Práticas educativas em berçários : o papel da imitação no desenvolvimento e suas implicações

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The present work aimed at highlighting the importance of imitation in the construction of the symbolic function relevant to children learning and development. It also aimed at observing and analyzing the baby’s constructive and intelligent activity in the production of imitation with the practitioner and finally, discussing the way the environments which encourage this process are characterized. The practitioner’s intervention, while relevant for the enrichment of the baby’s constructive activity expressed by imitation, was chosen as the research problem after the conduct of a month’s pilot study in a Day Care Center. A proposal for stimulating the baby’s imitative action was designed taking Piaget’s theory as reference. The methodology applied was the qualitative research - a descriptive case study carried out through active observation of two practitioners and a group of fifteen babies, whose ages range between 6 and 19 months, at a Day Care Center in Londrina/PR, Brazil over the period of 5 months. The research was documented through video recordings, pictures, a diary and evaluation performed by the practitioners before and after the intervention. For the analysis, we focused on eight babies and three activities, one of them planned and carried out by the practitioners before the intervention, the other two were part of our activities plan. The results indicated that before the application of the proposal the babies expressed their imitative scheme with the objects in a repetitive and isolated way, interrupting it in the activities performed with the practitioners. From the application of the proposal on, all the eight babies analyzed started presenting changes in the relations with the imitative schemes and the object, which became, mostly, coordinated and implied. Three out of eight babies presented the beginning of the process of imitation without the presence of the object at the end of the proposal. As a result, we were able to verify the importance of the babies’ constructive activity in interaction with the environment considered as the place for development. The results also pointed at the need of considering the baby’s authorship and the amount of learning achieved in the process carried out in contextual and interactive way. The role of the practitioners was discussed with a view to enhance the babies’ construction of imitation. The intervention proposed allowed reflections on the pedagogical practice involving babies as well as the need of providing support to the professionals who work in such context.

ASSUNTO(S)

educação para bebês - desenvolvimento educação infantil - berçário psicologia educacional baby s education - development children - education nursery psychology - educational

ACESSO AO ARTIGO

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