Andrea Rapoport

A escolha do cuidado alternativo para o bebê e a criança pequena

A escolha de um cuidado alternativo para o bebe ou crianca pequena geralmente nao e tarefa facil para os pais e envolve a analise de varios fatores. Isto fica mais dificil ainda quando esta escolha precisa ser feita nos primeiros meses de vida do bebe. O presente artigo tem por objetivo discutir os fatores que influenciam na escolha de um cuidado alternativo (i.e., parente, baba, creche) para o bebe e crianca pequena e as vantagens e desvantagens apontadas pelos pais para as diferentes formas de cuidado. Dentre os fatores envolvidos no processo de decisao dos pais estao: a situacao financeira e social da familia; o apoio social recebido nos cuidados da crianca; as praticas e crencas parentais sobre o cuidado das criancas; a escolaridade dos pais; a idade da crianca; e o grupo etnico. Os estudos apontam que um cuidado alternativo adequado nao so tranquiliza os pais, como contribui para o desenvolvimento do bebe e para que seja mantida a qualidade da interacao pais-bebe.

O ingresso e adaptação de bebês e crianças pequenas à creche: alguns aspectos críticos

The present article examines some theoretical aspects and empirical studies related to the entry of babies and small children into daycare center. The problems of early separation and its consequences to child development are also examined. Futhermore, it discusses the factors which interfere in adaptation to the daycare center and the infants coping strategies to deal with potentially stressful events. Although there is consensus about the complexity of the period of adaptation to daycare center, there are some inconsistencies among the studies about the most adequate period for entering daycare center, some ages being pointed out as more critical. In any case, the adaptation to daycare center depends on various factors, which makes it impossible for us to make predictions based on any isolated factor.

Maternidade e situações estressantes no primeiro ano de vida do bebê

The aim of the present study was to investigate stressful situations related to the experience of motherhood and social support in the babys first year of life. Thirty-nine primiparous adult mothers, who lived with their partners, took part in the study. The mothers were interviewed when the baby was a year old. The results show a number of mothers reported stressful situations during babys first year of life, especially in the first months. There was greater request for social support during these situations, and when this was received, it helped mothers both from an emotional and a practical point of view. The results suggest that social support given to the mother is fundamental both for her and for her relationship with her child.

Concepções de educadoras sobre a adaptação de bebês à creche

Although there is consensus among researchers about the complexity of the period of adaptation to daycare center, inconsistencies still exist about the most adequate moment for the childs entry into daycare center, about the concept of adaptation and how to assess this period. This study examined the way teachers in public and private daycare center characterized the adaptation of babies 4-5 months of age and babies 8-9 months of age. Fourty-one teachers answered a questionnaire which examined the way the adaptation process was carried out, its duration, cases where babies retroceded after being adapted and the factors which interfered in the adaptation. Content analysis revealed some differences between the conceptions of adaptation in each age group. Teachers believe that the adaptation of babies of 8-9 months requires greater preparation and care, being considered, in some cases, a more critical process than the adaptation of the other age group. There were also differences among the mentioned indicators between the two age groups.

Crianças, Infância e Primeiro Ano A centralidade do brincar e do aprender a ler e escrever juntos

Neste artigo apresentamos o que criancas concluintes do primeiro ano do ensino fundamental de duas escolas da rede municipal de ensino de Canoas expressam sobre o que fizeram no primeiro ano. A analise dos desenhos e dos fatos relatados pelas criancas foi realizada de modo articulado com estudos da area da Sociologia da Infância e da Pedagogia. Para realizar a analise, seguimos aspectos metodologicos proprios do exercicio de interpretacao, procurando pelo sentido dos tracados e das palavras. As criancas expressam que, para elas, na escola, sua experiencia esta vinculada ao lugar e a centralidade do brincar e do aprender a ler e escrever juntos. Das ideias apontadas pelas criancas sobre sua experiencia de escolarizacao tambem e possivel inferir duas nocoes chaves para repensar os processos de planejamento e a acao pedagogica: o sentimento de escola-esforco e de dever-obedecer. Os aspectos apontados pelas criancas servem como indicadores para o processo de organizacao do trabalho pedagogico desde uma pedagogia que se constitua ou que seja constituida com as criancas. Palavras-chave: Primeiro Ano – Pratica Pedagogica – Brincar – Ler e escrever juntos Children, Childhood and First school year The centrality of playing and learning to read and write together Abstract This article presents what children who have completed the first year of elementary school in two municipal schools from Canoas express about what they did during this period. The analysis of drawings and facts reported by the children was held in combination with studies of the Sociology of Childhood and Pedagogy. To perform the analysis, we followed methodological aspects of interpretation looking for the meaning of the traces and words. Children express that, at school, their experience is tied to the place and the centrality of playing and learning to read and write together. From the ideas outlined by the children about their experience of schooling is also possible to infer two key notions for rethinking the planning and the pedagocial action: a sense of school-effort and a sense of obedience as a duty. The aspects raised by the children serve as indicators for the process of organizing the pedagogical work based on a pedagogy that arises from or is made in together with the children. Key-words: First year – Pedagogical practice – Playing – Read and write together