Resumo

ALBANO, Ronaldo Matos  e  SALOMAO, Nádia Maria Ribeiro. Conceptions of child development: a study with public day-care educators. Psic. da Ed. [online]. 2021, n.53, pp.25-34.  Epub 24-Jun-2022. ISSN 2175-3520.  https://doi.org/10.23925/2175-3520.2021i53p25-34.

The present study aimed to analyze the conceptions of educators of public day-care centers about the development of the children between 24 and 35 months old, considering, from the perspective of the development of Vygotsky, that the process of constitution of the conceptions has a dynamic character as they are influenced by social, historical and cultural context of the individual. Semi structured interviews were conducted with three educators of public day-care centers in the city of João Pessoa-PB. The data were analyzed using the thematic content analysis technique. The results revealed that the educators' conceptions about child development are demonstrated from the characterization they attribute to this process, highlighting that the stage of early childhood education has a significant influence on child development, especially in the following dimensions: early childhood education as basis for later stages of development; the perspective of child development as a process; and the child's learning understood from a perspective beyond playing and caring. Such conceptions are also expressed by the aspects that they consider significant in the development of children aged 24-35 months, such as: cognition, language, social interaction, motricity and autonomy.

Palavras-chave : Childhood; Child education; Development processes.

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