Becoming a mother is a challenging time and for some women the lifestyle adjustment can be very stressful. In combination with the changes in family structure mothers are increasingly seeking professional support and assistance in the care of their infants and children. Child and family health services in NSW offer varying levels of professional support and education, including 24-hour residential care. The purpose of this study is to explore and describe the mothers' perceptions and experiences of residential admission to a Child and Family Health Unit - Karitane. This study is descriptive in nature. Sixteen English speaking mothers admitted to Karitane in 1998 took part in the study. Focus groups were the main source of data for the study. The focus groups were undirected, conversations recorded and written notes taken. Additional data were collected by a questionnaire to determine the demographic characteristics of the mothers. The mothers' indicators of depression were scored using the Edinburgh Postnatal Depression Scale (EPDS). Each mother completed the EPDS during the admission period and at the time of the focus and respective comparison was made. Data analysis revealed that the mothers' EDPS scores had decreased significantly at the time of the focus group meeting. The key concepts that emerged in the mothers' descriptions of their experiences were the importance of the development of the professional relationship, equity and access to parenting services, particularly for the partner, and the need for services to promote and provide realistic parenting education with an early intervention focus. The implications of the findings lend support to health care professionals in lobbying government for the necessary funds, in providing increased access to quality parenting services. / Master of Nursing (Hons)

<p>The aim of this literature review was primarily to describe how the nurse can involve the parents in the care for their premature baby, and secondly to describe the aim, design, method, population and quality of the reviewed studies. Searches have been made in different databases in order to find articles where the search words ”neonatal care”, ”neonatalvård”, ”premature infants” and ”nurse” were included. The literature review was based on 12 scientific articles. The results of the study were divided into six categories; The nursing staff’s relation to the parents, Support group, “Home-early program”, Decision-making, A work in progress and A safe and efficient method. It is the nurse’s task to create a trusting relationship to the parents. The parents’ relationship to the child is a determining factor in its development. Some of the studies described how support groups can be used to help families with premature children. The studies showed that parents want to be involved in making decisions about their baby, but they also find it frightening. There are a lot of ways for the nurse to involve parents in the care for their premature baby. It is very important that the parents get sufficient information, which will enable them to be active when decisions are made about their baby.</p>

The aim of this literature review was primarily to describe how the nurse can involve the parents in the care for their premature baby, and secondly to describe the aim, design, method, population and quality of the reviewed studies. Searches have been made in different databases in order to find articles where the search words ”neonatal care”, ”neonatalvård”, ”premature infants” and ”nurse” were included. The literature review was based on 12 scientific articles. The results of the study were divided into six categories; The nursing staff’s relation to the parents, Support group, “Home-early program”, Decision-making, A work in progress and A safe and efficient method. It is the nurse’s task to create a trusting relationship to the parents. The parents’ relationship to the child is a determining factor in its development. Some of the studies described how support groups can be used to help families with premature children. The studies showed that parents want to be involved in making decisions about their baby, but they also find it frightening. There are a lot of ways for the nurse to involve parents in the care for their premature baby. It is very important that the parents get sufficient information, which will enable them to be active when decisions are made about their baby.

[Truncated abstract] Mothers who deliver prematurely often have a delay in lactogenesis II and subsequent milk supply. Furthermore, due to the inability of their babies to breastfeed immediately after birth, these mothers are 'pump dependent' during both initiation and establishment of lactation. Apparently, there are no evidence based guidelines for the expression regime but some data suggesting that expression regimes for both breasts should be at least five times per day and at least 100 minutes expressing time per day. The project was set out to document the self selected current expression regimes of the preterm mothers from day 10 to 60 postpartum. It defined how various aspects of breast expression, such as frequency and interval, impact on the synthesis and production of milk. In addition, it determined the variations in the composition of preterm mother's milk. The collection of 24hr expression data and milk samples at each expression of each breast, each day, of 25 preterm mothers (<32 gestation age) from the neonatal intensive care unit in King Edward Memorial Hospital, Western Australia on day 10, 15-20, 30, 40, 50 and 60 postpartum showed that during the 'pump dependent' period (day 10 20), the frequency of expression for both breasts was 6, 6-7, 3-9 times per day (median, IQR, range) and total duration with the pump was 115, 80-160, 32-320 minute per day (median, IQR, range). Furthermore, during the 'transition from exclusively expressing to exclusively breastfeeding' period (day 30-60), frequency of expression/breastfeed and total duration of milk removal (both expressing and breastfeeding) for both breasts were 6, 5-7, 1-9 and 135, 75-170, 25-320, respectively (median, IQR, range). ... These nutrients make up the energy content of milk, thus the energy content of milk also varied greatly between mothers. Therefore, milk from individual preterm mothers varies greatly for individual values for fat, total protein, lactose and energy and this should be taken into account when calculating the level of fortification required for individual babies. The results suggest that when fortifying mother's milk, weekly measurement of fat and protein in milk would provide good estimates on which to base fortification requirements. The concentration of sIgA plus lactoferrin formed 32% of the total proteins in breastmilk. However there was large variations in the concentration of sIgA and lactoferrin (median, IQR, range: 0.82, 0.59-1.13, 0.05-2.93g/l and 2.41, 1.52-3.52, 0.04-8.82g/l, respectively) between mothers. Therefore the level of protection provided by these two proteins could differ greatly between babies. Further research on the relationship between the concentration of sIgA and lactoferrin in milk and the onset of infection would indicate the minimum amount of these proteins needed for the babies to benefit from the immune protection provided by their mother's milk. The hourly breast expression method and regression analysis of actual milk yield and interval since previous expression provides information that identifies the potential milk synthesis capacity of the breasts of the mothers and the impact of the interval between expressions on the milk production of the mothers. This information can be applied to individualize the interval between expression regimes to optimise milk production and minimize the demand on the mother. In addition, determining the changes in the milk composition of individual mothers would provide a more precise base to fortify their milk for their preterm babies.

Thesis (MNutr)--Stellenbosch University, 2012. / Please refer to full text for abstract.

Resumo: O acompanhamento do desenvolvimento de bebês implica na consideração de fatores de risco para os mesmos e na utilização de instrumentos que possibilitem a identificação de defasagens, comportamentais, visando à elaboração de intervenções pontuais junto a pais e outros cuidadores. O presente estudo prendendeu descrever variáveis distais e proximais do desenvolvimento de uma amostra de bebês, a partir de suas características peculiares, bem como das dos seus familiares e avaliar o repertório comportamental dos bebês, correlacionando-o com variáveis de risco como prematuridade, baixo peso ao nascer e filhos de mães adolescentes, comparando-o com bebês sem condição de risco identificada. Pretendeu, também, identificar comportamentos típicos nas áres do desenvolvimento avaliadas pelo inventário portage operacionalizado, mês a mês, durante o primeiro ano de vida, utilizando os critérios de estabilização, normalização e aparecimento destes comportamentos entre os meninos e meninas. Participaram do estudo 217 bebês que foram avaliados no decorrer do primeiro ano de vida, sendo que 33% eram prematuros, 28% filhos de mães adolescentes, 11% com baixo peso nascidos a termo, 3% sindrômicos ou filhos de mães portadoras de HIV+ e 25% do Grupo Controle, sem condições de risco identificado no nascimento. Os dados foram coletados a partir da entrevista inicial e da avaliação mensal do inventário. Os dados foram coletados a partir da entrevista inicial e da aplicação mensal do inventário portage operacionalizado (IPO), em um Centro de Psicologia Aplicada de uma universidade pública. Os desempenhos dos bebês no IPO e as condições de risco identificadas foram submetidas ao tratamento por meio do Statistic Package Social for Science (SPSS, versão 12.0). para a identificação de comportamentos típicos utilizaram-se os critérios de Estabilização... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The follow-up on the development of babies implicates the consideration of risk factors for them and the employment of instruments that make feasible the identification of behavioral discrepancies, aiming the elaboration of prompt interventions towards parents and caregivers. The present study aimed to describe distal and proximal variations on the development of a sample of babies, from their specific characteristic, as well as their family members and also to evaluate the behavioral compilation of the babies, conneting them risk deviations as premature birth and babies of adolescent mothers, in comparison to babies without amy identified risk conditions. This study also aimed to identify typical behaviors concerning development evaluated by the inventário portage operationalizado (IPO) month after month, during the first year of life, employing stabilization, normalization and onset criteria for those behaviors between boys and girls. A total of 217 babies were evaluated during the first year of life, considering that 33% were premature, 28% babies of adolescent mothers, 11% had how wight at birth, 3% with syndrome or babies of mothers HIV + carriers and 25% from the Control Group. The data were collected from the initial interview and from the monthly employment of the IPO, in a Center of Applied Psychology of a public university. The performance of the babies concerning the IPO and the risk conditions identified were submited to treatment according to Statistic Package Social for Science (SPSS, version 12.0). For the identification of typical behaviors the Stabilization, Normalization and Onset criteria were employed. The outcomes presented a high amount of caesarian sugeries, non-planned pragnancies and nuclear families. Concerning the risk for the development of the proximal factors analyzed, the Group of premature babies presented a significantly different performance from... (Complete abstract click electronic access below)

Submitted by Luciana Perpetuo Máximo (lucianaperpetuo@hotmail.com) on 2018-09-08T03:23:04Z No. of bitstreams: 1 DISSERTAÇÃO LUCIANA MÁXIMO VERSÃO FINAL AGOSTO 2018.pdf: 2078833 bytes, checksum: e953ea489d1d566cc1b6bd3f61abc726 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-09-10T11:39:54Z (GMT) No. of bitstreams: 1 maximo_lp_me_sjrp.pdf: 2078833 bytes, checksum: e953ea489d1d566cc1b6bd3f61abc726 (MD5) / Made available in DSpace on 2018-09-10T11:39:55Z (GMT). No. of bitstreams: 1 maximo_lp_me_sjrp.pdf: 2078833 bytes, checksum: e953ea489d1d566cc1b6bd3f61abc726 (MD5) Previous issue date: 2018-08-08 / O presente estudo tem por objetivo investigar as ações dos bebês em diferentes formas de organização do espaço e dos materiais em um ambiente de creche. Trata-se de uma pesquisa do tipo etnográfica, desenvolvida no período de 2016 a 2018. Partindo do pressuposto de que ambientes estruturados favorecem as interações e explorações dos bebês, apresenta-se a relação entre organização do ambiente e o desenvolvimento infantil a partir de revisão bibliográfica de pesquisas do Centro de Investigação sobre Desenvolvimento Humano e Educação Infantil (CINDEDI) de Ribeirão Preto, pesquisas desenvolvidas na área da Educação, publicações do Ministério da Educação e produções de especialistas sobre a temática, especificamente os estudos de Forneiro (1998), Horn (2004), Goldschmied e Jackson (2006), Falk et al. (2011) e Oliveira et al.(2014). Participaram da pesquisa um grupo de 28 bebês em seu segundo ano de vida, suas professoras e auxiliares de Berçário. Para a produção de dados, foram realizados os seguintes procedimentos: revisão bibliográfica, consulta de documentos, observação participante em momento de atividade livre, com produção de registros escritos pela pesquisadora e pela estagiária, além de registros fotográficos e vídeos. Os resultados indicam que os bebês necessitam de suportes ambientais para interagir: a atitude do adulto, o arranjo espacial, a seleção e investimento nas formas de apresentação dos materiais favorecem as interações e explorações dos bebês. Os dados revelam infinitas possiblidades de ação autônoma e interação entre bebês, em momentos de atividade livre, a partir da estruturação do Berçário, tendo como base estudos teóricos e olhar apurado para ações das crianças. Sendo assim, espera-se que esta pesquisa possa contribuir com reflexões sobre o tema, partindo da ideia de que o conhecimento das ações das crianças pode subsidiar a organização dos espaços e dos materiais na creche. / The present study aimed at to investigate the influence from the physical aspects from the ambient on babies’ actions. It is a research of the ethnographic type, which seeks to identify ways to organize the space of a baby-room the of day care from northwest São Paulo State, as well as to analyze babies’ actions from intervention made in 2017 trough the partnership between researcher and teachers. Working on the assumption that structured environments favorable babies’ interaction and explorations, this study presents the relation between the organization from ambiente and child development; from the bibliographic review of researches from investigation center about human development and infant education (CINDEDI) in Ribeirão Preto, researches in the area of education, publications of the Ministry of Education and specialist productions on the subject Forneiro (1998), Horn (2004), Goldschmied; Jackson (2006), Falk et al. (2011) and Oliveira et al. (2014). A group of 28 babies in their second year of life, their teachers and auxiliaries participated in the study. For the production of data, the following procedures were performed: participant observation in free activity moment, with production of written records by the researcher and trainee, in addition to photographic records and videos. The results indicate that infants need environmental supports to interact, adult attitude, spatial arrangement, selection and investment in the presentation of materials favor the interactions and explorations of infants. The data reveal infinite possibilities of autonomous action and interaction between babies, in moments of free activity, from the structuring of the nursery based on theoretical studies and accurate look at the actions of the children. Therefore, it is expected that this research can contribute with reflections on the theme, starting from the idea that the knowledge of children's actions can subsidize the organization of spaces.

Este estudo teve como propósito refletir acerca dos efeitos motores e comportamentais que as Vivências Aquáticas para Bebês poderiam provocar em seus participantes. As publicações sobre a primeira infância apresentam uma tendência a tratar o desenvolvimento infantil predominantemente sobre aspectos biológicos, desconsiderando a relevância das relações intra e interpessoais e com o meio. Pouco se tem publicado sobre os processos pedagógicos lúdicos na água, onde se intenciona trazer a tona os prazeres e desprazeres dos participantes. O propósito inicial era saber dos efeitos motivacionais que poderiam ser trabalhados no meio aquático, através de estratégias de intervenção pedagógica. Foi um desafio encontrar um caminho para organizar as informações que o estudo se propunha, por entender-se que o tema é polêmico e requer investigação científica na construção deste conhecimento, já que há um aumento na prática de atividades aquáticas com bebês que gera em alguns casos expectativa de se iniciar cada vez mais cedo. A metodologia utilizada configurou-se como qualitativa, optando-se pela pesquisa descritiva, considerada como o método que melhor se ajustava ao estudo em questão. Contou com seis participantes, formados pelo bebê e seu(s) cuidador(es), que em todos os casos tratava-se do pai ou da mãe (pais-bebê). Os instrumentos utilizados na coleta de informações foram: a observação; registro fotográfico; registro em video-tape; a análise de documentários gravados em vídeo; e a entrevista. A análise e interpretação das informações foram realizadas a partir de cinco categorias que surgiram das entrevistas e depoimentos cedidos pelos pais. São elas: “A motivação de buscar as Vivências Aquáticas para Bebês”; “O Meio e as Atividades Aquáticas”; “Reações Comportamentais e Motoras”; “Processo de Aprendizagem”; “Relações de Dependência e Autonomia”. O estudo põe em evidência que esta estratégia pedagógica de intervenção pela via corporal no meio aquático, que utilizou como âncora pedagógica atividades lúdicas e de sensibilização, serviu de alavanca para desencadear o processo de maturação biológica e comportamental dos participantes do estudo, demonstrando que a idade cronológica não é fator limitador no processo de desenvolvimento dos bebês no meio aquático. / This study aimed at evaluating the motor and behavioral effects of aquatic experiences over its participants. The available literature about early infancy tends to focus on biological aspects and neglects the relevance of personal interaction among group members as well as the interaction between the group and the water environment. Very little material has been published on ludic, pedagogic procedures in the water which analyzes likes and dislikes of participants. The basic purpose was to investigate the motivational effects that could be used in the water environment by means of pedagogic intervenience strategies. Finding a way to organize all the information collected was a challenging task since this is an issue which raises controversy and requires scientific investigation in order to build such know-how, not to mention the increased demand in aquatic activities with babies which sometimes leads to the expectation of getting started earlier and earlier. A qualitative methodology and descriptive approach were judged to be the most appropriate for this study. Six babies with their respective keepers took part in the experiment. For each baby the keeper was always a parent. In order to collect information the following were used: observation; photographic record; video-tape recording; analysis of video-taped documentaries; and an interview. The analysis and interpretation of information were performed with basis on five categories defined by the interview and parents’ statements. Namely: “Motivation to pursue aquatic experiences for babies”; “The environment and aquatic activities”; “Behavioral and motor reactions”; “Learning process”; “Dependence and autonomy relations”. The study makes evident the fact that this pedagogical strategy, based on physical activity in the water environment which used ludic and sensitivity development activities as a pedagogical approach, triggers the process of biological and behavioral maturation of participants and demonstrates that chronological age is not a limiting factor in the process of development of babies in the water environment.

O objetivo deste estudo desenvolvimental, de delineamento transversal, foi investigar a relação entre o desenvolvimento motor de bebês, que freqüentam creches, entre seis a dezoito meses, e as características ambientais das famílias e das creches de Erechim/RS. Verificou, também, o desenvolvimento motor dos bebês, o contexto familiar, as oportunidades de estimulação do comportamento motor no lar e as características do contexto e cuidados oferecidos nas creches. Os participantes foram 52 bebês, de 9 creches (4 públicas e 5 particulares). Os instrumentos avaliativos foram: a $OEHUWD ,QIDQW 0RWRU VFDOH $,06 para o desenvolvimento motor, o $IIRUGDQFHV LQ WKH +RPH (QYLURQPHQW IRU 0RWRU 'HYHORSPHQW $+(0' para o contexto familiar - geral e oportunidades de estimulação, e ficha de observação da rotina da creche para contexto e os cuidados oferecidos. A análise dos dados quantitativos utilizou a estatística descritiva e o teste de Kolmogorov-Srminov para a distribuição das variáveis, teste de correlação intraclasse para teste-reteste, correlação de Pearson para objetividade e associações. Na comparação entre grupos independentes o teste t- Student (normalidade da distribuição) e Mann Whitney (não paramétricos). Na comparação de três grupos Kruskal-Walls (grupos pequenos). Para análises bivariadas, o teste Qui quadrado de Pearson.Os dados sobre o contexto e cuidados nas creches foram agrupados e analisados descritivamente. A análise do desenvolvimento motor revelou que 50% (n=26) dos bebês participantes apresentaram desempenho motor suspeito de atraso ou atrasado. A investigação de fatores correlacionados mostrou que a renda familiar e o gênero não influenciaram o desempenho dos bebês. A escolaridade paterna indicou correlação com o desempenho motor dos bebês. As oportunidades de estimulação do comportamento motor no lar, foram suficientes em 80,8% (n=42) das casas. A relação entre contexto familiar e desempenho motor indicou que bebês cujas famílias possuíam oportunidades de estimulação suficientes apresentavam melhor desempenho motor. Quanto às creches detectou-se que bebês das particulares tenderam a apresentar melhor desempenho motor que os das creches públicas. E que a proporção de bebês com desempenho suspeito ou atraso detectado é superior nas creches públicas. O tempo que o bebê freqüenta a creche não influenciou o desempenho motor. O contexto e os cuidados incluem profissionais com formação em educação.A proporção cuidador/bebê não é adequada e gera sobrecarga de trabalho e pouca atenção individualizada. A oferta, disponibilidade de brinquedos, oportunidades de brincar e as instalações podem ser melhoradas. A ênfase dos cuidados inclui aspectos pedagógicos parcialmente. As necessidades essenciais são atendidas, mas sugere-se que sejam oportunizadas experiências, interações e práticas para o desenvolvimento dos bebês. / The aim of this developing study, of transversal sketch, was investigate the relation between development of babies that attend to nurseries, between six and eighteen months, and the environmental characteristic of the families and the nurseries in the city of Erechim/RS. It was also verified, the babies’ motor development, the familiar structure, the opportunities of stimulation of motor behavior at home and the characteristics of the structure and the cares offered at the nurseries. The participants were 52 babies, from 9 nurseries (4 public and 5 private). The testing instruments were: the $OEHUWD ,QIDQW PRWRU VFDOH $,06 to motor development, $IIRUGDQFHV LQ WKH KRPH (QYLURQPHQW IRU PRWRU GHYHORSPHQW $+(0' to familiar structure – general opportunities of stimulation, and a daily observation form of the nursery to the context and offered cares. The analysis of quantitative data used the descriptive statistics and the test of Kolmogorov-Srminov to the distribution of the variables, test of intraclass correlation to test-retest, correlation of Pearson to objectivity and associations. At the comparison between independent groups the t-Student test (normality of distribution) and Mann Whitney (non-parametric). At the comparison of three Kruskall-Walls groups (small groups). To bivariable the qui square test of Pearson. The data about the context and cares of nurseries of gathered in groups and analyzed in a descriptive way. The analysis of motor development exposed that 50% (n=26) of the participant babies showed suspitions of delay or delay. The investigations of the factors correlated showed that the familiar income and the genre didn’t influence the babies’ performance. The paternal scholar level indicated correlation to the babies’ motor performance. The opportunity of motor behavior at home, were enough in 80,8% (n=42) of homes. The relation between the familiar context and motor development indicated that babies whose families had opportunities of enough stimulations showed better motor performance. Referring to the nurseries it was detected that the babies of private ones tended to show batter modern performance than those of public ones. The rate with suspect or backward detected performance is higher of the public nurseries. The time that the baby attends to the nursery didn’t influence the motor performance. The context end the cares include professional with graduation in education. The proportion caretaker-baby isn’t adequate and generate overload of work and little individualized attention. The offer, disponibility of toys, opportunities of playing and the installments can be improved. The emphasis of cares include pedagogical aspects in a biased way. The essential needs are considered, but it is recommended that be opportunized experiences, interactions and practice to the development of the baby.

SILVA, Márcia Vanessa. As formas de participação social dos bebês nas práticas cotidianas vivenciadas no contexto de uma creche municipal. 2017. 300f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-11-07T16:23:32Z No. of bitstreams: 1 2017_dis_mvsilva.pdf: 6805750 bytes, checksum: 8c7be2a27d2c1f6c2fcd3ed587cc5c0c (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-11-07T19:12:40Z (GMT) No. of bitstreams: 1 2017_dis_mvsilva.pdf: 6805750 bytes, checksum: 8c7be2a27d2c1f6c2fcd3ed587cc5c0c (MD5) / Made available in DSpace on 2017-11-07T19:12:40Z (GMT). No. of bitstreams: 1 2017_dis_mvsilva.pdf: 6805750 bytes, checksum: 8c7be2a27d2c1f6c2fcd3ed587cc5c0c (MD5) Previous issue date: 2017 / This theme of this study is the social participation of babies in the daily practices in day care contexts. The research is based on the questioning of the rights of children, which ages range between zero and five years, affirmed by the National Curriculum Guidelines for Early Childhood Education, highlighting the right to participate in daily practices and their constructions. Since this aspect is relevant to learning and the integral development of children, it is necessary to understand how this social participation occurs, especially in day-care contexts. A literature survey shows that infants have been invisibilized for a long time in society, including in the educational field. Therefore, the main goal of the study was to analyze the forms of social participation of babies in the daily practices that they experience in day care, as well as t teachers’ conceptions on such forms of participation. In an interlocution with socio-interactionist perspectives, were used as the main theoretical framework the theories of Vygotsky, Wallon and the field of Pedagogy-in-Participation. This paper is a qualitative research characterized as a case study, carried out in a day care center in Ceará. Twelve babies, with ages between 12 and 18 months, and their three teachers were part of this study. The data were constructed during the observations and videotapings of the daily practices and interviews with the teachers. A field diary, a digital camera and a voice recorder were used to keep record of these data. The analyzes revealed, among other aspects, that the daily practices of the institution were characterized by the dissociation between the actions of caring and educating, transmissivity of knowledge, restriction and, at the same time, by the invisibility of the social participation of the babies. The babies, with all their potentialities, overcame these practices and demonstrated desire and abilities to participate in the daily practices that they lived in the day-care center, by means of their imitative actions, conflicts with the peers and the construction of friendship relations. On the other hand, their learning and development were limited by the teaching practices and the conceptions that forms of social participation occur only during the so-called pedagogical activities, which aimed to develop aspects of cognitive development. Based on the data analysis, the study concludes and highlights the importance of a greater visibility to the different forms that babies have to participate in the daily practices. It also demonstrates the need of creating greater opportunities of these forms of participation, which should have intentionality and pedagogical planning and should occur during the whole period in which the babies are in the institution. Therefore, there is an urgent need for greater visibility of infants in both public and educational policies and in the pedagogies of Early Childhood Education. Therefore, it is really important to increase financial investments for Child Education Institutions and to assure a solid and specific continuing education for teachers who work directly with infants. Thence, the day care center may be able to build a context of respect and the participation of babies, prevailing their rights, specificities, knowledge, actions, interests, curiosities and potentialities. / Esta dissertação objetivou analisar as formas de participação social dos bebês nas práticas cotidianas que vivenciam na creche, bem como as concepções de suas professoras sobre tais formas de participação. As reflexões e interpretações deste trabalho foram subsidiadas por um referencial teórico que contemplou a trajetória histórica da creche, destacando os estudos de alguns autores que tratam da história da Educação Infantil no Brasil e a interlocução com as perspectivas teóricas sociointeracionistas de Vygotsky, Wallon e com as contribuições do campo da Pedagogia-em-Participação, destacando os autores Oliveira-Formosinho, Formosinho e Araújo. Os princípios da abordagem qualitativa alicerçaram a metodologia. Para a compreensão em profundidade do fenômeno estudado, optou-se pelo estudo de caso, que foi realizado durante quatro meses em uma creche municipal cearense, na qual são atendidas, em tempo integral, crianças de seis meses a três anos de idade. Participaram do estudo 12 bebês, com idade entre 12 e 18 meses, e suas três professoras. Os dados foram construídos por meio de observação participante das práticas cotidianas e de entrevistas semiestruturadas com as professoras e as famílias dos bebês. Para registrar os dados foram utilizados o diário de campo, a videogravação, a fotografia e o gravador de voz. As análises revelaram, entre outros elementos, que as práticas cotidianas da instituição eram permeadas pela dissociação entre as ações de cuidar e educar; pela transmissividade de conhecimentos, pelo cerceamento das iniciativas dos bebês e, ao mesmo tempo, pela invisibilidade da participação social deles. Estes, com todas as suas potencialidades, rompiam com a perspectiva dessas práticas e demonstravam ser desejosos e capazes de participar, por meio de suas ações imitativas, dos conflitos com os pares e da construção de relações de amizade. Por outro lado, suas aprendizagens e desenvolvimento, eram limitadas pelas práticas e concepções docentes que de um modo geral, associavam as formas de participação social dos bebês apenas às atividades ditas pedagógicas, que objetivavam desenvolver especificamente aspectos do desenvolvimento cognitivo. O estudo destacou a relevância de uma maior visibilização das diversas formas que os bebês apresentam para participarem das práticas cotidianas. Também propõe que se ampliem as oportunidades de participação social dos bebês, com intencionalidade e planejamento pedagógicos, durante todos os momentos em que os bebês estão presentes na instituição. É urgente, portanto, uma maior visibilidade dos bebês, tanto nas políticas públicas e educacionais como nas Pedagogias da Educação Infantil. Nesse sentido, ressalta-se a necessidade de maiores investimentos financeiros para as Instituições de Educação Infantil e uma formação continuada sólida e específica para docentes que atuam diretamente com os bebês. Assim, a creche poderá constituir um contexto de respeito e participação dos bebês, prevalecendo seus direitos, especificidades, saberes, fazeres, interesses, curiosidades e potencialidades.