Estilos interactivos de educadoras do Ensino Especial em contexto de educação-de-infância

Abstract

RESUMO -Este estudo pretendeu caracterizar os estilos interactivos das educadoras do Ensino Especial ao se relacionarem com crianças com Necessidades Educativas Especiais (NEE) integradas em creches/jardins-de-infância do Porto. Participaram 50 educadoras e 50 crianças. Os comportamentos interactivos foram avaliados utilizando a Escala de Avaliação dos Estilos de Ensino. O envolvimento das crianças foi codificado por meio do EQUAL-III. A análise de clusters identificou dois subgrupos: (i) educadoras que utilizam mais frequentemente comportamentos directivos; (ii) educadoras nas quais predominam comportamentos elaborativos e responsivos. Os subgrupos distinguiram-se em características de qualidade estrutural da sala, da educadora e do envolvimento da criança. As crianças com NEE parecem se beneficiar de interacções baixas em directividade. Interacções elaborativas-responsivas tendem a promover níveis mais sofisticados de envolvimento, pelo que são recomendadas.Palavras-chave: interações educador-criança; necessidades educativas especiais; creche/jardim-de-infância; intervenção precoce. Special Education Teachers' Interactive Styles in Early EducationABSTRACT -This study intended to characterize special education teachers' interactive styles while interacting with children with disabilities, in day care/preschool contexts in Porto. Fifty special education teachers and 50 children with disabilities participated in the study. Interactive behaviours were rated based on the Teaching Styles Rating Scale. Child engagement was coded by means of the E-QUAL III. Using cluster analysis, two subgroups of teachers were identified: (i) teachers using more frequently directive behaviours; (ii) teachers with predominance of elaborative and responsive behaviours. Subgroups differences were found for classroom structural quality, teachers' characteristics and children's observed engagement. Children with disabilities seem to benefit from low directive interactions. Elaborative-responsive teacher's interactions tend to promote more sophisticated levels of children's engagement, and are thus recommended.Keywords: teacher-child interactions; special education needs; day care/child care centers; early childhood intervention. A qualidade dos contextos de educação de infância é, em grande parte, determinada pelas interacções que ocorrem, nesses contextos, entre os educadores e as crianças (de Kruif, McWilliam, Ridley & Wakely, 2000). A National Association for Education of Young Children -NAEYC (1997) enuncia orientações sobre práticas adequadas para trabalhar com crianças e advoga que os melhores ambientes são os que permitem que a criança tenha um papel activo durante as suas interacções com pares, adultos e objectos (Bredekamp, 1987;Bredekamp & Rosegrant, 1996). A NAEYC define ainda normas para as práticas desenvolvimentalmente adequadas, incidindo em quatro áreas específicas: (1) currículo; (2) interacções adulto-criança; (3) relações entre a família e o programa; e (4) avaliação do desenvolvimento da criança.Relativamente às inter...

The Routines-Based Model Internationally Implemented

“…Experts in Spain saw the need for a different approach when, in 15 comunidades autónomas, an average of 75% of the visit (range = 51-95%) was reported to be in direct service to the child [20,21]. Spanish implementers said the model gave methods to put into everyday practice each of the DEC recommended practices [21]. This is noteworthy, because the RBM was developed before these recommended practices were chosen but perhaps it provides some informal validation for the model.…”

“…The principles undergirding the RBM appear to be universal: we want children to function well in their natural routines, we want families to have the confidence to teach their children through their natural parenting, we want professionals to build caregivers' capacity, and we want supervisors and trainers to use observation and feedback. Practitioners and administrators no longer want to hear about rhetoric, theory, advocacy, and esoteric research, such as "recommended practices" [21] or a "family-centered model" [55]: They want to hear about specific, evidence-based ways of doing things.…”

“…The first non-U.S. country to show an interest in implementation of the RBM was Portugal, because McWilliam had been working intensively with the University of Porto (under the leadership of Professor Joaquim Bairrão, psychology professor) [ 14 , 15 ]. Eventually, the national association for early intervention adopted the model, wrote a manual, and provided sporadic training around the country [ 16 ].…”

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

“…Teacher-child relationships are associated with a wide array of developmental outcomes in several domains, such as social, emotional, and cognitive, in the early years and beyond (e.g., McCormick et al, 2013;Hamre et al, 2014;EASNIE, 2017;Blewitt et al, 2020a,b;Nguyen et al, 2020), as well as children's engagement both in preschool (Raspa et al, 2001;Aydogan et al, 2015;Sjöman et al, 2016;Coelho et al, 2019), and in childcare (Barros, 2007;Aguiar and McWilliam, 2013;Pinto et al, 2019a), and particularly, the engagement of children with disabilities (de Kruif et al, 2000;Almqvist, 2006). In fact, some studies highlighted the crucial role of teacher's interactions and behaviors in promoting the engagement of children with disabilities, as these children often need more support to get and maintain active and positive engagement in different activities in inclusive educational settings (Mahoney and Wheeden, 1999;McWilliam et al, 2003;Grande and Pinto, 2009). However, a scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments, to draw meaningful implications for ECEC teachers training and education (e.g., Hu and Szente, 2010;Vieira-Rodrigues and Sanches-Ferreira, 2017), particularly focusing on the strategies/tools teachers can use to provide support in inclusive education.…”

Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children

“…There is also evidence that children’s engagement is related to both child and environmental characteristics (e.g., Aydogan et al, 2015; McWilliam & Casey, 2008). Among child characteristics, developmental status and temperament were found to be associated with engagement (e.g., de Kruif, McWilliam, & Ridley, 2001; Grande & Pinto, 2009; McWilliam & Bailey, 1995; Pinto, 2006), indicating that children with lower developmental status spend more time in lower levels of engagement or nonengaged. Several studies show that self-regulation skills are also important for engagement in educational settings (Cadima, Doumen, Verschueren, & Buyse, 2015; Drake, Belsky, & Fearon, 2014; Fuhs, Farran, & Nesbitt, 2013; Nesbitt, Farran, & Fuhs, 2015; Timmons, Pelletier, & Corter, 2016).…”