A interação entre crianças pequenas e professoras no período de adaptação em creches: uma revisão de literatura (2019-2023)

Abstract

This study investigates the interactions between young children and mediators, aiming to improve the adaptation of children aged 0 to 3 years who will attend daycare centers in Brazil. The goal is to foster a smooth adaptation to this new environment, minimizing potential traumatic stresses that may affect their school journey. To achieve the proposed objectives, a qualitative approach was adopted, focusing on a literature review from the last five years, without neglecting classical authors such as Henri Wallon, Lev Vygotsky, and Jean Piaget. It was found that interactions are essential for both children and mediators to achieve positive adaptive outcomes. However, it is crucial that pedagogical practices are intentional and promote development. The interaction between the institution, mediators, and families also proved to be a decisive factor for children to go through this period in a pleasant way, feeling secure and welcomed. The daycare environment must be used as an attractive resource for young children, and it is essential to apply methodologies that spark their interest. The act of playing between children and mediators has a positive impact on adaptation, as emotions play a significant role. The mediator, who assumes the role of a substitute for the mother figure in the absence of the guardian, must employ resources that reduce distrust and insecurity, which are common in this first contact outside the family unit. Thus, interactions facilitate the adaptive process, which can be completed in a shorter time and, above all, without traumatic harm to the children.