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Práticas em Intervenção Precoce na Infância: Perceções de Educadores de Infância em Creche e Pré-escolar
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Abstract(s)
A dissertação que aqui apresentamos pretende dar a conhecer as perceções dos educadores de infância, que exercem a sua atividade em Creches e em estabelecimentos de Educação Pré-escolar, sobre as práticas recomendadas para a Intervenção Precoce na Infância (IPI), nomeadamente, de que forma a implementação da intervenção centrada na família, do modelo de trabalho transdisciplinar nas Equipas Locais de Intervenção e do serviço de consultoria ocorrem na sua realidade contextual, bem como de que forma entendem essas práticas.
Com base numa metodologia qualitativa, realizámos um inquérito por questionário a 27 educadores de infância a exercer funções em estabelecimentos educativos da rede pública e da rede privada, na área geográfica de quatro concelhos vizinhos no Alentejo. Com base em critérios pré-definidos: maior experiência profissional e maior experiência no trabalho com profissionais das equipas de intervenção precoce, foi aplicada uma entrevista semiestruturada a cinco destes educadores para aprofundar os dados recolhidos.
Constatámos, então, que os participantes consideram conhecer as práticas recomendadas para a IPI, pese embora tenham revelado, nas entrevistas, algum desconhecimento sobre a sua operacionalização. Verificou-se, ainda, a importância dada à intervenção direta realizada com a criança em contexto educativo, incluída no grupo e nas rotinas habituais. Não obstante, o serviço prestado pela IPI assume-se como relevante para o desenvolvimento da criança, particularmente a parceria entre o educador de infância e o profissional da equipa de intervenção precoce, que deve garantir a comunicação entre ambos e o trabalho colaborativo.
The dissertation that we present here intends to make known the perceptions of kindergarten teachers, who work in Day Care Centers and in Pre-School Education establishments, about the recommended practices for Early Childhood Intervention (IPI), namely, that how the implementation of the intervention centered on the family, the transdisciplinary work model in the Local Intervention Teams and the consultancy service occur in their contextual reality, as well as how they understand these practices. Based on a qualitative methodology, we conducted a questionnaire survey to 27 kindergarten teachers working in public and private educational establishments, in the geographical area of four neighboring municipalities in Alentejo. Based on pre-defined criteria: greater professional experience and greater experience in working with professionals from early intervention teams; a semi-structured interview was applied to five of these educators deepen the data collected. We found, then, that the participants consider that they know the recommended practices for the IPI, despite the fact that they revealed, in the interviews, some lack of knowledge about its operationalization. It was also verified the importance given to the direct intervention carried out with the child in an educational context, included in the group and in the usual routines. Nevertheless, the service provided by IPI is assumed to be relevant for the child's development, particularly the partnership between the kindergarten teacher and the professional of the early intervention team, which must guarantee communication between them and the collaborative work.
The dissertation that we present here intends to make known the perceptions of kindergarten teachers, who work in Day Care Centers and in Pre-School Education establishments, about the recommended practices for Early Childhood Intervention (IPI), namely, that how the implementation of the intervention centered on the family, the transdisciplinary work model in the Local Intervention Teams and the consultancy service occur in their contextual reality, as well as how they understand these practices. Based on a qualitative methodology, we conducted a questionnaire survey to 27 kindergarten teachers working in public and private educational establishments, in the geographical area of four neighboring municipalities in Alentejo. Based on pre-defined criteria: greater professional experience and greater experience in working with professionals from early intervention teams; a semi-structured interview was applied to five of these educators deepen the data collected. We found, then, that the participants consider that they know the recommended practices for the IPI, despite the fact that they revealed, in the interviews, some lack of knowledge about its operationalization. It was also verified the importance given to the direct intervention carried out with the child in an educational context, included in the group and in the usual routines. Nevertheless, the service provided by IPI is assumed to be relevant for the child's development, particularly the partnership between the kindergarten teacher and the professional of the early intervention team, which must guarantee communication between them and the collaborative work.
Description
Keywords
Educador de Infância Intervenção Precoce na Infância Intervenção centrada na família Transdisciplinaridade Consultoria Kindergarten Teacher Early Childhood Intervention Family-Centered Approach Transdisciplinarity Consulting