Infraestrutura e organização do espaço: os impactos no desenvolvimento da criança sob a perspectiva de educadores

Abstract

Early Childhood Education, established as the first stage of basic education, must promote the integral development of the child, in several aspects, acting in a complementary way to actions arising from family and community environments, as recommended by the Constitution (BRASIL, 1988). Most childrenenrolled in Early Childhood Education Units (UEI) in our country are part of families in a state of socioeconomic vulnerability, which most of the time does not have favorable housing conditions to provide full development and comfort for their residents,it is then perceived the need for the child to be inserted in an appropriate environment, capable of acting as a propellant of their abilities and learning potential. In this perspective, the quality of the infrastructure offered in the Early Childhood Education Units (UEI), as well as details related to the organization of the space, can form a very decisive role in the quality of the education offered. The present work, therefore, aims to analyze the perspective of educators about the impacts that the infrastructure and the organization of the space can cause on the child's development. Thus, it was necessary to identify the infrastructure of the institutions where the educators work, through the description of the existing physical spaces; verify the quality of the infrastructure offered, according to the educators' perception, as well as identify the existence of pedagogical practices that prioritize the organization of spaces. In order to obtain results, a qualitative research, of an exploratory nature,was carried out, using as a data collection instrument the application of a questionnaire, answered by four educators, each representing one of the four Early Childhood Education Institutions in a municipality in the countryside. Paraíba. The results reveal that, according to the participant educators' conception, the infrastructure and organization of the spaces offered are capable of directly impacting interactions, games, experiences and many other points, thus influencing the integral development of children. They also reveal that, despite the fact that the institutions participating in the research, for the most part, have an adequate and adapted infrastructure to receive children, much still needs to be done in order to have a standardization in the buildings of the Early Childhood Education Units (UEI), so that all children can have access to quality early childhood education, with adequate physical space for their development.