Assessoramento psicopedagógico: um estudo acerca das contribuições para a educação infantil

Abstract

Psychopedagogical advice seeks to outline strategies along with other professionals in order to improve learning processes. It is during early childhood education that children experience formal education for their first time. In this phase, they are susceptible to both enhance their potentials and minimize their difficulties. This article, therefore, has as its main objective to present the contributions of a psychopedagogical assistance perfomed during a case study to a psychopedagogist who has been working in early childhood education for two years. Two research instruments were used: observation based on seven guiding principles and semi-structured interview containing nine questions. By using these instruments, it was possible to recognize the demands of early childhood education, the actions developed by the psychopedagogist and the contributions of psychopedagogical advice to early childhood education. The data was analyzed in accordance to Bardin’s content analysis. The results indicated that the demands of both early childhood education and later educational phases bear common traits. The actions carried out by the psychopedagogist were done on behalf of the development of strategies to meet the educational demands. One of the major contributions of psychopedagogical advice to early childhood education has to do with a quick approach to educational demands, culminating in quick responses to the learning process, inhibiting the triggering of other difficulties. In conclusion, psychopedagogical performance, through psychopedagogical advice, contributes to constant improvement of learning processes established in educational institutions, in the pursuit of better education to children.