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Estratégias dos Educadores de Infância com crianças com perturbações do espetro Autista
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Abstract(s)
Este estudo pretende analisar as estratégias utilizadas pelos educadores de infância, para promoverem o desenvolvimento social, emocional e comunicativo de crianças pequenas com Perturbações do Espetro Autista. Para tal, fez-se uma adaptação do questionário “Incredible Years: Teacher Strategies Questionnaire for Children With Autism (2-5 years)” com variáveis demográficas variadas, divulgado de forma virtual através das redes sociais, a partir das quais os educadores de infância a exercerem funções em Portugal, acederam e participaram ao longo de dois meses. A fiabilidade do estudo foi confirmada pela consistência interna, com um alpha de Cronbach de 0,959 e a análise fatorial exploratória revelou seis dimensões que explicam 65% da variância total. A análise das relações entre as dimensões e as variáveis de caracterização mostrou que fatores como a idade, anos de serviço, tipo de instituição e região geográfica podem influenciar as práticas dos educadores, revelando a importância de abordagens abrangentes na promoção do desenvolvimento de crianças com PEA. Os resultados obtidos fornecem informações relevantes sobre as perceções e práticas dos educadores de infância que podem ser utilizadas para orientar a formação destes profissionais, assim como para melhorar as estratégias de apoio às crianças com PEA em diferentes contextos educacionais.
This study aims to analyze the strategies used by early childhood educators to promote the social, emotional and communicative development of young children with Autism Spectrum. For this purpose, an adaptation was made of the “Incredible Years: Teacher Strategies Questionnaire for Children With Autism (2-5 years)” with diverse demographic variables, disseminated virtually through social media, from which early childhood educaters practicing in Portugal, accessed and participated over a period of two months. Reliability was confirmed through internal consistency, with a Cronbach`s alfa of 0.959, and exploratory factor analysis revealed six dimensions explaining 65% of the total variance. The analysis of the relationships between dimensions and demografic variables showed that factors such as age, years of service, type of institution, and geographical region can influence educator`s practices, emphasizing the importance of holistic approaches in promoting the development of children with Autism Spectrum Disorders. The obtained results provide relevant insights into the perceptions and pratices of early childhood educaters that can be used to guide their training and professional development, as well as to enhance support strategies for children with Autism Spectrum Disorders in various educational contexts
This study aims to analyze the strategies used by early childhood educators to promote the social, emotional and communicative development of young children with Autism Spectrum. For this purpose, an adaptation was made of the “Incredible Years: Teacher Strategies Questionnaire for Children With Autism (2-5 years)” with diverse demographic variables, disseminated virtually through social media, from which early childhood educaters practicing in Portugal, accessed and participated over a period of two months. Reliability was confirmed through internal consistency, with a Cronbach`s alfa of 0.959, and exploratory factor analysis revealed six dimensions explaining 65% of the total variance. The analysis of the relationships between dimensions and demografic variables showed that factors such as age, years of service, type of institution, and geographical region can influence educator`s practices, emphasizing the importance of holistic approaches in promoting the development of children with Autism Spectrum Disorders. The obtained results provide relevant insights into the perceptions and pratices of early childhood educaters that can be used to guide their training and professional development, as well as to enhance support strategies for children with Autism Spectrum Disorders in various educational contexts
Description
Keywords
PEA; Inclusão; Estratégias de Intervenção para PEA; Papel do Educador de Infância; Envolvimento Parental ASD; Inclusion; Intervention Strategies for ASD; Role of Early Childhood Educater; Parental Involved