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Publication
A Sesta na Educação Pré-Escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 7.13 MB | Adobe PDF |
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Abstract(s)
A entrada para a Educação Pré-escolar (EPE) é uma fase determinante, que vai
exigir momentos de concentração e esforços de aprendizagem que poderão causar
medo, insegurança, excitação, cansaço e sono. O sono é uma necessidade natural,
básica, biológica, imprescindível às crianças para se restabelecerem e se desenvolverem
física e psicologicamente. Alguns Jardins de Infância (JI) dão a oportunidade às crianças
entre os 3 os 5 anos de idade de dormirem a sesta a seguir ao almoço. Neste trabalho,
procurámos caracterizar (1) as perspetivas de 3 coordenadores pedagógicos de três JI
de natureza jurídica diferente - privado, público e de solidariedade social - sobre a
importância da rotina da sesta e a forma como o sono e o descanso das crianças são
abordados em cada um dos respetivos estabelecimentos educativos; e também (2)
compreender as razões da (não) implementação da rotina da sesta. Para concretizar
estes objetivos, desenhámos e implementámos um estudo qualitativo e recolhemos
dados através de entrevistas semidiretivas, tratados pela análise de conteúdo. Os
resultados evidenciaram as diferenças nas políticas institucionais dos três jardins de
infância envolvidos no estudo que podem ser explicadas por razões históricas, culturais
e, sobretudo, económicas. As condições estruturais parecem fazer toda a diferença,
assim como o envolvimento dos encarregados de educação e dos profissionais de saúde
(e.g. pediatras), no sentido da criação de rotinas de descanso e sono das crianças. O
sono/sesta na EPE tem sido pouco estudado no contexto nacional, tanto ao nível das
práticas das equipas educativas como do rastreamento das estruturas reais dos jardins
de infância. A ampliação do estudo a educadores, auxiliares de educação e famílias,
complementada com uma abordagem quantitativa, poderá ajudar a esclarecer as razões
das equipas dos JI para implementar ou não a sesta, ou a esclarecer o conhecimento
que as famílias possuem sobre as necessidades das crianças em matéria e sono. Com
base nos resultados, seria possível discutir e fundamentar medidas promotoras do
descanso das crianças em contexto pré-escolar.
The entrance of Preschool Education (PSED) is a decisive that will require from children moments of concentration and learning efforts that can cause fear, insecurity, excitement, tiredness and sleepiness. Sleep is a natural, basic, biological, essential need for children to recover and develop physically and psychologically. Some Kindergartens (KG) give children between 3 and 5 years old the opportunity to take a nap after lunch. Some Kindergartens (KG) allow children between 3 and 5 years old to take a nap after lunch. In this work, we sought to characterize (1) the perspectives of three pedagogical coordinators from three JI of different legal nature - private, public, and social security - on the importance of the nap routine and the way in which children's sleep and rest needs are addressed at each of the respective educational establishments; and additionally (2) to understand the reasons for the (non) implementation of the nap routine. To achieve these goals, we designed and implemented a qualitative study and collected data through semi-directive interviews, treating those trough content analysis methodology. The results showed the differences in the institutional policies of the three kindergartens involved in the study, that can be explained by historical, cultural and, above all, economic reasons. Structural conditions, such as the creation of an adequate space and facilities, make all the difference here, as well as the involvement with parents and health professionals (eg. paediatricians) in the sense of creating resting and sleeping routines for children. Sleeping/napping in PSED has been a poorly researched area in the national context, both in terms of the practices of educational teams and the tracking of the real existing structures of kindergartens. The extension of the study to educators, educational assistants and families, complemented with a quantitative approach, may help to clarify the reasons why KG teams to implement or not a nap routine, or clarify the knowledge of the families on children’s needs in terms of sleep. Based on the results, it would be possible to discuss and justify measures to promote children’s rest in a preschool context.
The entrance of Preschool Education (PSED) is a decisive that will require from children moments of concentration and learning efforts that can cause fear, insecurity, excitement, tiredness and sleepiness. Sleep is a natural, basic, biological, essential need for children to recover and develop physically and psychologically. Some Kindergartens (KG) give children between 3 and 5 years old the opportunity to take a nap after lunch. Some Kindergartens (KG) allow children between 3 and 5 years old to take a nap after lunch. In this work, we sought to characterize (1) the perspectives of three pedagogical coordinators from three JI of different legal nature - private, public, and social security - on the importance of the nap routine and the way in which children's sleep and rest needs are addressed at each of the respective educational establishments; and additionally (2) to understand the reasons for the (non) implementation of the nap routine. To achieve these goals, we designed and implemented a qualitative study and collected data through semi-directive interviews, treating those trough content analysis methodology. The results showed the differences in the institutional policies of the three kindergartens involved in the study, that can be explained by historical, cultural and, above all, economic reasons. Structural conditions, such as the creation of an adequate space and facilities, make all the difference here, as well as the involvement with parents and health professionals (eg. paediatricians) in the sense of creating resting and sleeping routines for children. Sleeping/napping in PSED has been a poorly researched area in the national context, both in terms of the practices of educational teams and the tracking of the real existing structures of kindergartens. The extension of the study to educators, educational assistants and families, complemented with a quantitative approach, may help to clarify the reasons why KG teams to implement or not a nap routine, or clarify the knowledge of the families on children’s needs in terms of sleep. Based on the results, it would be possible to discuss and justify measures to promote children’s rest in a preschool context.
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Keywords
Sono, sesta, saúde infantil, desenvolvimento infantil, educação pré-escolar, rotinas, orientações educativas Sleeping, napping, child health, child development, preschool education, routines, educational guidelines