This research aimed to analyze the activities of daily living (ADLs) of children in
situations of institutional care, discussing the importance of systematic evaluation of this
type of activity and the critical role that caregivers may have in gaining greater autonomy
in personal care and the acquisition of various skills. Comprising two interlinked studies in
the first part (study I) provides a characterization of scientific literature on the assessment
of activities of daily living in different contexts, covering research methods and
instruments used for this purpose. The observed results showed a prevalence of use of
standardized assessment instruments, and Pediatric Evaluation of Disability Inventory
(PEDI), most often found in the literature reviewed. Despite these developments in
evaluation methods, there was little or no attention to the contexts of ADL performance,
placing greater emphasis on the characteristics of the person, as the presence of limiting
pathologies. In this direction, the second study presents a description of the levels of
assistance provided by the ADL that involve educators, specifically, children who live in a
host institution and incentive strategies used by caregivers dealing with their routines for
each able to perform them in the most autonomous and efficient way possible. This
description used categories inspired in part II of the PEDI, the Caregiver Assistance. The
results showed a higher level of assistance in activities of hygiene and clothing compared
to data obtained in feeding activities. Is attributed these findings to routine institutional and
personal traits of the participants involved. We conclude that, in the institutional context,
the highest level of service observed may have a different meaning than would be expected
in a family environment. This higher level of attention and support checked could mean, on
the one hand, more educators moments of interaction with the child, this can be a positive
aspect in an environment that tends to be marked by the treatment depersonalized and rigid
routines. And another, less opportunity for the child to develop from a greater degree of
autonomy in ADL, which may have negative implications for the course of development.
The importance of assessing ecological and cast a glance to the daily activities of children
in residential institutions makes this research is located in order to contribute to a better
understanding of the development in this specific context, since it, often have their first
experiences of self-care. The results can guide and reflections indicated the formation of
programs to optimize resources and opportunities present in the routines of self-care in this
environment of institutional care.
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