Relações entre professor/a e criança na Educação Infantil: um olhar para as experiências de estágio
Brasil, Marina Augusta de Jesus Silva
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This study investigated the relationship between teacher and child in Early Childhood Education, seeking to understand which type of relationship best favors the child's integral development and the importance of respect permeating these relationships. The research, using a qualitative bibliographical approach with analysis of field situations, begins with a chapter dedicated to the Memorial. In Chapter II the Methodology is described and in Chapter III the theoretical framework of the work is presented, which consists of understanding the current conception of childhood, which Early Childhood Education concept is currently defended and how the relations of respect between teacher and child occur in Early Childhood Education. The last Chapter contains the analysis of three situations that occurred during internships in Early Childhood Education. As a result, taken up in the Final Considerations, it was found that in Early Childhood Education, it is necessary that children receive attention fully, focusing not only on caring for basic physical needs or cognitive development, but also encouraging social relationships and their emotional development, working together with families to offer them the best experiences. That it is essential to recognize children as subjects of rights, protagonists and capable of making choices. That it is essential to appreciate the Early Childhood Education teacher, to value his/her quality initial education and to encourage continuing education, and to reinforce that formative processes of awareness that allow the teacher to realize the many possibilities of working with children are indispensable. That we must fight for fair and decent working conditions, which allow time, space and freedom of planning and routine to enable moments of meaningful exchange with children.
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