PSYCHOSOCIAL INTERVENTION IN AN EDUCATIONAL CONTEXT:

practices with babies in a Nursery

Abstract

This work refers to a psychosocial intervention developed in a Nursery II class at an Early Childhood Education Center, aiming to contribute to the psychomotor, sensory, and social development of babies aged between one and two years. The intervention was planned and executed after a period of participant observation, outlining needs, and constructing a project with playful activities adapted to the age group, with the intention of exploring motor coordination, recognition of colors, animals, and textures, as well as promoting social interaction and autonomy. As a result, the babies actively engaged in the activities, demonstrating curiosity, imitation skills, and varying ways of interacting with the activities, often needing only minor support to complete tasks. The duality between caring and educating experienced by the nursery staff, who are assigned multiple caregiving roles, influencing the provision of pedagogical experiences, was also evident. It is concluded that the psychosocial intervention promoted intentional learning moments and broadened the children's repertoire, in addition to highlighting the need for policies and practices that value pedagogical work in the nursery, ensuring conditions for comprehensive development from the earliest years of life.