Publicação
Organization of space for babies in daycare:: mapping and dialogue with regulations and documents (2009-2024)
| Resumo: | This article reports on a documentary research study of a qualitative nature that aimed to highlight and discuss how the organization of space for babies in daycare centers is presented in the regulations and documents for Early Childhood Education published in Brazil between 2009 and 2024. Three Brazilian regulations were analyzed: National Curriculum Guidelines for Early Childhood Education, National Common Curriculum Base, and National Operational Guidelines for Quality and Equity in Early Childhood Education, as well as four documents: Indicators of Quality in Early Childhood Education, Criteria for Daycare Services that Respect Children's Fundamental Rights, Toys and Play in Daycare Centers: A Pedagogical Guidance Manual, and National Parameters for Quality and Equity in Early Childhood Education. The results indicate a progressive advance in regulations, moving from general principles (safety, welcoming, challenge) to specific learning objectives and, finally, to measurable parameters of the physical dimension of space (infrastructure, furniture, materials, accessibility). The guiding documents fulfill a practical translation function, converting abstract guidelines into concrete questions, checklists and organizational examples, favoring institutional self-assessment and the qualification of pedagogical practices. The discussion reveals the centrality of principles such as autonomy, free movement and sensory exploration of babies, integrating physical, relational and cultural dimensions. It is concluded that the Brazilian regulatory and documentary framework is consistent and detailed, but its effective materialization in daily daycare life depends on teacher training policies and investments in infrastructure that incorporate the organization of space as a structuring axis of the curriculum. |
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| Autores principais: | de Oliveira, Thatiane do Nascimento Castro |
| Outros Autores: | de Oliveira, Raiza Fernandes Bessa; Nono, Maévi Anabel |
| Assunto: | Early Childhood Education Daycare Organization of space Babies Educação Infantil Creche Organização do espaço Bebês |
| Ano: | 2026 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Instituto Politécnico de Bragança |
| Idioma: | português |
| Origem: | EduSer |
| Resumo: | This article reports on a documentary research study of a qualitative nature that aimed to highlight and discuss how the organization of space for babies in daycare centers is presented in the regulations and documents for Early Childhood Education published in Brazil between 2009 and 2024. Three Brazilian regulations were analyzed: National Curriculum Guidelines for Early Childhood Education, National Common Curriculum Base, and National Operational Guidelines for Quality and Equity in Early Childhood Education, as well as four documents: Indicators of Quality in Early Childhood Education, Criteria for Daycare Services that Respect Children's Fundamental Rights, Toys and Play in Daycare Centers: A Pedagogical Guidance Manual, and National Parameters for Quality and Equity in Early Childhood Education. The results indicate a progressive advance in regulations, moving from general principles (safety, welcoming, challenge) to specific learning objectives and, finally, to measurable parameters of the physical dimension of space (infrastructure, furniture, materials, accessibility). The guiding documents fulfill a practical translation function, converting abstract guidelines into concrete questions, checklists and organizational examples, favoring institutional self-assessment and the qualification of pedagogical practices. The discussion reveals the centrality of principles such as autonomy, free movement and sensory exploration of babies, integrating physical, relational and cultural dimensions. It is concluded that the Brazilian regulatory and documentary framework is consistent and detailed, but its effective materialization in daily daycare life depends on teacher training policies and investments in infrastructure that incorporate the organization of space as a structuring axis of the curriculum. |
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