THE DAYCARE CENTER IN THE PROCESS OF CARING AND EDUCATING: CONNECTIONS BETWEEN PRACTICES AND CONCEPTIONS IN EARLY CHILDHOOD EDUCATION

Abstract

Daycare centers play a fundamental role in early childhood education by integrating care and education as inseparable practices. Historically, daycare services were primarily associated with basic assistance, focusing on hygiene, nutrition, and child protection. However, advances in pedagogical approaches and public policies have established the understanding that care is also an educational act, guided by intentionality and meaningful interactions. In this context, the articulation between practices and conceptions in daycare requires professionals to recognize children as active subjects with rights, who participate in their own development process. Daily routines such as feeding, sleeping, playing, and social interaction become valuable opportunities for learning, socialization, and the building of emotional bonds. Thus, care is no longer seen as merely technical, but as involving emotional, cognitive, and social dimensions. The conceptions that guide these practices should be aligned with an integrated view of child development, encompassing physical, emotional, social, and cultural aspects. Therefore, continuous professional development, intentional planning, and the organization of environments that promote autonomy and exploration are essential. In this way, daycare is understood as an educational space that goes beyond assistance, fostering children’s holistic development through the integration of care and education. This integration requires coherence between theory and practice, ensuring meaningful experiences that respect the needs and potential of early childhood.