Comportamentos interactivos das educadoras de infância em salas de creche em fu...

• Author(s): Almeida, Ana Susana ; Aguiar, Cecilia ; Pinto, Ana Isabel
• Date: 2012
• Persistent ID: http://hdl.handle.net/10400.21/2807
• Origin: Repositório Científico do Instituto Politécnico de Lisboa
• Subject(s): Creche; Educador de infância; Comportamentos interactivos; Actividades livres e estruturadas; Qualidade de estrutura; Toddler childcare; Early childhood teachers; Interactive behaviors; Free play; Structured activities; Structural quality; Crèche; Éducateurs de crèche; Comportements intéractifs; Activités libres et structurées; Qualité structurelle du contexte
• Document Type: Article
• Language: Portuguese

Description

O presente artigo pretende examinar a quantidade, qualidade e adequação dos comportamentos interactivos das educadoras em salas de creche, em actividades livres e estruturadas, investigando a sua relação com aspectos de estrutura destes contextos. Participaram neste estudo 30 responsáveis por salas de creche da Área Metropolitana do Porto (incluindo 5 auxiliares de acção educativa). Os comportamentos interactivos das educadoras foram avaliados com a Escala de Interacção Educador-Criança (Farran, & Collins 1995). Os resultados obtidos sugerem que as educadoras exibem maior quantidade de comportamentos interactivos no decurso de actividades estruturadas (r = .65) e que a adequação destes comportamentos é superior quando estes profissionais têm bacharelato ou licenciatura (rь=.57), quando auferem salários superiores (r = .42) e quando despendem menos horas de trabalho directo com as crianças (r = -.37). A qualidade dos comportamentos interactivos está relacionada com o salário auferido (r = .43). As implicações práticas dos resultados obtidos são discutidas com o objectivo de analisar formas possíveis de alcançar níveis de excelência em contextos de educação de infância. Abstract: This study aims to investigate the quality, quantity, and appropriateness of early childhood teachers’ interactive behaviors in toddler child care classrooms, during free play and structured activities, while also analyzing its relationship with classroom structural features. Participants were 30 lead teachers of toddler child care classrooms in the metropolitan area of Porto (including 5 teachers without a degree in early childhood education). Teachers’ interactive behaviors were measured with the Teacher/Child Interaction Scale (Farran, & Collins 1995). Results suggest early childhood teachers display a greater amount of interactive behaviors during structured activities (r = .65) and that the appropriateness of their behaviors is higher when teachers have a college level early childhood degree (rь=.57), when they earn higher wages (r = .42) and when they spend less hours in direct work with children (r = -.37). The quality of teachers’ interactive behaviors is associated with their monthly wage (r = .43). Practical implications are discussed considering possible ways of reaching excellence levels in early childhood education and care settings. Résumé: Le présent article vise à examiner la quantité, la qualité et le niveau d’adéquation des interactions des éducateurs de crèche avec les enfants, tant dans leurs activités libres que structurées, tout en tenant compte des caractéristiques structurelles du contexte. Trente responsables de salle de crèche de la ville de Porto (dont 5 auxiliaires d’éducation) participèrent à l’étude. Les interactions des éducatrices furent mesurées à l’aide de «l’Échelle d’Interaction Éducateur-Enfant» (Farran, & Collins 1995). Les résultats obtenus suggèrent que les éducatrices font montre d’une plus grande quantité d’interactions au cours des activités structurées (r = .65) et que les comportements de ces professionnelles sont plus adéquates quand elles ont Bac+3 ou Bac+5 (rь=.57), quand elles ont un salaire supérieur (r = .42) et quand elles ont moins d’heures de travail direct avec les enfants (r = - .37). Enfin, la qualité des interactions est liée au salaire (r = .43). Les implications pratiques des résultats obtenus sont discutées avec comme objectif l’analyse d’alternatives possibles permettant d’atteindre un meilleur niveau d’excellence dans les contextes d’éducation infantile.