KLEIN, Berenice Stéinmetz    MARTINS, Gabriela Dal Forno. Educators' conceptions about child development and educator-baby interaction. []. , 25, 1, pp.117-130. ISSN 1413-389X.  https://doi.org/10.9788/TP2017.1-07.

This study aimed to characterize educators' conceptions about child development and educator-baby interaction. Participants included six female educators, who have worked in public schools and attended babies from four to sixteen months. Educators answered two semi structured interviews and their answers were qualitatively evaluated through a content analysis. The results indicated that although the educators have highlighted important baby's needs and relevant aspects that influence his development, they tended to describe him as little active and competent, belittling, for example, his potential to establish exchanges and sharing emotions with other babies and adults, as well as for exploration through free movement. In addition, they stressed the constant stimulation as the main educator practice in interaction with the baby. In general, the study points to the importance of continuing education as a strategy to build new understandings about the baby and broaden the scope of educator's actions beyond those already consolidated.

: Conceptions; caregivers; child development; interaction; childhood education.

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