Interações educadora-bebê em creches: um estudo sobre concepções de educadoras infantis
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 d...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade de São Paulo (USP) |
| Repositorio: | Psicologia USP (Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:revistas.usp.br:article/202646 |
| Acceso en línea: | https://www.revistas.usp.br/psicousp/article/view/202646 |
| Access Level: | acceso abierto |
| Palabra clave: | conceptions educators nurseries infants child development concepções educadoras creches bebês desenvolvimento infantil |
| Sumario: | 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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