Resumo

MEZZALIRA, Adinete Sousa da Costa  e  GUZZO, Raquel Souza Lobo. Monitoring and promoting development in early childhood education: some contributions of school psychology. Aletheia [online]. 2011, n.35-36, pp.22-35. ISSN 1413-0394.

This research investigated the factors that would be interfering in monitoring and promoting the development of children in a public institution of early childhood education, as well as evaluating the views of educators on a proposal for the monitoring of child development. The research used a qualitative methodology and two sources of information: field diaries and interviews. The information obtained were analyzed and grouped towards the construction of categories. Results pointed out: difficulty in developing educational activities together; decisions of the management team without the participation of educators; destructive criticism and / or discredit the work of the educator; teaching space collective underutilized; conflicting relationship between school and family; and, violence in the context of the child. Regarding the second objective, the results showed that the teachers need a tool that assists in monitoring the development of their students in the school context.

Palavras-chave : Preschool; Developmental psychology; School psychology.