CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS

Detalhes bibliográficos
Autor(a) principal: Ramos, Deborah Dornellas
Data de Publicação: 2013
Outros Autores: Salomão, Nádia Maria Ribeiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4308
Resumo: Abstract: Considering that the beliefs’ systems about child development are elaborated through the sociocultural context and influence adult-child interactions, this study investigated the conceptions of educators in public day-care centers about child development considering their reality of work and the relationship between families and day-care centers. Six educators had been interviewed, taking into account aspects as: work routine, child development and relationship families/day-care centers. Data were analysed using content analysis. In general, the educators evaluated positively the child development. However, negative aspects as aggressiveness and agitation had been also emphasized. The conflicts between giving care and teaching were presented, reflecting itself in the relationships between families and day-cares, and also in the child-educator interactions. It is important to consider the necessity of understand these data bearing in mind the particularities of the specific context where they had emerged.Keywords: conceptions; child development; teaching; day care centers for children; professional practices.
id UPM-1_133398effe96179183384826e91ed8d9
oai_identifier_str oai:ojs.editorarevistas.mackenzie.br:article/4308
network_acronym_str UPM-1
network_name_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository_id_str
spelling CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERSDESARROLLO INFANTIL: CONCEPCIONES Y PRÁCTICAS DE EDUCADORAS EN GUARDERÍAS PÚBLICASDesenvolvimento Infantil: Concepções e Práticas de Educadoras em Creches Públicasconceptions child development teachingday care centers for childrenprofessional practicesconcepción;desarrollo infantil educadoras guarderías práctica profesionalconcepçãodesenvolvimento infantileducadorescrechesprática profissional Abstract: Considering that the beliefs’ systems about child development are elaborated through the sociocultural context and influence adult-child interactions, this study investigated the conceptions of educators in public day-care centers about child development considering their reality of work and the relationship between families and day-care centers. Six educators had been interviewed, taking into account aspects as: work routine, child development and relationship families/day-care centers. Data were analysed using content analysis. In general, the educators evaluated positively the child development. However, negative aspects as aggressiveness and agitation had been also emphasized. The conflicts between giving care and teaching were presented, reflecting itself in the relationships between families and day-cares, and also in the child-educator interactions. It is important to consider the necessity of understand these data bearing in mind the particularities of the specific context where they had emerged.Keywords: conceptions; child development; teaching; day care centers for children; professional practices.Resumen: A partir del presupuesto que el sistema de creencias sobre el desarrollo infantil es elaborado por medio del contexto histórico-cultural y refleja en las interacciones adulto-niño, el presente estudio investigó las concepciones de educadoras sobre el desarrollo infantil y su promoción, considerando la realidad de trabajo y la relación familia-guardería. Se entrevistaron seis educadoras, abordando aspectos, como: rutina de trabajo, desarrollo de los niños y relación familia-guardería. Se analizaron los datos a partir de la técnica de análisis de contenido temático. De modo general, las educadoras evaluaron positivamente el desarrollo de los niños. Sin embargo, también se relataron aspectos negativos, como la agresividad y la agitación. Los conflictos entre cuidar y educar se mostraron presentes en las rutinas y refleja en las relaciones con las familias y en las interacciones educadora-niño. Se destaca la necesidad de comprender esos datos por medio de las particularidades del contexto específico en que emergieron.Palabras clave: concepción; desarrollo infantil; educadoras; guarderías; práctica profesional.Partindo do pressuposto de que o sistema de crenças sobre o desenvolvimento infantil é elaborado mediante o contexto histórico-cultural e repercute sobre as interações adulto-criança, o presente estudo investigou as concepções de educadoras em creches públicas sobre o desenvolvimento infantil e sua promoção, considerando a realidade de trabalho e a relação família-creche. Em entrevista com seis educadoras, abordaram-se os seguintes aspectos: rotina de trabalho, desenvolvimento das crianças e relação família-creche. Os dados foram analisados a partir da técnica de análise de conteúdo temática. De modo geral, as educadoras avaliaram positivamente o desenvolvimento das crianças. Contudo, aspectos negativos, como agressividade e agitação, também foram relatados. Observou-se que os conflitos entre cuidar e educar se mostraram presentes nas rotinas das creches, repercutindo, sobretudo, nas relações estabelecidas com as famílias e nas interações educadora-criança. Salienta-se a necessidade de compreender esses dados mediante as particularidades do contexto específico em que emergiram.Editora Mackenzie2013-09-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/4308The Journal Of Psychology: Theory and Practice ; Vol. 15 No. 3 (2013); 200Revista Psicología: Teoría y Práctica; Vol. 15 Núm. 3 (2013); 200Revista Psicologia: Teoria e Prática; v. 15 n. 3 (2013); 2001980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/4308/4604Copyright (c) 2013 Deborah Dornellas Ramos, Nádia Maria Ribeiro Salomãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRamos, Deborah DornellasSalomão, Nádia Maria Ribeiro2023-04-28T17:56:45Zoai:ojs.editorarevistas.mackenzie.br:article/4308Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-04-28T17:56:45Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS
DESARROLLO INFANTIL: CONCEPCIONES Y PRÁCTICAS DE EDUCADORAS EN GUARDERÍAS PÚBLICAS
Desenvolvimento Infantil: Concepções e Práticas de Educadoras em Creches Públicas
title CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS
spellingShingle CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS
Ramos, Deborah Dornellas
conceptions
child development
teaching
day care centers for children
professional practices
concepción
;desarrollo infantil
educadoras
guarderías
práctica profesional
concepção
desenvolvimento infantil
educadores
creches
prática profissional
title_short CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS
title_full CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS
title_fullStr CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS
title_full_unstemmed CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS
title_sort CHILD DEVELOPMENT: CONCEPTS AND PRACTICES OF EDUCATORS IN PUBLIC DAYCARE CENTERS
author Ramos, Deborah Dornellas
author_facet Ramos, Deborah Dornellas
Salomão, Nádia Maria Ribeiro
author_role author
author2 Salomão, Nádia Maria Ribeiro
author2_role author
dc.contributor.author.fl_str_mv Ramos, Deborah Dornellas
Salomão, Nádia Maria Ribeiro
dc.subject.por.fl_str_mv conceptions
child development
teaching
day care centers for children
professional practices
concepción
;desarrollo infantil
educadoras
guarderías
práctica profesional
concepção
desenvolvimento infantil
educadores
creches
prática profissional
topic conceptions
child development
teaching
day care centers for children
professional practices
concepción
;desarrollo infantil
educadoras
guarderías
práctica profesional
concepção
desenvolvimento infantil
educadores
creches
prática profissional
description Abstract: Considering that the beliefs’ systems about child development are elaborated through the sociocultural context and influence adult-child interactions, this study investigated the conceptions of educators in public day-care centers about child development considering their reality of work and the relationship between families and day-care centers. Six educators had been interviewed, taking into account aspects as: work routine, child development and relationship families/day-care centers. Data were analysed using content analysis. In general, the educators evaluated positively the child development. However, negative aspects as aggressiveness and agitation had been also emphasized. The conflicts between giving care and teaching were presented, reflecting itself in the relationships between families and day-cares, and also in the child-educator interactions. It is important to consider the necessity of understand these data bearing in mind the particularities of the specific context where they had emerged.Keywords: conceptions; child development; teaching; day care centers for children; professional practices.
publishDate 2013
dc.date.none.fl_str_mv 2013-09-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4308
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4308
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/4308/4604
dc.rights.driver.fl_str_mv Copyright (c) 2013 Deborah Dornellas Ramos, Nádia Maria Ribeiro Salomão
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2013 Deborah Dornellas Ramos, Nádia Maria Ribeiro Salomão
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 15 No. 3 (2013); 200
Revista Psicología: Teoría y Práctica; Vol. 15 Núm. 3 (2013); 200
Revista Psicologia: Teoria e Prática; v. 15 n. 3 (2013); 200
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
_version_ 1797051375831482368

Registros relacionados