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Publication
A experiência do bebé na creche : perceções de mães e de educadoras no período de transição do contexto familiar para a creche
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Advisor(s)
Abstract(s)
A transição do bebé para a creche constitui um processo crítico e complexo para os profissionais das
creches, as famílias e as crianças, que experienciam a separação dos pais e a adaptação a um novo
espaço, a novas rotinas e a novas pessoas com quem passam a interagir (Datler, Ereky-Stevens, Hover-
Reisner, & LarsErik Malmberg, 2012). Assim, uma transição cuidadosamente planificada deve ser
integrada no funcionamento global da creche procurando identificar fatores que influenciam a
adaptação do bebé ao novo contexto e fatores que promovam a continuidade de práticas e rotinas entre
o contexto de creche e o contexto familiar (Peixoto, Coelho, Pinto, Cadima, Barros, & Pessanha, 2014).
Este estudo visa contribuir para a compreensão da experiência do bebé no período de transição do ambiente
familiar para a creche, analisando a perceção das mães e das educadoras acerca do estado emocional
do bebé, da manutenção das rotinas e da comunicação família-creche nesse período. Mães e educadoras
de 90 bebés da Grande Área Metropolitana do Porto responderam ao Questionário de Experiência na
Creche (Skouteris & Dissanayake, 2001), na primeira e na quarta semana de frequência da creche.
A perceção das mães e educadoras acerca do estado emocional dos bebés, da manutenção das rotinas
e comunicação família-creche foi positiva, verificando-se perceções mais positivas das educadoras
relativamente ao estado emocional e à comunicação família-creche. Da primeira para a quarta semana
registou-se (a) uma avaliação mais positiva do estado emocional dos bebés, percebido pelas mães e
educadoras; e (b) uma diminuição da frequência da comunicação. Adicionalmente, os resultados
indicam que um estado emocional dos bebés mais positivo parece estar associado a uma maior
frequência de comunicação entre a família e creche, relatada pelas educadoras. Foi ainda verificado
que as crianças que permanecem menos tempo na creche na primeira semana são as que apresentam
um estado emocional mais positivo na quarta semana, de acordo com a perceção das educadoras.
Este estudo parece sublinhar o cuidado das famílias e educadores na transição dos bebés para a creche e
destacar a importância do envolvimento das famílias e profissionais para um melhor ajustamento do bebé.
Infants’ transition to day-care center is a critical and complex process for professionals working in the day-care centers, families and children who experience parental separation and adaptation to a new space, new routines and new people with whom they have to interact (Datler, ErekyStevens, HoverReisner, & LarsErik Malmberg, 2012). As such, a carefully planned transition must be part of the day-care center global functioning, which shall try to identify factors that influence infant adaptation to the new context and factors that promote the continuity of practices and routines between both daycare center and family contexts (Peixoto, Coelho, Pinto, Cadima, Barros, & Pessanha, 2014). This study aims to contribute to the understanding of infant experience during the transition period from the family environment to the day-care center, analyzing mothers’ and teachers’ perception of the infant’s emotional state, the maintenance of routines between settings and the frequency of parentdaycare center communication during this period. Mothers and teachers of 90 infants of the Great Metropolitan Area of Oporto replied to the Questionnaire of Experience in the Day-care center (Skouteris & Dissanayake, 2001), in the first and in the fourth week of the day-care center attendance. Mothers’ and teachers’ perception of infants’ emotional state and frequency of communication between family and day care was positive, with teachers showing a more positive perception regarding both their emotional state and communication. From the first to the fourth week (a) a more positive evaluation regarding the emotional state of the infants was reported by the mothers and the teachers, as well as (b) a decrease in frequency of communication. Additionally, results indicate that more positive emotional state of the infants seems to be associated with higher communication frequency between the family and day-care center personnel, reported by the teachers. It was also verified that children who remain less time in the day-care center during the first week are those who show a more positive emotional state in the fourth week, according to teachers’ perceptions. This study seems to highlight the care of both families and teachers during infants’ transition to daycare center and to emphasize the importance of the involvement of both families and professionals in order to allow for a better adjustment of the infant.
Infants’ transition to day-care center is a critical and complex process for professionals working in the day-care centers, families and children who experience parental separation and adaptation to a new space, new routines and new people with whom they have to interact (Datler, ErekyStevens, HoverReisner, & LarsErik Malmberg, 2012). As such, a carefully planned transition must be part of the day-care center global functioning, which shall try to identify factors that influence infant adaptation to the new context and factors that promote the continuity of practices and routines between both daycare center and family contexts (Peixoto, Coelho, Pinto, Cadima, Barros, & Pessanha, 2014). This study aims to contribute to the understanding of infant experience during the transition period from the family environment to the day-care center, analyzing mothers’ and teachers’ perception of the infant’s emotional state, the maintenance of routines between settings and the frequency of parentdaycare center communication during this period. Mothers and teachers of 90 infants of the Great Metropolitan Area of Oporto replied to the Questionnaire of Experience in the Day-care center (Skouteris & Dissanayake, 2001), in the first and in the fourth week of the day-care center attendance. Mothers’ and teachers’ perception of infants’ emotional state and frequency of communication between family and day care was positive, with teachers showing a more positive perception regarding both their emotional state and communication. From the first to the fourth week (a) a more positive evaluation regarding the emotional state of the infants was reported by the mothers and the teachers, as well as (b) a decrease in frequency of communication. Additionally, results indicate that more positive emotional state of the infants seems to be associated with higher communication frequency between the family and day-care center personnel, reported by the teachers. It was also verified that children who remain less time in the day-care center during the first week are those who show a more positive emotional state in the fourth week, according to teachers’ perceptions. This study seems to highlight the care of both families and teachers during infants’ transition to daycare center and to emphasize the importance of the involvement of both families and professionals in order to allow for a better adjustment of the infant.
Description
Keywords
Transição Comunicação família-creche Adaptação Transition Parent-caregiver communication Adjustment
Citation
Grande, C. R., Nunes, I. B., Coelho, V., Cadima, J., & Barros, S. (2017). A experiência do bebé na creche: Perceções de mães e de educadoras no período de transição do contexto familiar para a creche. Análise Psicológica, 35(3), 247-262. https://doi.org/10.14417/ap.1174
Publisher
Edições ISPA