Abstract

ZENDRON, Alessandra Ballestero Fukoshima; KRAVCHYCHYN, Helena; FORTKAMP, Eloísa Helena Teixeira  and  VIEIRA, Mauro Luís. Psychology and preschool education: possibilities of intervention of school psychologist. Barbaroi [online]. 2013, n.39, pp. 108-128. ISSN 0104-6578.

One of the aspects of the contemporary role of a school psychologist is to assist in the psychosocial development of children in educational settings, including preschools. In this context, the purpose of present article is to describe the experience of an intervention performed by undergraduate psychology trainees in a daycare. The methodology used during the intervention involved the participant observation conducted in the daily routine of the school, as well as attending meetings with the staff of the institution, providing a mediator role to the psychologist. Following a survey to identify the needs of the institution, a set of goals and strategies where outlined in order to implement the intervention, such as: the adjustment of the trainees to the institution and it's daily routine and their bonding with the teaching staff; attend to the families of the children; monitoring the adaptation of the children to the nursery; articulating and preparing children for the transition from kindergarten to elementary school; providing language stimulation for children presenting speech disorders; individual interventions, according to their individual needs. The activities were evaluated by the institutional staff and articulated with the pedagogical proposal of the institution. We concluded that some of the main highlights of the daily practice of a psychologist actuating in the reality of a daycare are the attentive listening, the reception to as well as the respectful dialogue with the teaching and technical staff of the nursery. Furthermore, the intervention was characterized by a close and careful relationship with the children and by mediation coordinated with their family members.

Keywords : Educational psychology; Preschool education; Child development context.

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