Intervenção e investigação em idades precoces: o legado de Joaquim Bairrão

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Abstract

O presente artigo descreve projectos de Intervenção Precoce (IP) e de investigação que Joaquim Bairrão dinamizou, desde a década de 1980, aquando da introdução pioneira desta área em Portugal, até ao momento actual. Serão descritos os principais resultados da implementação do primeiro programa de IP no nosso país, o Modelo Portage para Pais, bem como trabalhos de mestrado e de doutoramento subsequentes e que reflectem a evolução conceptual dos modelos de IP a nível internacional. A concretização destes estudos, sob a orientação de J. Bairrão, reflecte o seu papel inovador na implementação de estudos pós-graduados em IP, bem como na ligação entre investigação e trabalho na comunidade, desenvolvido no âmbito do Projecto de IP de Matosinhos. A implementação de práticas inovadoras e baseadas em recomendações internacionais no âmbito de tais estudos e projectos, não só reflectem uma forte convicção que orientou o trabalho científico de J. Bairrão, como constituem um valioso legado no domínio da Psicologia do Desenvolvimento e da Educação da Criança.

Translated abstract

The present paper describes Early Childhood Intervention (ECI) projects and research studies developed and coordinated by Joaquim Bairrão since the years 1980, when he first introduced this area of knowledge in Portugal, until recently. We will describe the main results of the first early intervention program in our country, the Portage Program for Parents, as well as subsequent Master and PhD studies which reflect the conceptual evolution of the theoretical models underlying ECI. These studies, carried under J. Bairrão supervision, reflect his innovative role in implementing postgraduate studies in ECI as well as in connecting research with intervention in the community in the scope of the Early Intervention Project - PIP de Matosinhos. The innovative and internationally recommended practices underlying these research studies and ECI projects, not only reflect a strong conviction that oriented J. Bairrão’s scientific work, but also represent a valuable legacy in the field of Child Development and Educational Psychology.

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The Ecology of Human Development : Experiments by Nature and Design

Urie Bronfenbrenner (1979)

Here is a book that challenges the very basis of the way psychologists have studied child development. According to Urie Bronfenbrenner, one of the world’s foremost developmental psychologists, laboratory studies of the child’s behavior sacrifice too much in order to gain experimental control and analytic rigor. Laboratory observations, he argues, too often lead to “the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time.” To understand the way children actually develop, Bronfenbrenner believes that it will be necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. This book offers an important blueprint for constructing such a new and ecologically valid psychology of development. The blueprint includes a complete conceptual framework for analysing the layers of the environment that have a formative influence on the child. This framework is applied to a variety of settings in which children commonly develop, ranging from the pediatric ward to daycare, school, and various family configurations. The result is a rich set of hypotheses about the developmental consequences of various types of environments. Where current research bears on these hypotheses, Bronfenbrenner marshals the data to show how an ecological theory can be tested. Where no relevant data exist, he suggests new and interesting ecological experiments that might be undertaken to resolve current unknowns. Bronfenbrenner’s groundbreaking program for reform in developmental psychology is certain to be controversial. His argument flies in the face of standard psychological procedures and challenges psychology to become more relevant to the ways in which children actually develop. It is a challenge psychology can ill-afford to ignore.