Identificación de la adultización e infantilización en los niños y niñas, desde el análisis conversacional adulto - niño y las relaciones que se establecen entre el ámbito familiar

Abstract

The monographic work carried out during the Bachelor's Degree in Childhood Pedagogy focused on the detection of research questions related to child development, covering various areas and dimensions. The limitation of observing and understanding specific behaviors in a large group of children at school led to reflection on the importance of taking advantage of the confinement due to the pandemic to closely study two children, Gisell and Felipe, with whom time was shared for two years. The characterization of the sociodemographic context and the socialization processes of Gisell and Felipe made it possible to identify specific aspects of the family environment that could influence their development. Participant observation, through logs, revealed similarities in the use of oral language and in the adult-child power dynamics in both cases. These findings sparked interest in investigating the implications of the continuous and close coexistence of children who, due to confinement, did not interact with their age peers. The analysis of everyday situations led to the identification of terms such as adultization and infantilization, contributing to building a deeper understanding of the relationship between children and adults in their environment. In summary, the study provided a valuable opportunity to develop observation and analysis skills in the educational field. The pandemic offered the unique opportunity to understand in detail the family and socialization environment of two children, highlighting the use of oral language and power dynamics as areas of interest. These findings offer useful tools for future teachers, allowing them to understand and support their students more effectively