FACTORS THAT IMPACT CHILD DEVELOPMENT: EDUCATORS’ CONCEPTIONS

CONCEPÇÕES DE EDUCADORES

Abstract

This study examines the conceptions of early childhood education teachers about child development in light of Bronfenbrenner's bioecological model, which highlights the influence of interactions between environments, such as school, family and institutions, as risk or protective factors for development. The objective is to research teachers' conceptions about factors that promote and prevent child development and their implications for educational school psychology. Twenty-five teachers from public and private daycare centers were interviewed using a sociodemographic questionnaire and a semi-structured interview. Content analysis, based on Bardin, revealed that teachers identified aspects related to the school and family microsystems as important for child development. For the teachers, the practices that they already use in their school routine that promote development include: playful strategies, stimulation of integral development and lesson planning. Among the practices that can be adopted, the following stand out: variation in the classroom routine, focus on socio-emotional aspects, playful activities, consideration of children's individual differences and constant updating. Factors that are detrimental to development include family structure and excessive screen time. The pandemic has been cited as a factor that has negatively impacted children's social interaction, language, and academic performance. It is concluded that understanding teachers' conceptions of these factors is essential to creating effective interventions, encouraging parenting and educational practices that promote an environment that is favorable to child development. The current relevance of Bronfenbrenner's theory is highlighted, especially to understand the pandemic reality and its implications.