Apontamentos acerca da adaptação na educação infantil de crianças de 01 a 02 anos

Abstract

This article aims to understand what are the chances of being performed the adaptation of children from 1 to 2 years in the context of early childhood education from the school's relationship with the families in the sense of awareness of the importance of this moment in children's experiences. So, are made reflections on childhood, school of early childhood education and the history of early childhood education in Brazil. Also will be discussed the factors that interfere in the adaptation and demonstrations/children's reactions to this moment. It should be noted that the process of adaptation is related to numerous factors, which cannot be analysed separately. Similarly, the demonstrations/children's reactions are diversified, thus forming a set of elements that make it possible to diagnose whether the child is adapted or not to school. This study was done in a Municipal early childhood institution in Restinga Dry/RS. Involved eight children, with age range between 12 months to 18 months of age, a Nursery class. The research carried out is of qualitative nature, developed from observations, photos, videos of daily life of the group during the process of adaptation, informal conversations with the families of the children surveyed and with school teachers. The analyses describe the insecurity of teachers facing the process of adaptation, the lack of knowledge and commitment on the part of the families about the need to monitor and enhance this moment; describe the need for the school to rethink strategies for how to conduct this moment. These strategies that seek the commitment of families faced with the adaptation of the child in school, in order to bring more security to educators, collaborating like this for their work, which often see each other alone in the face of the challenges of adaptation.