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A demanda pelo atendimento na Educação Infantil (EI) e o avanço das políticas públicas voltadas a crianças com atraso no desenvolvimento alterou as características da população atendida na EI. Este artigo procura verifi car as concepções dos profi ssionais da Educação Infantil sobre Intervenção Precoce. A pesquisa teve caráter quantitativo contou com 322 participantes que atuam em Centros de Educação Infantil. O instrumento utilizado foi o “Questionário das concepções dos profissionais da Educação Infantil sobre Intervenção Precoce”, elaborado pela pesquisadora e colaboradores. A coleta dos dados ocorreu online. Os resultados apontaram que as concepções dos profissionais da Educação Infantil sobre IP são variadas, desde a centrada na criança, visando à superação de déficits a concepções pautadas na perspectiva bioecológica do desenvolvimento. O contexto familiar apresenta-se como um desafio para a melhoria da comunicação e parceria entre as famílias de crianças com atraso e os Centros de Educação Infantil. Palavras-chave: Intervenção precoce. Concepção de profissionais da educação. Perspectiva bioecológica do desenvolvimento humano. Educação Infantil. Early Childhood Professionals: Perspectives on Early Intervention Abstract The growing demand for care in Early Childhood Education (EI) and the advancement of public policies aimed at children with developmental delays change the characteristics of the population served in relation to the social, cultural and educational delineation, as well as the demands related to EI. Therefore, this article seeks to verify the conceptions of early childhood education professionals about EI. The research has a predominantly quantitative character and included 322 EI professionals, they answered the “Questionnaire on the Conceptions of Early Childhood Education Professionals”, an instrument developed by the researcher and collaborators. Data collection took place online. The results showed that the conceptions of the professionals of the Early Education are varied, from the centered in the child aiming at the overcoming of deficits, to conceptions centered in the family or systems. The family context presents itself as a challenge to improve communication and partnership with the Centers for Early Childhood Education. Keywords: Early intervention. Conceptions of education professionals. Bioecology human development. Childhood education. Profesionales de la Educación Infantil: Perspectivas sobre la Intervención Temprana Resumen La demanda por la atención en la Educación Infantil (EI) y el avance de las políticas públicas dirigidas a niños con retraso en el desarrollo han alterado las características de la población atendida en la EI. Este artículo busca verificar las concepciones de los profesionales de la Educación Infantil sobre Intervención Temprana. La encuesta tuvo carácter cuantitativo contó con 322 participantes que actúan en Centros de Educación Infantil. El instrumento utilizado fue “Cuestionario de las concepciones de los profesionales de la Educación Infantil sobre Intervención Temprana”, elaborado por la investigadora y colaboradores. La recolección de datos se produjo en línea. Los resultados apuntaron que las concepciones de los profesionales de la Educación Infantil sobre IP son variadas, desde la centrada en el niño, visando la superación de déficits, hasta las pautadas en la perspectiva bioecológica del desarrollo. El contexto familiar se presenta como un desafío para la mejora de la comunicación y asociación entre las familias de niños con retraso y los Centros de Educación Infantil. Palabras clave: Intervención temprana. Concepción de profesionales de la educación. Perspectiva bioecológica del desarrollo humano. Educación Infantil.

Understanding beliefs about parental practices can provide practitioners of early child care and their families elements for the design of effective early intervention strategies. The present study aimed to investigate the beliefs about parental practices in families of children with developmental delays. Thirty-six families of 40 children attending the Municipal Early Childhood Centers, who presented different delays in their development, in the city of Curitiba, Brazil, participated in this study the home visit was conducted for each family, in which the parents answered the two questionnaires. Among the results, it was verified that the higher the level of importance to the beliefs about practices of presentation of the baby or child in public, the lower the level of parental schooling. From these results, it is concluded that beliefs about parental practices differ when related to other factors, especially with parent level of education, and the presence of religious practices, which showed high importance for this sample.

Abstract Parental beliefs on child education and development might intervene in how parents relate to their children and promote their development. The present research aimed to identify parental beliefs about the development of children with developmental delays. For this, we took a qualitative approach, based on content analysis, from the answers obtained in the Questionnaire of Parental Beliefs on Child Development. We obtained answers of 36 families (fathers and mothers) of 40 children with different developmental delays, attending the Municipal Child Education Centers of a capital of the South region of Brazil. We could identify beliefs regarding the development of children, which were mainly understood as aspects related to the delays the child presented (negative) and to their achievements (positive), which represented the way in which these parents direct their parental educational practices.