A adaptação de bebês na creche: um estudo de caso

• Autor(a) principal: Paula, Mariana Godoy de [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203097; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000912279.pdf
• topic: Educação de crianças; Creches; Adaptação escolar; Família; Aconselhamento familiar; Education

This study aimed to answer the question: How does the process of school adaptation of children when we insert them in a daycare center? The overall aim was not only to know and to analyze the process of school adaptation of beginning children in access to a daycare center, in a private institution in Bauru, São Paulo but also to reflect on the importance of this process for children who are starting their school life. Furthermore, we reflect on about how the reception should occur, valuing a more rapid and calm adaptation, and considering the feelings of the parents, for leaving their children in an unknown environment. During the development of the study, we presented the history of daycare centers in Brazil and the changes occurred over the years, until the current context. The history of these institutions is a remarkable social achievement; starting from an assistance perspective until it reaches its legalization as a right of the child to the Childhood. Furthermore, it became a duty of the State, and integrating the daycare center to the first stage of basic education, as foreseen in the Federal Constitution of 1988 and the 1996 National Education Guidelines and Bases Act. We analyzed this adaptation process from a theoretical-methodological perspective, based on a case study that followed the insertion of ten children in a daycare center. This was recorded based on observations and interviews with a principal, a teacher, and three parents/guardians. We observed through the experiences and the data collected that this process is a complex moment for both, the children and the families, and for the educators. For this reason should be a well-planned, a structured reception process, involving care and affection, in order to reduce the possible suffering, making the stage calmer and less frightening for the child.