Shelter educators: conceptions on development and care practices in play situation

Abstract

Recent researches have pointed out the need of studying collective children care environments with an emphasis on the educator's role and its continued interaction with the physical and social environment, its care practice and its psychology. The aim of the present study was to investigate the conceptions about child development and the educators' care practices of a child care institution. Took part in this study 100 educators responsible for the daily care of children refereed to a children care institution who answered the Knowledge of Infant Development Inventory. According to their performance on child development 10 educators were selected to be observed in their daily care routine of children, especially in play situation. The results show that most professionals are women (99%), 35 years old or older, who have children, finished high school and have at least 24 months of experience as educator. Besides, it was verified that 66% of the educators answered correctly an average of 66 questions. The personal and family experience as mother or father and educator was demonstrated to be a significant variable for the greater the amount of children and the experience, the grater the level of knowledge on the subject. It was also observed that the level of knowledge on the subject is an equally relevant variable for the quality in the interactions and care offered to the children. It is concluded that in the presence of both conditions the children are benefited for they tend to be more stimulated, oriented and taught in a play environment, such care practices are essential in the promotion of development.

Institutionalized child care experiences: the hidden side of work

“…Care is organized according to the experiences and knowledge of the caregivers, being adjusted to the specific needs of each child. Thus, the adult interacts with the environment on the basis of their cultural baggage, changing it according to their needs and also to those of the child (10,16) .…”

“…The knowledge acquired in the different life spheres is used by the caregivers to perform their tasks with these children, assimilating characteristics of that context and incorporating them into their practices (16) . Therefore, it is in the work development and in the interaction with the child that the caregivers create their care-related perspectives, influencing and being influenced by the coexistence with peers and with the children in daily socialization (10) .…”

Perceptions of Children in Institutional Sheltering: Interpersonal Relationships and Roles Played

“…Barbie, on the contrary, said she was in the institution because of an advice from her grandmother, which makes us think about a concealment, an abstraction of the real reason that took her to the institution. That's why the professionals engaged with the care and development of these children must become conversation partners (Corrêa & Cavalcante, 2013) and help them understand and (re)signify themselves, the world, and the experiences they live (Garzella & Serrano, 2011;Ortín, 2012).…”

“…On that account, it is considered that sheltering services may consist in environment to foment the development of children and adolescents, regardless of the time spent in the institution, for they are people in full developmental process (Corrêa & Cavalcante, 2013). Thus, the sheltering institution is part of the context in which they will develop (Rossetti-Ferreira, Serrano, & Costa, 2011).…”

The Residential Care through the Children’s Perspective: Physical and Social Aspects of the Context

“…For that reason, it is apprehended that residential care may constitute a context that promotes the development of children and adolescents, regardless of the time they stay in the institution, for they are people going through the process of development (Corrêa & Cavalcante, 2013;Siqueira & Dell'Aglio, 2006). Thus, the shelter, as part of the context where their development takes place (Rossetti-Ferreira, Serrano, & Costa, 2011), must value and respect the children's voice/opinion, according to the Technical Orientations for the Sheltering Services for Children and Adolescents (Orientações Técnicas para os Serviços de Acolhimento para Crianças e Adolescentes- Brazil, 2009), along with their individuality and subjectivity, even though the institution is an environment marked by collectivism (Cavalcante, Costa, & Magalhães, 2012;Corrêa, 2011).…”