Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Psicologia USP (Online) |
Texto Completo: | https://www.revistas.usp.br/psicousp/article/view/202646 |
Resumo: | Based on the understanding that conceptions guide professional practices and considering such understanding essential for the formulation of intervention strategies that enhance professional actions, this article addresses the conceptions of childhood educators regarding their work with infants in daycare centers and the development of infants in these contexts. This study was conducted with data collected by interviews conducted with five teachers working in public daycare centers. The audio was recorded and transcribed, and responses were analyzed using Bardin’s content analysis procedures. Our results indicate a dissonance between what is said by educators and what is postulated by both development theorists and official documents guiding Brazilian Early Childhood Education. These findings assert the relevance of continued training, including child development and environments of caregiver-child interactions to enhance these aspects and favor interactive processes. |
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Psicologia USP (Online) |
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Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantisCaregiver-child interactions in daycare centers: a study on the conceptions of early childhood educatorsconceptionseducatorsnurseriesinfantschild developmentconcepçõeseducadorascrechesbebêsdesenvolvimento infantilBased on the understanding that conceptions guide professional practices and considering such understanding essential for the formulation of intervention strategies that enhance professional actions, this article addresses the conceptions of childhood educators regarding their work with infants in daycare centers and the development of infants in these contexts. This study was conducted with data collected by interviews conducted with five teachers working in public daycare centers. The audio was recorded and transcribed, and responses were analyzed using Bardin’s content analysis procedures. Our results indicate a dissonance between what is said by educators and what is postulated by both development theorists and official documents guiding Brazilian Early Childhood Education. These findings assert the relevance of continued training, including child development and environments of caregiver-child interactions to enhance these aspects and favor interactive processes.Este artigo aborda as concepções de educadoras infantis sobre suas atuações com bebês em creches e sobre o desenvolvimento dos bebês nesses contextos. Parte-se da compreensão de que as concepções orientam as práticas profissionais, sendo fundamental compreendê-las para formular estratégias interventivas que potencializem as ações profissionais em creches. Participaram do estudo cinco professoras de educação infantil de creches públicas, as quais responderam a uma entrevista cujo áudio foi gravado e posteriormente transcrito. As respostas das entrevistas foram avaliadas por meio da análise de conteúdo de Bardin. Os resultados revelaram uma dissonância entre as verbalizações das educadoras e o que postulam teóricos do desenvolvimento e os documentos oficiais que norteiam a Educação Infantil brasileira. Diante do exposto, afirmamos a relevância das formações continuadas e sugerimos que elas englobem o desenvolvimento infantil e as interações educadorcriança- ambiente, na direção de potencializar esses aspectos e favorecer os processos interativos.Universidade de São Paulo. Instituto de Psicologia2021-11-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://www.revistas.usp.br/psicousp/article/view/20264610.1590/0103-6564e200173Psicologia USP; v. 32 (2021); e200173Psicologia USP; Vol. 32 (2021); e200173Psicologia USP; Vol. 32 (2021); e2001731678-51770103-6564reponame:Psicologia USP (Online)instname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/psicousp/article/view/202646/186738https://www.revistas.usp.br/psicousp/article/view/202646/186739https://www.revistas.usp.br/psicousp/article/view/202646/192835Copyright (c) 2022 Psicologia USPhttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAlbuquerque, Jéssica Andrade deAquino, Fabíola de Sousa Braz2022-09-30T13:18:46Zoai:revistas.usp.br:article/202646Revistahttps://www.revistas.usp.br/psicouspPUBhttps://www.revistas.usp.br/psicousp/oairevpsico@usp.br1678-51770103-6564opendoar:2022-09-30T13:18:46Psicologia USP (Online) - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis Caregiver-child interactions in daycare centers: a study on the conceptions of early childhood educators |
title |
Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis |
spellingShingle |
Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis Albuquerque, Jéssica Andrade de conceptions educators nurseries infants child development concepções educadoras creches bebês desenvolvimento infantil |
title_short |
Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis |
title_full |
Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis |
title_fullStr |
Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis |
title_full_unstemmed |
Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis |
title_sort |
Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis |
author |
Albuquerque, Jéssica Andrade de |
author_facet |
Albuquerque, Jéssica Andrade de Aquino, Fabíola de Sousa Braz |
author_role |
author |
author2 |
Aquino, Fabíola de Sousa Braz |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Albuquerque, Jéssica Andrade de Aquino, Fabíola de Sousa Braz |
dc.subject.por.fl_str_mv |
conceptions educators nurseries infants child development concepções educadoras creches bebês desenvolvimento infantil |
topic |
conceptions educators nurseries infants child development concepções educadoras creches bebês desenvolvimento infantil |
description |
Based on the understanding that conceptions guide professional practices and considering such understanding essential for the formulation of intervention strategies that enhance professional actions, this article addresses the conceptions of childhood educators regarding their work with infants in daycare centers and the development of infants in these contexts. This study was conducted with data collected by interviews conducted with five teachers working in public daycare centers. The audio was recorded and transcribed, and responses were analyzed using Bardin’s content analysis procedures. Our results indicate a dissonance between what is said by educators and what is postulated by both development theorists and official documents guiding Brazilian Early Childhood Education. These findings assert the relevance of continued training, including child development and environments of caregiver-child interactions to enhance these aspects and favor interactive processes. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-08 |
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 |
https://www.revistas.usp.br/psicousp/article/view/202646 10.1590/0103-6564e200173 |
url |
https://www.revistas.usp.br/psicousp/article/view/202646 |
identifier_str_mv |
10.1590/0103-6564e200173 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/psicousp/article/view/202646/186738 https://www.revistas.usp.br/psicousp/article/view/202646/186739 https://www.revistas.usp.br/psicousp/article/view/202646/192835 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Psicologia USP http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Psicologia USP http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Instituto de Psicologia |
publisher.none.fl_str_mv |
Universidade de São Paulo. Instituto de Psicologia |
dc.source.none.fl_str_mv |
Psicologia USP; v. 32 (2021); e200173 Psicologia USP; Vol. 32 (2021); e200173 Psicologia USP; Vol. 32 (2021); e200173 1678-5177 0103-6564 reponame:Psicologia USP (Online) instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Psicologia USP (Online) |
collection |
Psicologia USP (Online) |
repository.name.fl_str_mv |
Psicologia USP (Online) - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
revpsico@usp.br |
_version_ |
1800221961160228864 |