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Publication
A relação entre os intervenientes em intervenção precoce: o olhar dos profissionais e da família
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.34 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A Intervenção Precoce é uma área atual, desempenhando um papel fundamental na
educação das crianças, potencializando o seu desenvolvimento global, nos diversos
domínios: cognitivo, motor, social e emocional. Esta intervenção requer
responsabilidade e dedicação, não só dos profissionais, como das famílias. Pretendeuse,
como objetivo principal conhecer e analisar a articulação entre os intervenientes que
desenvolvem a sua atuação na Intervenção Precoce na Infância, através dos seus
testemunhos. Considerou-se importante perceber se estes mantêm uma relação de
harmonia, uma equipa coesa, tendo em vista o desenvolvimento integral da criança.
Visou analisar-se de que forma a família é inserida no processo educativo dos seus
educandos e perceber o que poderá melhorar visando uma intervenção de qualidade
destas crianças. Para a realização da investigação optou-se por uma metodologia de
caráter qualitativo, com entrevistas semiestruturadas a três educadoras de infância e a
uma educadora de Intervenção Precoce. Participaram ainda no estudo cinco famílias de
cinco crianças apoiadas, sendo que mãe e pai responderam em conjunto aos inquéritos.
Foram ainda utilizadas a pesquisa documental e o diário de campo. Os resultados,
analisados através de análise de conteúdo, permitiram concluir que, no geral a relação
entre os intervenientes é boa, existe comunicação e partilha de ideias e sugestões,
embora os pais sintam uma maior ligação com a educadora de infância. Os profissionais
referiram que a pandemia tornou difícil o trabalho conjunto entre as educadoras de
infância e a educadora de Intervenção Precoce, levando a uma separação entre a criança
a intervencionar e o restante grupo, aquando da intervenção. É referido por todos os
entrevistados que deveria haver mais tempo semanal de intervenção. As conclusões
foram positivas, embora ainda exista trabalho e esforço a fazer para uma melhor
articulação, nomeadamente, com as famílias para a sua total inclusão em todo o
processo.
As Early Intervention is a current issue, it plays a fundamental role in the education of children, enhancing their global development, in different domains: cognitive, motor, social and emotional. The intervention requires responsibility and dedication, not only from professionals, but also from families. The main objective was to know and analyze the relation between the participants who develop their role in Early Childhood Intervention, through their testimonies. It was important to understand if they maintain a harmonious relationship, a cohesive group, having in mind the integral development of the child. The study also aimed to analyze how the family is embedded in the educational process of their children and understand what can improve, purposing of a better intervention. To carry out this investigation, a qualitative methodology was chosen, with semi-structured interviews to three kindergarten teachers and also to an Early Intervention educator. Five families of five special need children also participated in the study, in which both parents answered a questionnaire. Researches were done and a field diary was also written. The content analysis and its results allowed us to conclude that, in general, the relationship between the participants is good, there is communication and sharing of ideas and suggestions, although parents feel a higher connection with the kindergarten teacher. The professionals reported that the pandemic made it difficult for the kindergarten educators and the Early Intervention educator to work together leading to a separation between the child to intervene and the group, at the time of the intervention. It is mentioned by all interviewees that there should be more weekly intervention hours. . The conclusions were positive, however, there is still work and effort to be made in order to better bonds, namely, with the families for total inclusion in the whole process.
As Early Intervention is a current issue, it plays a fundamental role in the education of children, enhancing their global development, in different domains: cognitive, motor, social and emotional. The intervention requires responsibility and dedication, not only from professionals, but also from families. The main objective was to know and analyze the relation between the participants who develop their role in Early Childhood Intervention, through their testimonies. It was important to understand if they maintain a harmonious relationship, a cohesive group, having in mind the integral development of the child. The study also aimed to analyze how the family is embedded in the educational process of their children and understand what can improve, purposing of a better intervention. To carry out this investigation, a qualitative methodology was chosen, with semi-structured interviews to three kindergarten teachers and also to an Early Intervention educator. Five families of five special need children also participated in the study, in which both parents answered a questionnaire. Researches were done and a field diary was also written. The content analysis and its results allowed us to conclude that, in general, the relationship between the participants is good, there is communication and sharing of ideas and suggestions, although parents feel a higher connection with the kindergarten teacher. The professionals reported that the pandemic made it difficult for the kindergarten educators and the Early Intervention educator to work together leading to a separation between the child to intervene and the group, at the time of the intervention. It is mentioned by all interviewees that there should be more weekly intervention hours. . The conclusions were positive, however, there is still work and effort to be made in order to better bonds, namely, with the families for total inclusion in the whole process.
Description
Keywords
Intervenção precoce Educadora de intervenção precoce Educadora de infância Família Articulação