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Interação aduto-criança: ambiente educuidar
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O presente relatório de investigação resulta do percurso realizado no Mestrado em Educação Pré-Escolar da Escola Superior de Educação do Instituto Politécnico de Setúbal, apresentando um estudo desenvolvido em dois contextos educativos distintos, onde decorreram os estágios em creche e jardim de Infância. No âmbito deste projeto, procurei compreender de que forma as conceções que os adultos têm sobre a criança influenciam a qualidade das interações e, consequentemente, o ambiente educuidar. Assim, a temática centra-se no educuidar e nas interações adulto-criança nos contextos de creche e de jardim de infância, procurando responder à questão de partida: Como promover um bom ambiente educuidar através das interações adultocriança na creche e no jardim de infância? Este projeto fundamenta-se numa metodologia qualitativa, com base na abordagem da investigação-ação. Para analisar, interpretar e refletir sobre as observações realizadas, utilizei notas de campo, registos multimédia e reflexões cooperadas, tanto formais quanto informais, com as educadoras cooperantes. O presente estudo permitiu aprofundar o conhecimento sobre as práticas de educuidar, bem como sobre as interações entre o adulto e a criança e a influência destas no desenvolvimento integral da criança. Através deste estudo foi possível compreender que a qualidade das interações adulto-criança é determinante para a criação de um bom ambiente educuidar, reforçando a importância do vínculo afetivo e da reflexão contínua das práticas pedagógicas. Este estudo contribui para a valorização das práticas integradas de cuidar e educar.
This research report from the master’s degree in early childhood education and presents a study conducted in two distinct educational settings where internships took place: nursery and kindergarten. Within the scope of this project, I sought to understand how adults conceptions of the child influence the quality of interactions and, consequently, the educare environment. Therefore, the study focuses on educare and adult-child interactions in nursery and kindergarten contexts, aiming to answer the guiding question: How can a positive educare environment be promoted through adult-child interactions in nursery and kindergarten settings? This project is based on a qualitative methodology, grounded in an action-research approach. To analyze, interpret, and reflect upon the observations made, I employed field notes, multimedia records, and both formal and informal cooperative reflections with the participating educators. The present study allowed for a deepening of knowledge regarding educare practices, as well as the interactions between adults and children and their influence on the child’s holistic development. The study made it possible to understand that the quality of adult-child interactions is crucial for the creation of a positive educare environment, reinforcing the importance of affective bonds and continuous reflection on pedagogical practices. This study contributes to the appreciation of integrated caring and educating practices.
This research report from the master’s degree in early childhood education and presents a study conducted in two distinct educational settings where internships took place: nursery and kindergarten. Within the scope of this project, I sought to understand how adults conceptions of the child influence the quality of interactions and, consequently, the educare environment. Therefore, the study focuses on educare and adult-child interactions in nursery and kindergarten contexts, aiming to answer the guiding question: How can a positive educare environment be promoted through adult-child interactions in nursery and kindergarten settings? This project is based on a qualitative methodology, grounded in an action-research approach. To analyze, interpret, and reflect upon the observations made, I employed field notes, multimedia records, and both formal and informal cooperative reflections with the participating educators. The present study allowed for a deepening of knowledge regarding educare practices, as well as the interactions between adults and children and their influence on the child’s holistic development. The study made it possible to understand that the quality of adult-child interactions is crucial for the creation of a positive educare environment, reinforcing the importance of affective bonds and continuous reflection on pedagogical practices. This study contributes to the appreciation of integrated caring and educating practices.
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Palavras-chave
Vínculo Afetivo Interação Adulto-Criança Educuidar Papel do Educador Affective Bond Adult-Child Interaction Educare Educator’s role