Creche como ambiente facilitador: o cuidado no contexto da educação infantil

Abstract

The first year of life is a time of extreme importance regarding the development of emotional, cognitive and psychomotor aspects of human beings. This development, however, cannot be considered apart from the relationship between the baby and his caregiver. Winnicott, English pediatrician and psychoanalyst, whose theory we based this work, draws attention to the relational aspect of psychic structuring, stating that babies cannot be studied apart from interactions in which and from which they develop. The author believes that human beings are born with tendencies towards growth and development; however, they are dependent on certain favorable conditions, which he calls 'enabling environment'. This concept refers, to not only the physical environment and the care itself, but also speaks about the emotional atmosphere in which it is offered. The aim of this paper is to present a reflection on the concept of ‘enabling environment’, relating it to the care of babies up to one year of age, in the context of early childhood education. We also seek to trace care practices in different historical moments of the infant education in Brazil, drawing attention to the historical and social character of non-prestige that tasks involving care are still perceived today. The methodology used is non-systematic bibliographical research. The discussion points to the need for a redefinition of care practices in early childhood education, particularly in the nursery segments. We propose the construction of an ‘enabling environment’ is critical and should target not only babies but also educators.