Najara Mendes
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/69985
• topic: Estratégias pedagógicas; Criança; Adaptação na Educação Infantil; Adaptation in Early Childhood Education; Pedagogical strategies; Child

The adaptation in the early childhood education institution is configured as a delicate moment in the child's life, demanding a lot of attention and care from everyone involved in this process. Seeking to reflect on the complexity of that moment, this research seeks to identify some pedagogical strategies used by teachers in adapting children from Early Childhood Education. Thus, we chose as specific objectives: 1) to conceptualize the adaptation; 2) discuss the teaching role in the adaptation process and 3) verify some pedagogical strategies most used by teachers during this period. For this, we brought some authors who deal with the adaptation process in Early Childhood Education, namely: Rapoport and Piccinini (2001), Ladwig, Goi and Souza (2013), Silva, Paiva and Rodrigues (2016), Ortiz (2000), among others. The research has an exploratory character and its analysis was carried out from a qualitative approach, using a semistructured interview as a data collection instrument, carried out through the Google Meet platform, with a sample of four teachers from different educational institutions, working in Early Childhood Education. The analyzed data show how the teaching performance and the pedagogical strategies used by the teachers are essential during the child's adaptation process, improving the management of that moment and generating less suffering for the child who is being inserted in this new environment, which is the kindergarten or preschool. In addition, we found that some of the most used strategies during this period were: affection, welcoming, preparation and organization of the reference room, games, music, the reduced time initially that the child stays in the institution of early childhood education, the presence of parents and constant communication with families. It is concluded that the teaching performance and the pedagogical strategies selected for this period must consider the uniqueness of the child, their tastes, their pace and their reality, in order to achieve a successful process that involves everyone who is immersed in this period of adaptation, especially the child who is the main subject of this process.