As interações entre bebês e seus pares e bebês e berçaristas em um CREI de João Pessoa/PB

Abstract

This work addresses the interaction of babies with their peers and babies with nursery workers in a CREI in João Pessoa / PB. The general objective was to observe and analyze the interactions of babies with their peers and of babies with nurseries in a class of Nursery 1. The research was carried out in a Reference Center in Early Childhood Education (CREI), located in the city of João Pessoa, in the nursery room 1. The research participants were 27 (twentyseven) babies enrolled in the class where the research was carried out, 5 (five) nurseries (professionals in early childhood education without teacher training, called nurseries) and 1 (one ) teacher, who worked in the accompanied class. The babies present in the class were, at the beginning of the research, in the age group between 6 (six) and 11 (eleven) months of age. We entered the field of research in order to observe the multiple languages of babies during interactions; and to verify the forms of interaction used by nurseries with babies, which allowed reaching the general objective. The study carried out was of a qualitative nature, approaching theoretical aspects and analysis in current legal documents referring to Early Childhood Education, seeking to understand the perceptions collected through the conceptions of Barbosa (2008; 2009; 2010) Vygotsky (1991), RCNEI (1998); Amorim (2011); and Barbosa and Richter (2009). The empirical content refers to a field research, using the research tool, for data collection, "Field diary", to record daily observations in the field and a questionnaire answered only by the teacher, as their understanding of what interactions would be and how they would live with babies. In the analysis of data collected in the field, we highlight the reports about the interactions experienced during the nursery routine, which demonstrate a professional unpreparedness of the professionals who interact directly with the babies, who present inadequate and insufficient practices to guarantee the full development of the children. At the end, it was understood the importance of an initial and continuous training of professionals working in the field of Early Childhood Education, new concepts and methodologies, resulting in the expansion of the views of these professionals, seeking an improvement in Early Childhood Education.