Concepções de psicólogas escolares e educadoras infantis sobre o desenvolvimento e a habilidade de comunicação intencional infantil

• Autor(a) principal: Alexandrino, Vanessa da Cruz
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/9058
• topic: Concepções de desenvolvimento humano; Educação Infantil; Comunicação intencional; Psicologia escolar; Conceptions of human development; Child education; Intentional communication; School psychology; CIENCIAS HUMANAS::PSICOLOGIA

The present research is based on the assumptions of Vygotsky's Historical-Cultural Theory for whom human development is favored by social interactions mediated by more experienced subjects of the culture. The author's premise that the school has the function of transmitting sociohistorically constructed and organized knowledge by humanity which allows us to affirm the impact of educational institutions in the formation of scientific concepts and in the increase of socio-cognitive and communicative skills since the early years. In this line of thought, it is understood that professionals working in childhood education contexts have the function of mediating learning and facilitating the development of higher psychological functions, essential for the constitution of gradually complex social relationships. Thus, the role of infant educator's conceptions about child development, especially their conceptions about intentional communication skills, is emphasized, considering the importance of these conceptions for established interactions and for global and language development. Thus, the main objective of this research is to know and analyze the conceptions and actions of children's educators and school psychologists about the development and the ability of intentional communication of children who are inserted in contexts of Reference Center in Early Childhood Education (CREI), in the city of João Pessoa-PB. This study included 4 school psychologists and 34 children's educators working in CREI's in the city of João Pessoa- PB. Of the 34 children educators interviewed, 11 worked with children from six months to one year of age (nursery I and II) and 23 worked with children from 2 to 3 years of age (maternal I and II). Psychologists worked with children from six months to six year old. The participants' ages varied between 19 and 61 years of age, with an average of 40.0 (SD = 29.6). The following were used as instruments: a socio-demographic questionnaire, the interview script on educator and psychologist conceptions about child development and education, and the Interview on the Perception of School Educators and Psychologists about the Children Intentional Communication Ability. The analysis of the collected material followed the guidelines of the content categorization method, proposed by Bardin (2009) and of academic productions related to the area of school psychology and child development. The collection of information indicated, in general, that child educators perceive child development through the child's resolution of the activities proposed in the classroom and the behaviors they exhibit in play situations. School psychologists have reported that child development is a continuous process that can be perceived through the interaction situations between the adult and the child. Both groups of professionals emphasized the importance of planning for the elaboration of pedagogical activities in the context of early childhood education. Three of the four psychologists interviewed reported a performance with the educators, the technical staff, the family and the children. Concerning intentional communication skills, most child educators and school psychologists have reported that children's emotional expressions are intentional and assist in non-verbal communication between adult and infant. Children's gestures appeared in the participants' discourse as a strong indicator of intentional communication in the child, mentioned mainly by psychologists. This study reaffirms the importance of intentional communication skills for the overall development of children and the influence of conceptions on child development in the work of education professionals. Recognizing the importance of this ability to / in the educator-child interactions favors the elaboration of intentional pedagogical proposals and interventions of psychologists in these contexts, aiming at reframing and mobilizing conscious, critical and intentional professional practices, promoters of learning and development.