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Authors
Advisor(s)
Abstract(s)
Na esteira dos estudos sobre a relação creche-família e sobre o modelo
Touchpoints, surgiu o interesse de elaborar uma investigação-ação, no qual se
pretende implementar práticas reflexivas Touchpoints e avaliar o seu impacto na
satisfação dos pais, da educadora, no desenvolvimento infantil, na qualidade do
contexto educativo, nas rotinas da família e no desenvolvimento das crianças. Para o
efeito e assumindo um duplo papel de educadora e investigadora, foram convidados a
participar neste estudo 11 pais de 12 crianças com idades compreendidas entre os 24-
36, que frequentam a sala de creche onde exerço a minha atividade profissional.
Esta investigação assentou em quatro fases distintas de trabalho, de forma a
cumprir os objetivos propostos: 1ª) a recolha de dados, antes da formação em
Touchpoints, recorrendo aos seguintes instrumentos e observações: Escala de
Desenvolvimento Infantil Growing Skills II, observação da interação pais-criança com a
escala Care-Index, avaliação da satisfação dos pais e do educador com a Parent
Caregiver Relationship Scale (PCRS), avaliação do contexto educativo com a ITERSR,
e os Mapas de Rotinas Semanais da família; 2ª) formação Touchpoints com uma
equipa interdisciplinar; 3ª) Práticas reflexivas Touchpoints – o educador agente de
mudança que reflete sobre as suas práticas com guiões prévios e coaching
(supervisão com formadores que visitaram a creche, a equipa educativa e a sala da
educadora); 4ª) repetição da recolha de dados no final do projeto.
O estudo indicou que o desenvolvimento infantil, as relações pais-filhos, as
rotinas familiares, a satisfação pais-educadora e educadora-pais assim como a própria
prática da educadora, mudaram após o treino com as práticas reflexivas em
Touchpoints. Embora estes resultados não possam ser generalizados e o controlo das
variáveis seja afetada por uma metodologia de investigação-ação (portanto, não
possamos inferir que todos estes ganhos se devem às praticas reflexivas
Touchpoints), os principais resultados obtidos neste estudo permitem-nos repensar
formas de relacionamento entre a creche e a família e sobre o impacto que a prática
reflexiva do educador pode ter na qualidade destas relações. Julgamos que a presente
investigação suscita questões sobre a relação educadores-pais e sobre o contributo
das práticas reflexivas em Touchpoints nas práticas de creche.
Abstract This study is based on an intervention research project with focus on the relationship between center-based child care and family through the Touchpoints model. The main aim of this study is to implement the Touchpoints reflexive practices and assess their impact on: parents’ levels of satisfaction, early childhood teachers practice, child care quality, family routines and children’s development. Eleven parents of children aged between 24 and 36 months, which currently attend center-based child care, participated in this study and me as an early childhood teacher and investigator of the present study. This research followed four stages: 1) data collection, before training Touchpoints, using the following instruments and observations: Scale of Infant Development Growing Skills II, observing parent-child interaction with the Care-Index scale, accessing parents and teachers satisfaction with Parent Caregiver Relationship scale (PCRS), accessing child care quality with the ITERS -R, and using weekly maps of family routines; 2) training in touchpoints reflexive practices with an interdisciplinary team; 3) Touchpoints reflexive practices according to guidelines and coaching; 4) repeat the initial data collection at the end of the project. This study suggests that the children development; the parents-child relationships; the family routines; the parents-early childhood teacher and early childhood teacher-parents levels of satisfaction; and the early childhood teacher educational practice have significantly changed after the Touchpoints Reflexive Practices training programme. However, several factors can contribute for these results and our findings only report our experience. Nevertheless, the study raises important questions concerning school-family relationship and the impact of reflexive practice in this relationship.
Abstract This study is based on an intervention research project with focus on the relationship between center-based child care and family through the Touchpoints model. The main aim of this study is to implement the Touchpoints reflexive practices and assess their impact on: parents’ levels of satisfaction, early childhood teachers practice, child care quality, family routines and children’s development. Eleven parents of children aged between 24 and 36 months, which currently attend center-based child care, participated in this study and me as an early childhood teacher and investigator of the present study. This research followed four stages: 1) data collection, before training Touchpoints, using the following instruments and observations: Scale of Infant Development Growing Skills II, observing parent-child interaction with the Care-Index scale, accessing parents and teachers satisfaction with Parent Caregiver Relationship scale (PCRS), accessing child care quality with the ITERS -R, and using weekly maps of family routines; 2) training in touchpoints reflexive practices with an interdisciplinary team; 3) Touchpoints reflexive practices according to guidelines and coaching; 4) repeat the initial data collection at the end of the project. This study suggests that the children development; the parents-child relationships; the family routines; the parents-early childhood teacher and early childhood teacher-parents levels of satisfaction; and the early childhood teacher educational practice have significantly changed after the Touchpoints Reflexive Practices training programme. However, several factors can contribute for these results and our findings only report our experience. Nevertheless, the study raises important questions concerning school-family relationship and the impact of reflexive practice in this relationship.
Description
Dissertação apresentada na Escola Superior de Educação de Lisboa, para obtenção do grau de Mestre em Ciências da Educação - Especialidade Intervenção Precoce
Keywords
Criança Famílias Creche Qualidade Modelo Touchpoints Children Family Infant/Toddler center-based child care Quality Touchpoints methodology
Citation
Castelão, ASD. A construção de uma parentalidade confiante: influência do Modelo Touchpoints na relação educador- família [Dissertation]. Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa; 2013.