EXPLORING ENGAGEMENT, INDEPENDENCE AND SOCIAL RELATIONSHIPS IN EARLY CHILDHOOD EDUCATION ROUTINES

Abstract

This study aimed to analyze and compare the engagement, independence, and social relationships of children aged 4 to 6 years, with typical and atypical development, in the routines of Early Childhood Education. The research also sought to provide support for the construction of more inclusive pedagogical practices and reinforce the relevance of early intervention in the school environment, considering the impact of interactions and the accessibility of routines on child development. The study adopted a quantitative approach, involving teachers and caregivers of children enrolled in an Early Childhood Education institution at UFSCar. A characterization questionnaire and the ClaMEISR (Classroom Measure of Engagement, Independence, and Social Relationships) instrument, developed by McWilliam (2014) and translated and adapted into Portuguese by Barros and Della Barba (2019), were used. The ClaMEISR was answered by the teachers, and the data obtained were organized and statistically analyzed, focusing on the domains of engagement, independence, and social relationships. The results showed that 5-year-old children had higher average scores than 4-year-olds in all assessed domains, indicating greater maturity and participation in routines. Children with typical development also showed better scores compared to those with atypical development, especially in activities that require social initiative. It was found that structured and mediated routines favor greater inclusion, while symbolic routines generate greater disparity between groups. It is concluded that the ClaMEISR is an effective instrument for identifying patterns of participation and guiding pedagogical interventions that promote greater accessibility and inclusion in Early Childhood Education.