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Papel do educador de infância na gestão dos marcos de desenvolvimento à luz do modelo touchpoints
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Advisor(s)
Abstract(s)
Com base na necessidade de compreender as perceções das famílias relativamente às suas dúvidas e dificuldades na gestão dos marcos do desenvolvimento do/a seu/sua filho/a e de que forma é que o educador poderá prestar apoio às famílias na gestão dos marcos de desenvolvimento, surgiu o interesse de elaborar um estudo que permitisse compreender o papel que o Modelo Touchpoints (MTP) pode desempenhar neste apoio, identificando o papel do educador no apoio às famílias à luz do Modelo Touchpoints e percebendo o contributo da relação educador/família na gestão dos marcos de desenvolvimento. Esta investigação de natureza qualitativa desenvolveu-se em três fases distintas de trabalho, de forma a cumprir os objetivos propostos. Numa primeira fase foram definidos o tema e os objetivos do estudo, e efetuada a seleção dos participantes. Seguidamente, numa segunda fase, realizaram-se vários encontros de reflexão com as famílias, bem como uma sessão com uma especialista no MTP. Procedeu-se em seguida à recolha de dados com recurso a várias técnicas e instrumentos. Posteriormente, numa terceira fase, procedeu-se à análise dos dados recolhidos, através da técnica de análise de conteúdo, e em seguida redigiu-se a dissertação. Os resultados obtidos indicam-nos que uma abordagem com base no Modelo Touchpoints, colocando a criança e a família no centro da ação do educador, parece aumentar o entendimento e as respostas dos pais aos comportamentos e às necessidades de desenvolvimento de seus filhos. Antecipando os pontos críticos, os denominados “marcos de desenvolvimento”, que são períodos de grande mudança e disrupção, tanto para a criança quanto para os cuidadores, o educador coloca-se ao lado da família, preparando-a para estas transições.
ABSTRACT Based on the need to understand families' perceptions concerning their doubts and difficulties dealing with their children's developmental milestones and in which manner the educator can provide support to the families' management of said milestones, interest arose in carrying out a study that allows the understanding of the role that the Touchpoints Model (TPM) can play. This includes identifying the role of the educator in supporting the families regarding the Touchpoints Model and understanding the contribution of the relationship between educators and families in managing developmental milestones. This qualitative investigation was based on three distinct phases of work to meet the proposed objectives. In the first phase, the theme and objectives of the study were defined, as well as the selection of participants. Then, in the second phase, several reflection meetings were held with families and a session with a TPM specialist. Data was then collected using various instruments. Subsequently, in a third phase, data analysis was carried out, using the content analysis technique, and the dissertation was then written. The results suggest that an approach based on the Touchpoints Model, which places the child and the family at the center of the educator's actions, appears to enhance parents' understanding and responses to their children's behaviors and developmental needs. Anticipating the critical points, the so-called "developmental milestones," which are periods of significant change and disruption, both for the child and the caretakers, the educator aligns with the family, helping them prepare for these transitions.
ABSTRACT Based on the need to understand families' perceptions concerning their doubts and difficulties dealing with their children's developmental milestones and in which manner the educator can provide support to the families' management of said milestones, interest arose in carrying out a study that allows the understanding of the role that the Touchpoints Model (TPM) can play. This includes identifying the role of the educator in supporting the families regarding the Touchpoints Model and understanding the contribution of the relationship between educators and families in managing developmental milestones. This qualitative investigation was based on three distinct phases of work to meet the proposed objectives. In the first phase, the theme and objectives of the study were defined, as well as the selection of participants. Then, in the second phase, several reflection meetings were held with families and a session with a TPM specialist. Data was then collected using various instruments. Subsequently, in a third phase, data analysis was carried out, using the content analysis technique, and the dissertation was then written. The results suggest that an approach based on the Touchpoints Model, which places the child and the family at the center of the educator's actions, appears to enhance parents' understanding and responses to their children's behaviors and developmental needs. Anticipating the critical points, the so-called "developmental milestones," which are periods of significant change and disruption, both for the child and the caretakers, the educator aligns with the family, helping them prepare for these transitions.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Intervenção Precoce
Keywords
Modelo Touchpoints Marcos de desenvolvimento Papel do educador Creche Parentalidade Touchpoints model Developmental milestones Role of the educator Nursery school Parenting
Citation
Flores, I. M. T. (2024). Papel do educador de infância na gestão dos marcos de desenvolvimento à luz do modelo touchpoints (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/21391
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa