Consultoria colaborativa escolar na educação infantil: desafios da parceria escola-família durante a Covid-19

Abstract

This study was developed with the Graduate Program in Psychology at UFGD, in the line of Behavioral and Cognitive Processes, in the set of investigations of the Research group on Health and development processes: Investigations and interventions. The investigation was directed to families with children from one to three years old, attending a Childhood Education Center in Dourados-MS, in household activities during social isolation due to the pandemic by Covid-19. . . This context required the design of new strategies with the families, who started to act as mediators of the educational process proposed by Early Childhood Education. The present dissertation had as its general objective the development of a proposal for Collaborative Educational Consultancy at a distance: possibilities and challenges, with the families of children in Early Childhood Education in the context of Covid-19. Specifically, we sought to a) investigate the general health and safety conditions of their children up to three years old during the pandemic; b) establish a school-family partnership that could enable the implementation of the activities proposed by Early Childhood Education in the natural context of families. The study was structured in two phases, the first being characterization (Study 1) and the second intervention (Study 2). In the first phase, 25 mothers and their respective children, from one to three years old, enrolled in a Center for Early Childhood participated. The second phase was made available to all families, with a cutout of 11 participants for this dissertation. In Phase 1, the researcher sought to identify the needs and potential perceived by mothers in the context of social isolation. Used a group of whatsapp for collective notices and scheduling. Individually, in a video call from whatsapp, he conducted the initial interview, with semi-structured questions about the family's safety conditions during the pandemic and observations about the development of his children. The mothers reported with high frequency care strategies regarding hygiene and the use of personal protective equipment (PPE) by the family. Regarding the development of their children, they indicated advances in the area of Language and Motor Development, but little related to the activities of daily living with the situations that promote development, which indicated intervention needs in this area for this group. The Operationalized Portage Inventory (IPO) protocol was used by the researcher as an initial instrument for proposing educational practices in the natural context in Phase 2. Based on the protocol's descriptors, organized into three subclasses for the age of one to three years (clothing, food and hygiene) and the subclass avoiding risks for the age of two to three, the researcher, who was also a teacher of the children, proposed to the mothers an individualized intervention plan. Initially, he presented feedback on the initial interview and evaluated with the mothers the feasibility of inserting self-care activities in the planning of their children's routine. Thereafter, a three-week intervention-evaluation began. Each mother chose the area that she would like to start, indicating the skills that her child already had, the ones that needed support and what she still didn’t (or hadn’t noticed). From then on, the consultant talked about strategies to be developed in the child's environment, based on their reality and possibilities. The mothers showed good involvement during the consulting process. For the group, a comparison of the pre and post intervention moments was made, using the Wilcoxon test, indicating a significant gain for the self-care area (p = 0.005), mainly in the clothing (p = 0.017) and hygiene (p) subclasses. = 0.008). The list of daily activities as inherent in the process of learning and child development can favor the dialogue between professionals in early childhood education and families, in a participatory way, without an overload of activities for parents, since the proposed activities occur in the family context.