Theoretical and methodological bases of adaptation to the Children's Circle in the family guidance process

Abstract

The Third Improvement of the Cuban Education System is projected through a transformation in educational levels, considering a greater role for educational agents. This article socializes the theoretical and methodological foundations of adaptation to the Day Care Center in the family guidance process. It emerges from the recognition of the inherent implications of the institution in contributing to the development of adaptation in the family setting. A qualitative approach was adopted for the research, with systematization as a methodological resource. Its objective is to identify theoretical and methodological aspects for implementing adaptation to the Day Care Center through family guidance. As a result, the relationships that occur between both processes in practice are identified, and family guidance is confirmed as a type of adaptation activity, which contributes to changing the way influences are valued as a component of performance. It is determined that the design and development of the adaptation developed by educators and families should be structured according to the stages and resources required by family guidance. It is concluded that greater comprehensiveness in the influences on the educational process is supported by positions that adopt a dual approach; based on the fact that, for better adaptation projection, family guidance must be a condition of the activity; but, at the same time, family guidance, when managing any content, must make adaptation an explicit purpose that values its role in the process.