Psychological Health Education in Nurseries: Off to a Good Start in the Psychic Development of Children Aged Zero to Eighteen Months

DOI: 10.4236/ce.2015.620225   PDF   HTML   XML   3,334 Downloads   3,663 Views   Citations


Nurseries are a reality in the lives of present-day babies and modern families must count on them. In Brazil, nurseries are nowadays called Centers for Childhood Education so as to emphasize their role in education. Even though it is necessary to consider childhood education as a valuable tool in psychic or mental health development, efforts in training professionals involved with child care have been few and far between. Psychic development is taken as a dimension in the child’s development responsible for the establishment of the subjectivity, as it is conceived by psychoanalysis. Subjectivity supports affective relationships and desires directed at others. It is already known that attention to this dimension in development can significantly reduce the incidence of mental disorders both in childhood and adult life. This study aims to validate a methodology to train teachers and monitor the psychic development of nursery children aged zero to eighteen months. The methodology was applied by psychologists and was based on the IRDI instrument, which is composed by clinical indicators that monitor risks to child development. The indicators were adapted to the nursery environment. Early results indicate that the IRDI Methodology is effective in monitoring and promoting mental health in early childhood.

Share and Cite:

Kupfer, M. , Bernardino, L. , Pesaro, M. and Mariotto, R. (2015) Psychological Health Education in Nurseries: Off to a Good Start in the Psychic Development of Children Aged Zero to Eighteen Months. Creative Education, 6, 2197-2204. doi: 10.4236/ce.2015.620225.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Brazil. Ministry of Health. Health Secretariat. Department of Strategic Programmatic Actions (2013). Care Guidelines for the Rehabilitation of Persons with Autism Spectrum Disorders. (Diretrizes de atenção à reabilitação da pessoa com transtornos do espectro do autismo). Brasília: Ministry of Health.
[2] Campos, M. M., Rosemberg, F., & Ferreira, I. M. (1995). Nurseries and Pre-Schools in Brazil. (Creches e pré-escolas no Brasil) (2nd. ed.). São Paulo: Cortez.
[3] Couto, M. C. V., Duarte, C. S., & Delgado, P. G. G. (2008). Child Mental Health and Public Health in Brazil: Current Situation and Challenges. Brazilian Journal of Psychiatry, 30, 390-398.
[4] Crespin, G. (2006). Words of Littleones. (Paroles de tout-petits) (1st ed.). Listening to Nursery Children (à l’écoute des enfants en crèche). Paris: Albin Michel.
[5] Crespin, G., & Parlato-Oliveira, E. (2015). Préaut. (Project). In A. Jerusalinsky (Ed.), Autism Dossier. (Dossiê autism) (pp. 436-455). São Paulo: Instituto Langage.
[6] Fleitlich, B. W., & Goodman, R. (2004). Epidemiology. (Epidemiologia). Brazilian Journal of Psychiatry, 22, 2-6.
[7] Guedenay, A., Mintz, A. S., & Dugravier, R. (2007). Developmental Risks in Babies from Birth to 18 Months. (Risques développementaux chez le nourrisson de la naissance à 18 mois). Psychiatry/Pedopsychiatry, 17, 195-200.
[8] Jerusalinsky, A. N. et al. (2015). Babies at Risk of Autism and Psychoanalysts’ Resources for Helping Them. (Bebês em risco de autismo e os recursos do psicanalista para ajudá-los). In: A. Jerusalinsky (Ed.), Autism Dossier (pp. 407-415). São Paulo: Instituto Langage.
[9] Kupfer, M. C. M., Bernardino, L. M. F., & Mariotto, R. M. M. (Eds.) (2014). From Baby to Subject: The IRDI Methodology in Nurseries (De bebê a sujeito: A metodologia IRDI nas creches). São Paulo: Escuta/Fapesp, 304 p.
[10] Kupfer, M. C. M., Jerusalinsky, A. N., Bernardino, L. M. F., Wanderley, D. R., Barbosa, P. S., Molina, S. E. et al. (2010). Predictive Value of Clinical Risk Indicators in Child Development: Final Results of a Study Based on Psychoanalytic Theory. Latin American Journal of Basic Psychopathology, 13, 31-52.
[11] Kupfer, M. C., Bernardino, L. M. F., Mariotto, R. M. M., Pesaro, M. E., de Lajonquière, L., Voltolini, R., & Machado, A. M. (2012). IRDI Methodology: Prevention Actions in Infancy (Metodologia IRDI: Umaação de prevençãona primeira infância). In M. C. Kupfer, L. F. Bernardino, & R. M. M. Mariotto (Eds.), Psychoanalysis and Prevention Actions in Infancy (Psicanálise e ações de prevenção na primeira infância) (pp. 129-143). São Paulo: Escuta/Fapesp.
[12] Lajonquière, L. (2010). Childhood Figures: Psychoanalysis in Children’s Daily Lives (Figuras do infantil: A psicanálise na vida cotidiana com as crianças) (p. 272). Petrópolis: Vozes.
[13] Laznik, M. C. (2000). The Voice as the Oral Drive’s First Object (A voz como primeiro objeto da pulsão oral). Estilos da Clinica. Revista sobre a Infância com Problemas. (Styles of Practice. Journal of Childhood Problems), 5, 80-93.
[14] Lerner, R., di Paolo, A. F., Campana, N. T. C., de Morais, A. S., Tocchio, A. B., & da Silva, R. R. F. (2013). Psychology at the Crossroads between the Collective and the Psychic: The Construction of a Public Health Policy of Development Care (A Psicologia na articulação entre os âmbitos coletivo e psiíquico: Construção de uma política puública em saúde de cuidado com o desenvolvimento). Psychology: Science and Profession, 33, 100-111.
[15] Mariotto, R. M. M. (2009). Caretaking, Education and Prevention: The Role of Nurseries in Babies’ Self-Formation (Cuidar, educar e prevenir: As funções da creche na subjetivação de bebês). São Paulo: Escuta.
[16] Ministry of Planning, Budget, and Management. Brazilian Institute of Geography and Statistics (2010). A Synthesis of Social Indicators: An Analysis of the Living Conditions of the Brazilian Population (Síntese de Indicadores sociais: Uma análise das condiç ões de vida da população brasileira). Studies and Research—Demographic and Socioeconomic Information, Rio de Janeiro: IBGE.
[17] Morais, A. S., Bronzatto, E. M. K., Lerner, R., & Kupfer, M. C. M. (2015). Effects of Pediatric Training for Detecting Signs of Developmental Problems. Psychology: Science and Profession, 35, 359-373.
[18] Oliveira, Z. M. R. (2002). Child Education: Foundation and Methods (Educação Infantil: Fundamentos e métodos). São Paulo: Cortez.
[19] Tocchio, A. B. (2013). Continuous Training of Nursing Professionals in Basic Health Based on Clinical Indicators of Risk to Child Development (Educação permanente de profissionais de enfermagem da atenção básica à saúde a partir de indicadores clínicos de risco para o desenvolvimento infantil). Master’s Thesis, São Paulo: University of São Paulo.
[20] Voltolini, R. (2011). Education and Psychoanalysis (Educação e psicanálise). Rio de Janeiro: Zahar, 84 p.
[21] Winnicott, D. W. (2012). The Child, the Family and the Outside World (6th ed.). Rio de Janeiro: LTC, 270 p.

comments powered by Disqus

Copyright © 2020 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.