Beyond care: Daycare adaptation and reception
The adaptation period is very important, both for the child and for parents. It constitutes an opportunity to establish affective bonds within an interaction, which is different from the familiar one. Even for children who already attend daycare, a new routine with other colleagues and educators, pr...
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| Language: | Portuguese |
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Universidade Estadual de Campinas (UNICAMP)
2016
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| Online Access: | https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9702 |
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| author | Porcino, Ana Paula da Costa Bernardes, Rosemeire de Souza |
| author_facet | Porcino, Ana Paula da Costa Bernardes, Rosemeire de Souza |
| author_sort | Porcino, Ana Paula da Costa |
| collection | Portal de Eventos Científicos da UNICAMP |
| container_reference | Resumo dos trabalhos do SIMTEC Simpósio dos Profissionais da UNICAMP; v. 6 (2016): Temática: UNICAMP 50 ANOS - Memórias, Experiências e Trajetórias profissionais; 207-207 |
| description | The adaptation period is very important, both for the child and for parents. It constitutes an opportunity to establish affective bonds within an interaction, which is different from the familiar one. Even for children who already attend daycare, a new routine with other colleagues and educators, provokes insecurity. The teacher must welcome, care, provide safety and comfort to children, with small gestures such as smiling, looking in the eye, be with them, observing, knowing how to listen to them, follow up the movements transmitted by their bodies, reflecting, holding when necessary, they are, among many other, necessary gestures that lead the teacher to invest in affectivity, which is so necessary for child adaptation, safety and development when it comes to build a warming, receptive, safe and challenging environment to children, thus providing a calm and healthy adaptation, and therefore, we can start decorating the room with the children and their family's photos. When interacting with the physical space, the child can, for example, through exploration, find and perceive different textures, such as sand, cement, grass, wood, smooth, rough, soft, hard. Such space is organized for children to interact with each other, play with the objects and toys, being able to live different experiences, enabling the building of autonomy, and opportunity growth. We must welcome the child and supply one's needs, always perceiving the child as unique and singular, as an active subject who can has the possibility to go beyond. |
| first_indexed | 2025-10-08T14:05:04Z |
| format | Online |
| id | ojs-article-9702 |
| institution | Universidade Estadual de Campinas |
| issn | 2525-5398 |
| language | por |
| last_indexed | 2026-09-21T21:01:49Z |
| publishDate | 2016 |
| publisher | Universidade Estadual de Campinas (UNICAMP) |
| record_format | ojs |
| spelling | ojs-article-97022026-09-21T12:55:12Z Beyond care: Daycare adaptation and reception Para além do cuidar: adaptação e acolhimento na creche Porcino, Ana Paula da Costa Bernardes, Rosemeire de Souza Educação infantil. Creche. Acolhimento. Bebês. The adaptation period is very important, both for the child and for parents. It constitutes an opportunity to establish affective bonds within an interaction, which is different from the familiar one. Even for children who already attend daycare, a new routine with other colleagues and educators, provokes insecurity. The teacher must welcome, care, provide safety and comfort to children, with small gestures such as smiling, looking in the eye, be with them, observing, knowing how to listen to them, follow up the movements transmitted by their bodies, reflecting, holding when necessary, they are, among many other, necessary gestures that lead the teacher to invest in affectivity, which is so necessary for child adaptation, safety and development when it comes to build a warming, receptive, safe and challenging environment to children, thus providing a calm and healthy adaptation, and therefore, we can start decorating the room with the children and their family's photos. When interacting with the physical space, the child can, for example, through exploration, find and perceive different textures, such as sand, cement, grass, wood, smooth, rough, soft, hard. Such space is organized for children to interact with each other, play with the objects and toys, being able to live different experiences, enabling the building of autonomy, and opportunity growth. We must welcome the child and supply one's needs, always perceiving the child as unique and singular, as an active subject who can has the possibility to go beyond. O período de adaptação é muito importante, tanto para a criança como para os pais. Constitui uma oportunidade de estabelecermos vínculos afetivos dentro de uma convivência, que é diferente da familiar. Mesmo para as crianças que já frequentam a creche, uma nova rotina com outros colegas e educadores, provoca insegurança. O professor deve acolher, cuidar, dar segurança e conforto às crianças com pequenos gestos como sorrir, olhar no olho, estar com elas, observar, saber ouvi-las, acompanhar os movimentos que seus corpos transmitem, refletir, pegar no colo quando necessário, estes são, entre tantos outros, gestos necessários que levam o professor a investir na afetividade, que é tão necessária para a adaptação, a segurança e o desenvolvimento da criança quanto à construção de um ambiente acolhedor, aconchegante, seguro e desafiador para receber as crianças, proporcionando assim uma adaptação tranquila e saudável e para isso podemos começar decorando a sala com fotos das próprias crianças e sua família. Ao interagir com o espaço físico a criança pode, por exemplo, através da exploração, encontrar e perceber diferentes texturas como areia, cimento, grama, madeira, liso, áspero, mole, duro. Tal espaço é organizado para que as crianças interajam com outras crianças, brinquem com os objetos e brinquedos podendo vivenciar diferentes experiências, possibilitando a construção da autonomia e oportunidade de crescimento. Devemos acolher a criança e suprir suas necessidades sem deixar de percebê-la como única e singular, como um sujeito ativo que tem possibilidade de ir casa vez mais além. Universidade Estadual de Campinas (UNICAMP) 2016-10-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Análise lógica Analytical Research application/pdf https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9702 10.20396/simtec.v6.2016.9702 Resumo dos trabalhos do SIMTEC Simpósio dos Profissionais da UNICAMP; v. 6 (2016): Temática: UNICAMP 50 ANOS - Memórias, Experiências e Trajetórias profissionais; 207-207 2525-5398 por https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9702/12643 Copyright (c) 2016 Ana Paula da Costa Porcino, Rosemeire de Souza Bernardes https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Porcino, Ana Paula da Costa Bernardes, Rosemeire de Souza Educação infantil. Creche. Acolhimento. Bebês. Beyond care: Daycare adaptation and reception |
| title | Beyond care: Daycare adaptation and reception |
| title_full | Beyond care: Daycare adaptation and reception |
| title_fullStr | Beyond care: Daycare adaptation and reception |
| title_full_unstemmed | Beyond care: Daycare adaptation and reception |
| title_short | Beyond care: Daycare adaptation and reception |
| title_sort | beyond care: daycare adaptation and reception |
| topic | Educação infantil. Creche. Acolhimento. Bebês. |
| url | https://econtents.sbu.unicamp.br/eventos/index.php/simtec/article/view/9702 |
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