Conceptions and Practices of Educators at Child Sheltering Institutions

Autor/inn/en	Corrêa, Laiane da Silva; Cavalcante, Lília Iêda Chaves; Magalhães, Celina Maria Colino; Reis, Daniela Castro dos
Titel	Conceptions and Practices of Educators at Child Sheltering Institutions
Quelle	In: Early Child Development and Care, 186 (2016) 10, S.1604-1614 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1117076
Schlagwörter	Foreign Countries; Foster Care; Children; Adolescents; Correlation; Child Development; Child Rearing; Teacher Student Relationship; Observation; Child Care; Knowledge Level; Attitude Measures; Socioeconomic Influences; Child Health; Social Influences; Child Safety; Brazil + Suchen Sie Ihr Suchwort? Ausland; Pflegehilfe; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Kindesentwicklung; Kindererziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Kinderfürsorge; Kinderbetreuung; Wissensbasis; Sozioökonomischer Faktor; Sozialer Einfluss; Brasilien
Abstract	In Brazil there are at least 2.247 shelters for children and adolescents, and of these 5% are in the North Region. The conceptions of development exert influence on the care practices adopted and vice versa, both being mutually altered by the institutional environment. This study investigated the association between the conceptions of child development and care practices in a sheltering institution and the educators-child interactions in feeding situations. Participating in this study were 100 educators responsible for the daily care of institutionalised children, and who answered the Knowledge of Infant Development Inventory. The educators were separated into two groups, according to their performance in answering the inventory. They were later observed in their care practices. The data analyses show that personal and professional experience with children, more than level of education, may explain a better performance of the educators when their knowledge about infantile development was measured and in the quality of their care practices. It is concluded that the wider the general knowledge about these issues, the broader the use of practices towards orientation, stimulation, and attention to hygiene. Under such conditions children benefit, for these are practices which promote child development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01