Article

_{DOI: 10.22167/2675-6528-20230036}
^{E&S 2023,4: e20230036}

Roberta de Deus Carvalhal

Knowing that early childhood constitutes a period for the development of various skills and that the child is an active subject in their development from the beginning of life, it is considered that good practices are capable of engaging and motivating families and the entire school community with regard to initiatives to achieve partnerships that articulate and build a support network, seeking the engagement of those involved in the flexibility of actions. In general, daycare centers and preschools differ based on basic characteristics, one of which is age, since, in preschool, children are assisted from four to six years old, and, in daycare centers, from zero to three years old^[1]. Another difference is related to the fact that daycare centers accommodate very young children, providing full-time care, unlike preschools, which generally offer part-time care.

The daycare is often the institution where children first come into contact with the world of formal education, being seen as an establishment focused on welfare by many families who need to work and cannot leave their children alone at home, as they require care. Therefore, it is considered that there is an inversion of the real role of this educational institution for society.

The school management of the daycare center faces this reality and perceives it as a problem that can lead it to not achieve its pedagogical objectives, since this idea causes the daycare center not to be seen as an educational institution for the development of citizens. Thus, to overcome this barrier, the manager must think of their role as a leadership for the entire community impacted by their actions, both inside and outside the schools. From the perspective of democratic management in education, the participation of families, students, teachers, staff, and representative entities of the community in which the schools are located is essential^[2]. Therefore, it is considered that involving all these actors in problematizing the situation can lead to an awareness of the true function of this educational entity.

The daycare provides a welcoming environment, where learning and interaction with peers are stimulated. It is pointed out by a portion of society as a very important action given the condition of children as subjects of rights, preparing them for the beginning of learning and social coexistence; by another part of the population, however, daycare is considered just a place where small children can be left for care, not seeing it as a learning environment. In this sense, society has difficulty seeing daycare as an environment for the beginning of learning, which makes the relationship between the population and schools even conflictual in some situations^[3].

Based on these arguments, the objective of the present work was to investigate how daycare attendance during early childhood can contribute to the integral development of children from zero to six years of age, to the enhancement of their fundamental skills and abilities, in addition to verifying the relevance of interactionist approaches by management, seeking partnership with families. 

The development of certain skills is necessary for the autonomy of individuals; some of these skills relate to executive functions and include the individual’s ability to reflect before acting, mentally working through different ideas, solving challenges, reconsidering opinions, and avoiding distractions. The so-called executive functions, mentioned earlier, are composed of three dimensions considered fundamental, namely working memory, inhibitory control, and cognitive flexibility — skills that act jointly and cannot be dissociated. During early childhood, brain areas that favor the acquisition of skills related to executive functions develop. This maturation occurs as a function of experiences lived in social interactions, which become determinants for later development^[4].

According to the Scientific Committee of the Center for Science for Children^[4], it should be emphasized the influence of environmental variables and the fact that each child develops at their own pace. Situations experienced by children can positively or negatively affect the development of executive functions, meaning that conscious control of thoughts, actions, and emotions does not occur independently of the context in which the child is embedded. Establishing positive bonds between children and caregiver adults, in the family or at school, contributes to the child’s healthy development. Satisfactory social interactions should include encouragement and guidance throughout the process of children acquiring autonomy.

In early childhood, it is necessary to give children the opportunity to use and improve executive functioning, so that they can control their reactions and emotions involved in planning and carrying out tasks. It is up to adults to encourage the use of executive functions by children until they can do so automatically. Trusting relationships and supportive environments are extremely necessary, as their absence can compromise the development of these skills. Exposing children to stressful situations can affect the dynamics of brain circuits, harming not only the acquisition of executive functioning skills but also the use of already built capacities^[4].

Familiar and school environments that promote the development and learning of skills are also necessary, as the child’s socio-emotional condition is marked by the quality of their relationships. The creation of social bonds and interactions, in addition to providing a safe environment, enables the gradual acquisition of executive functions. The need to offer such favorable environmental conditions is reaffirmed in the study named “Connecting the Brain to the Rest of the Body: Early Childhood Development and Lifelong Health Are Deeply Intertwined”. This study addresses the relevance that access to essential resources and relationships can have in building positive developments, since adversities can disrupt biological systems responsible for health and well-being, especially in cases of social vulnerability^[5].

Events that happen during early childhood can generate substantial effects, in the short or long term, on factors such as learning, behavior, and physical or mental health. External stressors, such as persistent excessive adversities during early life, can overload biological systems, leading to consequences that even affect the child’s physical development, as the body, in preparing to divert from threats in its environment, may end up “diverting” energy from healthy growth and development as well^[6].

Environments that promote early childhood health build a solid foundation, yet implementing practical strategies at any point can reduce risks. Supporting responsive relationships and reliable interactions reduces problems. Policies and programs that lessen the economic and psychosocial burdens on families, and consequently reduce their source of stress, enhance the adult’s capacity to provide responsive care, facilitating healthy child development. Investing in the early years can result in success for children, both in health and learning. Addressing poverty, racism, violence, housing instability, and food insecurity helps overcome established barriers and promotes a foundation for educational attainment and lifelong mental and physical health^[5].

According to Castilho et al.^[7], some aspects considered central need to be part of the daycare institution to effectively promote the integral development of children. The daycare expands relationships and access to new cultures, in addition to promoting equity by offering protection, safety, and physical care to children and welcoming families. In daycare, children expand their development by having the opportunity to play and interact with other children, adults, living beings, and objects.

Children need to be the protagonists of their actions by living experiences, making choices, and taking decisions. It is therefore essential to provide access to cultural goods, adequate nutrition, and learning opportunities through children’s attendance at daycare centers, especially considering that, in some cases, these elements are not available to them due to possible social vulnerability. The collaboration and importance that the daycare institution represents in the lives of the children who attend it are notorious; it is also noteworthy the potential that this space has to create positive experiences for these children, provided that it meets the peculiarities of each child, making them protagonists of the pedagogical process.

Some factors may cause some professionals to have greater resistance in perceiving the importance of work in daycare centers. For Castilho et al.^[7], from a professional point of view, the factors that can cause resistance and limit work are linked to the initial and continuing education of the professionals involved. This occurs due to the non-mandatory nature of specific specialization in early childhood education, the lack of professional appreciation, overcrowded classrooms, among other factors.

According to the Maria Cecilia Souto Vidigal Foundation (FMCSV)^[8], it is necessary to consider public policies and care models that make sense for families. Early childhood is pointed out by science as a “window of opportunity”, since, at this stage, learning skills and developing aptitudes and competencies happen more easily; therefore, it becomes even more necessary to reinforce the articulation between family and school, respecting the different roles.

The institution must promote awareness among all those involved in the child’s development process. Basic issues, such as routine itself, should also be considered, helping them to understand themselves as part of that environment. Its implementation must be collaborative, aiming to facilitate the child’s adaptation to the daycare center. The development of programs capable of bringing families closer to the daycare center allows for a greater understanding of the routine and the functioning of the place, making the interaction between the parties and mutual knowledge benefit the child itself. Dialogue must be constant, considering the particular needs of each child and understanding their insertion in a different family context. Thinking about solutions that benefit a larger number of people is the manager’s responsibility. Lück^[9] states that management without leadership and joint participation is not possible. In the same vein, the author reaffirms that school management implies a directive team whose decision-making must be collectively articulated, aiming for positive educational changes^[10].

It is up to the manager to maintain mechanisms for interaction with the families served, establishing partnerships for the best interest of the child and thus increasing the family’s level of knowledge about the daycare center and vice versa. Investing in communication improves everyone’s perception of the advantages and disadvantages of the daycare center, with repercussions on the quality of care. It is of utmost importance that those responsible for the daycare center know how families balance their daily activities with the care and education of children.

In the publication “Paths and learnings for initiatives focused on early childhood”^[11], the practice of active and empathetic listening and the participation of another family member in sharing information promote engagement and strengthen the bonds between the parties, creating a solid relationship. The initiative also enables more forms of contact. It is necessary for management to be flexible, adapting to the demands of its audience and using creativity^[11].

Communication can be maintained through means such as phone calls, text messages, notes in backpacks, and posters. In-person actions and events can and should be proposed, as long as they do not conflict with other schedules, which harms parental involvement. It is necessary to understand and respect each family context, programming daycare activities according to family availability. The relevant services provided to society by early childhood education institutions, preschools, and daycare centers demand dynamic school management with easy community relations^[12].

The lack of flexibility from management regarding the stance of those responsible can limit the perception of the importance of daycare work, especially at a time when technology brings people so close. Seeking to understand the reasons why the responsible party does not get involved or has stopped getting involved in the process, aiming to adapt to the demands of the public, can serve as a solution to this problem.

To solve the problem exposed in this research, it is suggested that institutions, through the figure of the manager, promote the integration and interaction of the community with the school. Furthermore, proposals of interest to society should be presented through meetings, parent council formations, or support groups, addressing various daily and educational context contents. The objective is that, after the due approach is established, these school support groups can use existing technological communication tools, such as social networks and media, in order to increase interactivity and solve possible problems together with the management of the educational institution.

Based on the documentary analysis methodology, the present work was based on the challenge of seeking answers to questions regarding the importance of early childhood in the learning process and how the management team could act in the process of raising awareness and involving everyone who is part of the process. In order to achieve excellence in development, involving all stakeholders, the need for commitment from school managers was understood, who must make space for families to assimilate the purpose of daycare centers, thus contributing to the children’s permanence in this environment. Daycare centers favor social interaction and carry out educational work, in addition to guaranteeing children assistance, food, health, and safety. In this way, revealing to families the dynamics that are part of this context enables trust and provides harmony in the relationship between the community and the institution, by highlighting their common objective, which is the learning of the small beings in formation.

It is concluded that excellent management is capable of acting with clarity and objectivity, making use of information and communication technologies with families. It should also mediate interactions and clarify the relevance of the period that children spend at the institution, reinforcing the importance of stimuli and learning — thus putting an end to the stigma of the past that saw daycare only as a place for welfare and care.
The first steps towards quality management can start with simple actions, such as building a support network that collaboratively involves people who know the target audience — such as community agents or reference persons in the region —, thus helping to build trust and credibility. Having flexibility to adapt to demands is also a relevant factor, in addition to creating a culture of constant evaluation in which there is no fear of deconstructing, reconstructing, and working towards improvement, thus avoiding the creation of a rigid structure.

References

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[2] Rocha J.M.; Hammes L.J. Gestão e democracia em uma escola pública. Revista Brasileira de Política e Administração da Educação. 2018; 34(2): 635-652.

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[4] Comitê Científico do Núcleo Ciência Pela Infância (CCNCPI). Funções executivas e desenvolvimento infantil: habilidades necessárias para a autonomia: estudo III. São Paulo (SP): Fundação Maria Cecilia Souto Vidigal (FMCSV). 2016. Disponível em: <https://ncpi.org.br/wp-content/uploads/2018/08/Funcoes_executivas.pdf>.

[5] Center on the Developing Child at Harvard University. Conectando o cérebro ao restante do corpo: o desenvolvimento na primeira infância e a saúde ao longo da vida estão profundamente interligados. 2017. Disponível em: <https://ncpi.org.br/wp-content/uploads/2021/04/wp15_health_PORT.pdf>.

[6] Montessori M. Mente absorvente. Nilopolis (RJ): Editora Nordica. 1987.

[7] Castilho P.C.; Gil M.O.G.; Ogando L.D. Estudo VIII: Educação infantil de qualidade. São Paulo (SP): Núcleo Ciência Pela Infância. 2021. Disponível em: <https://ncpi.org.br/wp-content/uploads/2021/10/wp8_ed-infantil.pdf>.

[8] Fundação Maria Cecília Souto Vidigal (FMCSV). Primeiríssima infância: creche: necessidades e interesses de famílias e crianças. Sandra Mara Costa (Ed). São Paulo (SP): FMCSV. 2017. Disponível em: <https://ncpi.org.br/wp-content/uploads/2020/04/Primeir%C3%ADssima-Inf%C3%A2ncia-Creche.pdf>.

[9] Lück H. Dimensões de gestão escolar e suas competências. 2ed. Curitiba (PR): Positivo. 2009.

[10] Lück H. Liderança em gestão escolar.        7ed. Petrópolis (RJ): Vozes. 2011.

[11] Núcleo Ciência pela Infância (NCPI); ilab Primeira Infância. Caminhos e aprendizados para iniciativas focadas na primeira infância. 2021. Disponível em: <https://ncpi.org.br/wp-content/uploads/2021/06/Caminhos-e-aprendizadospara-iniciativas-focadas-na-primeira-infancia.pdf>.       

[12] Lück H.; Keith S.; Girlin, R.; Freitas K.S. A escola participativa: o trabalho do gestor escolar. Rio de Janeiro (RJ): DP&A Editora. 2002.

Como citar

Carvalhal R.D. A creche como um espaço além do cuidado: o impacto do desenvolvimento na primeira infância. Revista E&S. 2023; 4: e20230036.

Sobre os autores

Roberta de Deus Carvalhal, Licenciada em Ciências Biológicas, Especialista em Gestão Escolar, São Vicente, SP, Brasil.

Link para download: https://cms.revistaes.com.br/wp-content/uploads/2023/06/23036.pdf