Planejar para/com os bebês: brincar, explorar e participar na creche

Abstract

This Undergraduate Thesis discusses the organization of pedagogical planning in Early Childhood Education, seeking to understand how to structure proposals that respect the rights, needs, and potentials of babies in the daily routine of daycare. The research adopts a qualitative approach, utilizing bibliographic and documentary research procedures, grounded in childhood studies and the stage's regulatory documents. The investigation dialogues directly with the experience gained during the mandatory curricular internship in Early Childhood Education, carried out in Nursery I of a private school in the municipality of Erechim/RS. Based on the diagnosis and sensitive observation of the class, the theme "Babies and boxes" emerged, unfolding into investigative sessions grounded in the children's singularities and needs, particularly heuristic thinking. This respect for singularities was also maintained in context planning, where spaces, times, materials, and the daily routine as a whole were organized to welcome the babies. All these actions were documented, and the records served as the foundation for building the final chapter of this work. To achieve this purpose, the text is organized into four chapters. The first presents the introduction and contextualization of the research. The second details the methodological paths of the qualitative approach. The third chapter retrieves the historical trajectory of Early Childhood Education and the specificities of the baby as a subject of rights. The fourth chapter discusses the organization of planning for and with babies in daycare, articulating context planning and session planning based on the curricular internship. The research emphasizes that planning with and for babies requires the inseparability of caring and educating, the overcoming of adult-centric routines, and the valuation of autonomy and free movement. Therefore, the final considerations highlight the importance of teaching committed to the sensitive listening of babies, ensuring that the daycare is, from the nursery onwards, a place of real belonging, dignity, and respect for children's rights in the present.