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Práticas de intervenção precoce baseadas nas rotinas: Um projecto de formação e investigação
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Advisor(s)
Abstract(s)
Este artigo apresenta o trabalho desenvolvido pelo Grupo Técnico de Investigação (GTI), que resultou
de uma parceria da Associação Nacional de Intervenção Precoce (ANIP) com diferentes instituições do
ensino superior nacionais e que contou com a orientação científica do Professor Robin McWilliam. Esta
parceria teve como objectivo organizar e implementar uma formação para profissionais de Intervenção
Precoce (IP) designada a promover práticas centradas na família e baseadas nas rotinas. O enqua -
dramento conceptual subjacente a este modelo de formação baseia-se em teorias desenvolvimentais-
-contextualistas que fundamentam práticas de IP inseridas em oportunidades de aprendizagem em
contextos naturais. De acordo com esta perspectiva McWilliam (2005) refere os conceitos de
envolvimento, independência e relações sociais, bem como quatro dimensões do processo de ensinoaprendizagem
em contextos de educação, nomeadamente ambiente, actividades, abordagem inicial e
interacções, e especifica como estes podem ser utilizados para planificar intervenções promotoras da
qualidade das interacções da criança. São descritas as componentes do modelo de formação, bem como
linhas de investigação decorrentes deste projecto.
ABSTRACT: This article describes the work developed by the Grupo Técnico de Investigação (GTI), which resulted from a partnership between the Associação Nacional de Intervenção Precoce (ANIP) and different national universities with the scientific orientation of Professor Robin McWilliam. The aim of such partnership was to organize and implement a training course for Early Childhood Intervention (ECI) professionals designed to promote family centred routines based interventions. The conceptual framework underlying this training model is based on developmental-contextual theories, which sustain ECI practices embedded in everyday learning opportunities in natural environments. According to this perspective, McWilliam (2005) refers the concepts of engagement, independence and social relations, as well as four dimensions of the learning process in educational contexts, namely environment, activities, approach and interactions, and specifies how they can be used to plan intervention strategies that promote the quality of child interactions. The components of the training model are described, as well as subsequent research lines.
ABSTRACT: This article describes the work developed by the Grupo Técnico de Investigação (GTI), which resulted from a partnership between the Associação Nacional de Intervenção Precoce (ANIP) and different national universities with the scientific orientation of Professor Robin McWilliam. The aim of such partnership was to organize and implement a training course for Early Childhood Intervention (ECI) professionals designed to promote family centred routines based interventions. The conceptual framework underlying this training model is based on developmental-contextual theories, which sustain ECI practices embedded in everyday learning opportunities in natural environments. According to this perspective, McWilliam (2005) refers the concepts of engagement, independence and social relations, as well as four dimensions of the learning process in educational contexts, namely environment, activities, approach and interactions, and specifies how they can be used to plan intervention strategies that promote the quality of child interactions. The components of the training model are described, as well as subsequent research lines.
Description
Keywords
Contextos naturais de aprendizagem Formação e investigação em IPI Rotinas Training and research in early intervention Natural environment Routines
Citation
Análise Psicológica, XXIX(1), 83-98
Publisher
Instituto Superior de Psicologia Aplicada