Transition strategies for babies entering in a daycare: What official Brazilian education documents say
In view of historical and cultural changes, the perception of childhood and concern for the overall development of babies, especially in view of their insertion into collective contexts, has been improving. Although the issue of caring for babies in early childhood education institutions has become...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Doxa - Revista Brasileira de Psicologia e Educação (Araraquara. Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/19699 |
| Acesso em linha: | https://periodicos.fclar.unesp.br/doxa/article/view/19699 |
| Access Level: | acceso abierto |
| Palavra-chave: | Adaptation of babies in daycare Welcoming babies in daycare Early childhood education institution Transition strategy National guiding documents Adaptación de los bebés a la guardería Cuidando niños en la guardería Institución de Educación Infantil Estrategia de transición Documentos rectores nacionales Adaptation Admission Réception Bébés Crèche Adaptação de bebês na creche Acolhimento de bebês na creche Instituição de Educação Infantil Estratégia de transição Documentos norteadores nacionais |
| Resumo: | In view of historical and cultural changes, the perception of childhood and concern for the overall development of babies, especially in view of their insertion into collective contexts, has been improving. Although the issue of caring for babies in early childhood education institutions has become the target of much research, few studies focus on actions and strategies for the initial insertion/transition of babies from home to daycare. Therefore, in view of this context, using Bardin's exploratory documentary study and content analysis, this work aims to analyze and discuss the transition actions and strategies mentioned in the main Brazilian educational guidance documents. Therefore, it is concluded that such documents mention few initial transition strategies, and when they do, they are generally superficial and non-directive. |
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