Desafios das famílias com a educação durante a transição para a pré-escola: um estudo qualitativo
DOI:
https://doi.org/10.21814/childstudies.5790Palavras-chave:
Família, educação para a primeira infância, grupo focalResumo
Contexto: O tempo passado com as crianças influencia positivamente o seu comportamento e desenvolvimento cognitivo, beneficiando também as famílias. No entanto, nem todas as famílias, especialmente as que se encontram em transições de desenvolvimento, podem interagir com os seus filhos da mesma forma. Objetivo: Este estudo teve como objetivo explorar e descrever os desafios das famílias com filhos pequenos durante a transição das crianças para o jardim de infância. Método: Os profissionais da educação e da saúde, juntamente com famílias de crianças de três anos, participaram em grupos de discussão. Foram realizadas entrevistas semiestruturadas e a análise de conteúdo seguiu os pressupostos de Bardin. Resultados: Identificaram-se três categorias: "tempo para ser criança", "tempo para ser família" (com a subcategoria "tempo para rotinas e papéis") e "tempo para envolvimento externo" (por exemplo, sistemas de cuidados infantis e de saúde). O aumento dos compromissos de tempo e a gestão das exigências das crianças foram citados como os principais desafios. A informação consistente proveniente de fontes externas foi considerada essencial para o bem-estar da família. Conclusões: As famílias de crianças em idade pré-escolar enfrentam desafios relacionados com a gestão do tempo na transição para a pré-escola, necessitando de apoios adequados para lidar com eles.
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