Estilos Interactivos de Educadoras do Ensino Especial em Contexto de Educação-de-Infância
DOI:
https://doi.org/10.1590/S0102-37722009000400010Palabras clave:
Interações educador-criança, Necessidades educativas especiais, Creche/jardim-de-infância, Intervenção precoceResumen
Este estudo pretendeu caracterizar os estilos interactivos das educadoras do Ensino Especial ao se relacionarem com crianças com Necessidades Educativas Especiais (NEE) integradas em creches/jardins-de-infância do Porto. Participaram 50 educadoras e 50 crianças. Os comportamentos interactivos foram avaliados utilizando a Escala de Avaliação dos Estilos de Ensino. O envolvimento das crianças foi codificado por meio do EQUAL-III. A análise de clusters identificou dois sub-grupos: (i) educadoras que utilizam mais frequentemente comportamentos directivos; (ii) educadoras nas quais predominam comportamentos elaborativos e responsivos. Os subgrupos distinguiram-se em características de qualidade estrutural da sala, da educadora e do envolvimento da criança. As crianças com NEE parecem se beneficiar de interacções baixas em directividade. Interacções elaborativas-responsivas tendem a promover níveis mais sofisticados de envolvimento, pelo que são recomendadas.
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de Kruif, R. E. L., McWilliam, R. A., & Ridley, S. M. (2001a). Effects of child characteristics and teacher interaction behaviors on children’s observed engagement. [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
de Kruif, R. E. L., McWilliam, R. A., & Ridley, S. M. (2001b). Teachers’ interaction behaviors with toddlers and preschoolers [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
de Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teacher’s interaction behaviors in early childhood classrooms. Early Childhood Research Quarterly, 15, 247-268.
de Kruif, R. E. L., Zully, R. A., McWilliam, R. A., Scarborough, A. A., & Sloper, K. M. (1998). Cases of responsiveness and directivenesss and different levels of teaching. [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
Howes, C., & Stewart, P. (1987). Child’s play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology, 23, 423-430.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
Mahoney, G., & Wheeden, C. A (1999). The effect of teacher style on interactive engagement of preschool-aged children with special needs. Early Childhood Research Quarterly, 14, 51-68.
McWilliam, R. A., & de Kruif, R. E. L. (1998). Engagement Quality Observation System III (E-Qual III). Chapel Hill: Frank Porter Graham Child Development Center, University of North Carolina.
McWilliam, R. A., Scarborough, A. A, Bagby, J., & Sweeney, A. (1998). Teaching Styles Ratting Scales (TSRS). Chapel Hill: Franck Porter Graham Child Development Center, University of North Carolina.
National Association for Education of Young Children ”“ NAEYC (1997). Developmentally appropriate practice in early childhood programs serving children from birth trough age 8: A position statement of the National Association for the Education of Young Children. Washington: NAEYC.
NICHD Early Child Care Research Network (2006). Child care effect sizes for the NICHD study of early child care and youth development. American Psychologist, 2, 99-116.
Phillips, D. A., McCartney, K., & Scarr, S. (1987). Child care quality and children’s social development. Developmental Psychology, 23, 537-543.
Pinto, A. I. (2006). O envolvimento da criança em contexto de creche: os efeitos de características da criança, da qualidade do contexto e das interacções educativas. Tese de Doutorado, Universidade do Porto, Porto.
Raspa, M. J., McWilliam, R. A., & Ridley, S. M. (2001). Child care quality and children’s engagement. Early Education and Development, 12, 209-224.
Simeonsson, R. J., & Bailey, D. B. (1991). ABILITIES Index. Chapel Hill: Frank Porter Graham Development Center, University of North Carolina.
Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age eight (expanded ed.). Washington: National Association for the Education of Young Children.
Bredekamp, S., & Rosegrant, T. (1996). Reaching potentials trough appropriate curriculum: Conceptual framework for applying guidelines. Em S. Bredekamp & T. Rosegrant (Orgs.), Reaching potentials: Appropriate curriculum and assessment for young children (pp. 28-42). Washington: National Association for the Education of Young Children.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2a ed.). Hillsdale: Lawrence Erlbaum Associates.
de Kruif, R. E. L., McWilliam, R. A., & Ridley, S. M. (2001a). Effects of child characteristics and teacher interaction behaviors on children’s observed engagement. [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
de Kruif, R. E. L., McWilliam, R. A., & Ridley, S. M. (2001b). Teachers’ interaction behaviors with toddlers and preschoolers [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
de Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teacher’s interaction behaviors in early childhood classrooms. Early Childhood Research Quarterly, 15, 247-268.
de Kruif, R. E. L., Zully, R. A., McWilliam, R. A., Scarborough, A. A., & Sloper, K. M. (1998). Cases of responsiveness and directivenesss and different levels of teaching. [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
Howes, C., & Stewart, P. (1987). Child’s play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology, 23, 423-430.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
Mahoney, G., & Wheeden, C. A (1999). The effect of teacher style on interactive engagement of preschool-aged children with special needs. Early Childhood Research Quarterly, 14, 51-68.
McWilliam, R. A., & de Kruif, R. E. L. (1998). Engagement Quality Observation System III (E-Qual III). Chapel Hill: Frank Porter Graham Child Development Center, University of North Carolina.
McWilliam, R. A., Scarborough, A. A, Bagby, J., & Sweeney, A. (1998). Teaching Styles Ratting Scales (TSRS). Chapel Hill: Franck Porter Graham Child Development Center, University of North Carolina.
National Association for Education of Young Children ”“ NAEYC (1997). Developmentally appropriate practice in early childhood programs serving children from birth trough age 8: A position statement of the National Association for the Education of Young Children. Washington: NAEYC.
NICHD Early Child Care Research Network (2006). Child care effect sizes for the NICHD study of early child care and youth development. American Psychologist, 2, 99-116.
Phillips, D. A., McCartney, K., & Scarr, S. (1987). Child care quality and children’s social development. Developmental Psychology, 23, 537-543.
Pinto, A. I. (2006). O envolvimento da criança em contexto de creche: os efeitos de características da criança, da qualidade do contexto e das interacções educativas. Tese de Doutorado, Universidade do Porto, Porto.
Raspa, M. J., McWilliam, R. A., & Ridley, S. M. (2001). Child care quality and children’s engagement. Early Education and Development, 12, 209-224.
Simeonsson, R. J., & Bailey, D. B. (1991). ABILITIES Index. Chapel Hill: Frank Porter Graham Development Center, University of North Carolina.
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Publicado
2010-02-09
Cómo citar
Grande, C., & Pinto, A. I. (2010). Estilos Interactivos de Educadoras do Ensino Especial em Contexto de Educação-de-Infância. Psicologia: Teoria E Pesquisa, 25(4), 547. https://doi.org/10.1590/S0102-37722009000400010
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Estudos Empíricos
