Mapeando práticas inclusivas e integradoras de um espaço de desenvolvimento integral para crianças de 0 a 3 anos no município de Maceió

Abstract

Studies on the first three years of a baby's life have gained momentum in the 21st century. The conception of a fragile, incapable child who is completely dependent on adults, whether they are family members or within the school environment, is fading away, making room for a powerful, capable, autonomous being who requires a prepared environment and responsive adults for full integral development. Therefore, we believe that spaces for child development such as daycare centers, preschools, and schools need to adopt a transdisciplinary approach, seeing the child as a whole, believing in their potential to be active, competent, and entitled to their rights. The main objective of this research is to map and analyze the creativity, transdisciplinarity, and Innovative and Integrative Learning Practices in an institution for child development located in Maceió, Alagoas, which aligns with the principles of the Pikler approach. The chosen institution is located in the Ponta Verde neighborhood of Maceió, Alagoas, and is considered a comprehensive development space for children aged 0 to 3 years, resembling a daycare center. It is privately owned and accommodates around 90 children with personalized schedules, including 6% scholarship recipients. The selection of this institution was based on its work with early childhood education and being the first in Alagoas to adopt the Pikler approach. The institution consists of three classes/groups, and the participants in this research include the director, an educator from the class/group of infants aged 4 months to 1 year, an educator from the class/group of infants aged 1 to 2 years, an educator from the class/group of young children aged 2 to 3 years, six parents (two from each group), and six children (two from each group), who will be observed during the research process. The theoretical framework incorporates authors who address Transdisciplinary Thinking, creativity, inclusion, Integrative Learning Practices, the Pikler approach, among others. As a methodological approach, this research adopts a qualitative and descriptive Case Study design. Data collection methods include semi-structured interviews, observations, and the use of the VADECRI (Instrument for Assessing Creative Institutions) tool with professionals and parents from the institution. Additionally, photographic records, audio recordings, and the researcher's participant observation were conducted. Data analysis will be carried out using Content Analysis, according to Bardin (2006), in which categories will be identified based on the transcription of interviews and observation protocols. An inclusive and innovative child development space recognizes the importance of adapting activities and the environment to meet the individual needs of each child. This way, all children have the opportunity to actively participate in the learning and developmental process. In the institution, proposals are tailored to the specificities of each child, whether during feeding or free play moments. After analyzing the work carried out, it can be concluded that the Pikler Approach and the attitudes adopted by everyone in the institution provide babies and young children with the opportunity to learn about themselves, diversity, empathy, and respect from an early age. This creates an educational environment where all children and adults feel valued, respected, and supported.