Espaço e atividades em creches: interação e desenvolvimento de crianças de 2 anos

Abstract

This study aimed to examine how the space are used in the classroom, analyzing the occupation of the space in the classroom by children aged 24 months in average, in collective environments of four nursery schools in the city of João Pessoa, in the state of Paraíba. It was also objectified to analyze and understand how the interactions between educator/child and child/child occur in this space, since these social exchanges are fundamental for the linguistic and cognitive development of the children. It was selected two nursery schools located in buildings designed for this purpose of and two units located in residential buildings adapted to function as nursery schools. The theoretical framework for the analysis counted on the conceptions of development of active child, with emphasis on interactions proposed by Vygotsky and his socio historical approach. The social interaction approach proposed by the language researchers was in this study also used. Concerning the space, this research was guided by the ecological approach and the theoretical basis by Bronfenbrennner. According to this researcher, the potential promoter of the development space increases as the physical environment provides opportunities for occurring molar activities between educator and child, allowing them to move freely, motivating the child to engage in a variety of activities with other children. The method used for carrying out this study was characterized by quantitative and qualitative approach supported by the techniques of semi-structured interviews done with the educators and filmic observations of the occupation of the spaces in the children s activity rooms and the interactions occurred in these environments. The results revealed that even though the educators are professionals well intentioned concerning the children s care, they used recurrent directive commands to maintain rigid discipline, imposing the occupation of space in the classroom, causing most of the time behaviors in children that do not lead them to their the development.