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Advisor(s)
Abstract(s)
Os modelos conceptuais do desenvolvimento assentes no modelo bioecológico e
transacional, as neurociências, a importância das experiências precoces das interações da
criança nas suas rotinas diárias, nos contextos dos quais faz parte e tem papel ativo, têm
influenciado os princípios da Intervenção Precoce na Infância (IPI).
O nosso objetivo de investigação, um estudo de caso exploratório do modelo de
intervenção das práticas de intervenção precoce na infância (IPI), de uma Equipa local de
Intervenção (ELI) e responder à questão de investigação (“quais os ganhos ao nível da
funcionalidade das crianças nas três etapas de avaliação no decurso da implementação
dos programas de IPI?”), numa amostra probabilística, de conveniência constituída por
16 crianças com menos de 28 meses e 17 crianças com mais de 28 meses.
Num primeiro momento, caraterizámos as crianças através das variáveis
descritivas: idade, fatores de risco e fatores de risco acumulado, contexto, nível de
desenvolvimento da criança (QD) em três momentos de avaliação, perceção do nível de
envolvimento da educadora e da família e o técnico responsável de caso (TRC). Num
segundo momento analisamos a eficácia do acompanhamento nos três momentos de
avaliação.
Relativamente aos resultados, efeito do acompanhamento sobre a evolução dos
resultados obtidos nos QD depende o grupo de crianças. o efeito do acompanhamento é
mais pronunciado no grupo de crianças com menos de 28 meses em particular do 1º para
o 2º momento avaliativo. Quanto ao grupo de crianças com mais de 28 meses, as
diferenças entre as médias dos resultados obtidos nos três momentos avaliativos dos QD
não são estatisticamente significativas.
Os resultados de análise das variáveis da criança permitiram caraterizar o modelo
de práticas de IPI que corroboram com os princípios de IPI sustentados no modelo
bioecológico e transacional e centrado nas famílias.
ABSTRACT The conceptual models of development based on the bioecological and transactional model, the neurosciences, the importance of the early experiences of the interactions of the child on her daily routines, in the contexts of which they are a part of and have an active role, have influenced the principles of Early Childhood Intervention (ECI). Our goal of the investigation, an exploratory case study of the model of intervention of the practices of ECI of a local team of intervention (LTI), was to answer the question of investigation (“which are the gains in terms of functionality of the children on the three stages of evaluation on the process of implementation of the ECI programs?”), in a probability sample of convenience constituted by 16 children with less than 28 months and 17 children with more than 28 months. Firstly, we caracterized the children through the descriptive variables: age, risk factors and accumulated risk factors, context, child development level (QD) on three moments of evaluation, perception of the level of involvement of the educator and of the family and the case technician (CT). Secondly, we analysed the efficiency of the monitoring on the three moments of evaluation. Regarding the results, we concluded that the outcome of the monitoring of the evolution of the obtained results on the QD depends on the group of children. The outcome of the monitoring is more pronounced on the group of children with less than 28 months, particularly from the 1st to the 2nd evaluative moment. As for the group of children with more than 28 months, the differences between the averages of the obtained results on the three evaluative moments of the QD are not statistically significant. The results of the analysis of the variables of the child allowed us to characterize the model of ECI practices that corroborate the ECI principles supported by the bioecological and transactional model and family-centered.
ABSTRACT The conceptual models of development based on the bioecological and transactional model, the neurosciences, the importance of the early experiences of the interactions of the child on her daily routines, in the contexts of which they are a part of and have an active role, have influenced the principles of Early Childhood Intervention (ECI). Our goal of the investigation, an exploratory case study of the model of intervention of the practices of ECI of a local team of intervention (LTI), was to answer the question of investigation (“which are the gains in terms of functionality of the children on the three stages of evaluation on the process of implementation of the ECI programs?”), in a probability sample of convenience constituted by 16 children with less than 28 months and 17 children with more than 28 months. Firstly, we caracterized the children through the descriptive variables: age, risk factors and accumulated risk factors, context, child development level (QD) on three moments of evaluation, perception of the level of involvement of the educator and of the family and the case technician (CT). Secondly, we analysed the efficiency of the monitoring on the three moments of evaluation. Regarding the results, we concluded that the outcome of the monitoring of the evolution of the obtained results on the QD depends on the group of children. The outcome of the monitoring is more pronounced on the group of children with less than 28 months, particularly from the 1st to the 2nd evaluative moment. As for the group of children with more than 28 months, the differences between the averages of the obtained results on the three evaluative moments of the QD are not statistically significant. The results of the analysis of the variables of the child allowed us to characterize the model of ECI practices that corroborate the ECI principles supported by the bioecological and transactional model and family-centered.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Intervenção Precoce
Keywords
Desenvolvimento Família Intervenção precoce na Infância Early Iintervention Bioecologic model Family Development
Citation
Rodrigues, H. M. P. (2021). A intervenção precoce na infância tem repercussões no desenvolvimento infantil? estudo sobre o modelo de intervenção de uma ELI do SNIPI (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14492