Construction of the educator-baby bond from the IRDI methodology

Abstract

This article presents a reflection from a scene observed inside a nursery in the city of São Paulo. The way which a professional, working in the nursery, crossed by psychoanalysis, creates conditions for the emergence of a bond between teacher and baby in daycare is here discussed, using as reference the IRDI Methodology. This method is a procedure for the monitoring of psychic development by psychoanalysts in early childhood institutions through clinical indicators with predictive values of early developmental problems. We conclude that the existence of a dialogue between the teacher and the nursery professional is necessary in order to support the development of the bond.