Promovendo saúde e desenvolvimento na educação infantil: uma atuação da Psicologia

Macarini, Samira Mafioletti; Martins, Gabriela Dal Forno; Vieira, Mauro Luı́s

doi:10.1590/s0103-863x2009000200011

Cited by 5 publications

(5 citation statements)

References 4 publications

(8 reference statements)

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“…The study of Macarini, Martins, and Vieira (2009) describes the activities of the trainees at the institution that focuses on tasks related to daycare; internship is seen as a form of psychological intervention in the institution. Leal, Facci, Albuquerque, Tuleski, and Barroco (2005) analyze internship school reports with an emphasis on the description of activities: workshops, continuing education, outreach programs, orientation activities to schools, issues relevant to Psychology and Education, as well as a program for children with learning difficulties (with guidance from parents and teachers).…”

Section: Supervision During Psychology Trainingmentioning

confidence: 99%

Internship in School Psychology: Education and practice of the supervisor

Neto

Guzzo

2016

Estud. psicol. (Campinas)

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The aim of the study was to investigate the training and practice of the internship supervisor in the field of Educational Psychology. The research was carried out through semi-structured interviews with six internship supervisors. Data was collected into three groups, as follows: characteristics of the supervisor (emphasis on the importance of his/her personal and professional background); relationship with the working setting (knowledge on curriculum structure and on the relationship between field activities and supervision); and training possibilities for the psychologist (emphasis on the potential of the field to understand the reality and intervention). The results suggest that the supervisor profile, national educational legislation, policies for the expansion of undergraduate courses, night undergraduate courses, and the workload are specific conditions required to become a supervisor. Thus, the integration of training-practice is important for the professional supervisor. Keywords

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Section: Supervision During Psychology Trainingmentioning

confidence: 99%

Internship in School Psychology: Education and practice of the supervisor

Neto

Guzzo

2016

Estud. psicol. (Campinas)

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“…No entanto, com a industrialização e a consequente entrada das mulheres no mercado de trabalho, este cuidado foi sendo transferido para o que se conhece hoje por creches e pré-escolas (ZENDRON et al, 2013). Estas instituições deveriam (devem) zelar pelos cuidados básicos e segurança de crianças que, maiormente, eram (e, às vezes ainda são) oriundas de famílias com poucos recursos financeiros, em função disso, um caráter assistencialista permeou, inicialmente, a conduta destes espaços de educação infantil (MACARINI;MARTINS;HANSEN;ZENDRON et al, 2013…”

Section: Introductionunclassified

A atuação do(a) psicólogo(a) escolar diante das políticas públicas de Educação Infantil

Limachi¹,

Zucolotto²

2019

Rev. Exitus

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A Constituição Federal de 1988 estabelece que a criança brasileira seja um sujeito de direitos, sendo um destes o direito à Educação. Desde então, leis foram instauradas visando proporcionar à criança uma Educação gratuita e de qualidade desde o seu nascimento. Para tanto, instituições de Educação Infantil são estabelecidas e os profissionais envolvidos têm suas práticas norteadas por políticas públicas educacionais. Inserida neste contexto, a Psicologia vem redefinindo sua atuação, deslocando-se de uma prática historicamente segregadora no campo educacional para uma atuação que busca considerar o contexto escolar como um todo. Este trabalho, resultado de um estudo qualitativo bibliográfico, objetivou refletir sobre a atuação do(a) psicólogo(a) escolar na Educação Infantil, frente às políticas públicas estabelecidas para este campo. Pôde-se perceber a amplitude da atuação deste profissional no contexto da Educação Infantil e também o alinhamento tão necessário entre os princípios norteadores das políticas públicas para Educação Infantil e aqueles que norteiam a atuação do(a) psicólogo(a) como profissional, principalmente no que diz respeito à busca por condições de cidadania dos sujeitos que fazem/frequentam a Educação Infantil. Palavras-chave: Educação Infantil. Políticas Públicas. Psicologia Escolar.

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“…Because socio-cultural changes that, in Brazil, led families to reorganize and women to take more and more activities outside home, children in early years attended education institutions. Macarini, Martins and Vieira (2009) emphasize the important relationship between family and school in this age group, because the baby is directly influenced by the relationships established between their biological condition and the environment, and the quality of the activities in which engages fundamental to its development (Vitta, 2004;Almeida & Valentini, 2010;Bonome-Pontoglio & Marturano, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Play in the Context of Early Childhood Education in the View of Nurseries Professionals

Vitta¹,

Giroto²,

Castro³

et al. 2015

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The activities carried out with the child 0-2 years, as the play are vitals for the development of perceptions, movements, postures and intelligence contributing to the acquisition of psychomotor and cognitive skills. The family has played an important role in providing this tool, but today, in Brazil, the children in this age group have attended the Early Childhood Education institutions. Thus, the objective of this research was to determine the meaning given by professionals from the nursery to the activities to play of the age group 0-2 years. Participated a total of 128 professionals working in municipal nurseries of a medium-sized city of São Paulo. They were asked about the importance of play and toy for children 0-2 years and how it is offered in the nursery routine. The answers were analyzed based on qualitative data analysis technique and enhanced with concepts of thematic analysis. They were organized in themes importance of play; proposals for toys and games; organization of time, space and materials for activities to play; participation in the activities of play. The results indicate that: 1) the activity of play is considered important by the participants for both the development and the learning; 2) teachers are responsible for organizing this activity focused on educational planning; 3) they report that playing at this age is difficult, especially with the smaller, because of the nursery routine of the organization. Therefore, this work F. C. F. de Vitta et al. 520 contributes to the design of the activities of play, more suitable to the needs of the public attended, aiming at the global development of the baby.

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Promovendo saúde e desenvolvimento na educação infantil: uma atuação da Psicologia

Cited by 5 publications

References 4 publications

Internship in School Psychology: Education and practice of the supervisor

Internship in School Psychology: Education and practice of the supervisor

A atuação do(a) psicólogo(a) escolar diante das políticas públicas de Educação Infantil

The Play in the Context of Early Childhood Education in the View of Nurseries Professionals

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