COMMUNICATION AND SOCIAL PARTICIPATION OF BABIES IN EDUCATIONAL-PEDAGOGICAL ACTIONS IN THE CONTEXT OF EARLY CHILDHOOD EDUCATION

Abstract

The article in question aims to analyze the non-verbal communicative resources that the baby uses to demonstrate his social participation in pedagogical activities that are proposed to him. The subjects of the investigation are fifteen babies, aged between six and twenty months, members of the age group called nursery I of a municipal institution of Early Childhood Education in the city of Aracaju/SE. This is an intervention-research, in which the data were produced through photographs, records in field notes and described in interactive situations. The children's social participation was observed during six pedagogical activities planned and directed by the researcher, held weekly in the babies' reference room. The results showed that the socio-communicative resource frequently used by babies to demonstrate their interest in the proposals addressed to them was the direction of the gaze, followed by the use of the body in movements, gestures, postures, smiles and rapid vocalizations. The results are in line with data from other studies that confirm the socio-communicative power of babies and reveal their social protagonism in the (re)actions in which they expressed their preferences or rejected the pedagogical practices that were directed at them.