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Análise da posição de bébés e affordances na aquisição de apoio bipedal e marcha
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Abstract(s)
O presente trabalho insere-se na área da Educação Pré-Escolar e parte do reconhecimento da importância do desenvolvimento motor no primeiro ano de vida. Estudos demonstram que as posições corporais adotadas pelos bebés e as oportunidades que têm para se movimentar influenciam a aquisição do sentar e da posição bípede, dois marcos relevantes no desenvolvimento. O ambiente físico em contexto de creche nem sempre oferece condições ideais para favorecer estas aquisições. Assim, importa investigar de que forma a presença de uma estrutura modular (espaldar) influencia as posições corporais adotadas por bebés em idade de berçário. O objetivo do estudo e intervenção foi analisar se existem diferenças significativas nas posições corporais dos bebés (5 a 12 meses) em dois contextos distintos: com espaldar (CEE) e sem espaldar (SEE). Pretendeu-se analisar e relacionar essas posições com os marcos do desenvolvimento motor e verificar se o espaldar como affordance potencia a aquisição da posição bípede. Participaram 15 bebés, sendo filmadas seis sessões (3 SEE e 3 CEE), com 15 minutos cada. Os vídeos foram observados (períodos de 5 segundos como unidade de medida) e registado, em ficha própria, o comportamento dos bebés, centrado em sete posições, duas das quais relativa à posição bípede (U e UE). Os resultados revelaram que, na condição com espaldar (CEE), houve um aumento significativo do tempo em pé (U – Uprithg + E – Espaldar) e uma redução significativa do tempo nas posições sentada e reclinada, indicando que a estrutura promoveu maior atividade motora vertical. As posições de supinação, pronação e ao colo não apresentaram diferenças significativas. Concluímos que a estrutura física espaldar favorece a autonomia motora e a aquisição da posição bípede, com implicações práticas para a organização do espaço educativo em creche. Em suma, importa divulgar o impacto do ambiente físico no desenvolvimento motor e a vantagem da inclusão de estruturas que promovam experiências motoras ativas e diversificadas.
This work is part of the area of Pre-School Education and recognises the importance of motor development in the first year of life. Studies show that the body positions adopted by babies and the opportunities they must move influence the acquisition of sitting and bipedal positions, two important developmental milestones. The physical environment in a daycare setting does not always offer ideal conditions to favour these acquisitions. It is therefore important to investigate how the presence of a modular structure (backrest) influences the body positions adopted by babies of nursery age. The aim of the study and intervention was to analyse whether there are significant differences in the body positions of babies (5 to 12 months) in two different contexts: with a backrest (inB) and without a backrest (outB). The aim was to analyse and relate these positions to motor development milestones and to see if the backrest as an affordance enhances the acquisition of the bipedal position. Fifteen babies took part and six sessions (3 inB and 3 outB) were filmed for 15 minutes each. The videos were observed (5-second periods as the unit of measurement) and the babies' behaviour was recorded in seven positions, two of which related to the bipedal position (U and E). The results showed that in the backrest condition (CEE), there was a significant increase in standing time (U - Upright + B - Backrest) and a significant reduction in time in the sitting and reclining positions, indicating that the structure promoted greater vertical motor activity. There were no significant differences in the supine, pronated and lap positions. We conclude that the physical structure of the backrest favours motor autonomy and the acquisition of the bipedal position, with practical implications for the organisation of educational space in nurseries. In short, it is important to publicise the impact of the physical environment on motor development and the advantage of including structures that promote active and diverse motor experiences.
This work is part of the area of Pre-School Education and recognises the importance of motor development in the first year of life. Studies show that the body positions adopted by babies and the opportunities they must move influence the acquisition of sitting and bipedal positions, two important developmental milestones. The physical environment in a daycare setting does not always offer ideal conditions to favour these acquisitions. It is therefore important to investigate how the presence of a modular structure (backrest) influences the body positions adopted by babies of nursery age. The aim of the study and intervention was to analyse whether there are significant differences in the body positions of babies (5 to 12 months) in two different contexts: with a backrest (inB) and without a backrest (outB). The aim was to analyse and relate these positions to motor development milestones and to see if the backrest as an affordance enhances the acquisition of the bipedal position. Fifteen babies took part and six sessions (3 inB and 3 outB) were filmed for 15 minutes each. The videos were observed (5-second periods as the unit of measurement) and the babies' behaviour was recorded in seven positions, two of which related to the bipedal position (U and E). The results showed that in the backrest condition (CEE), there was a significant increase in standing time (U - Upright + B - Backrest) and a significant reduction in time in the sitting and reclining positions, indicating that the structure promoted greater vertical motor activity. There were no significant differences in the supine, pronated and lap positions. We conclude that the physical structure of the backrest favours motor autonomy and the acquisition of the bipedal position, with practical implications for the organisation of educational space in nurseries. In short, it is important to publicise the impact of the physical environment on motor development and the advantage of including structures that promote active and diverse motor experiences.
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Keywords
Affordances Desenvolvimento Motor Marcha Posição Bípede Creche Motor Development Gait Bipedal Position Kindergarden