Pedagogical practices developed with children through hospital classes: An integrative literature review

Abstract

ObjectiveTo analyze the evidence available in the literature on the pedagogical practices developed with children through hospital classes. MethodAn integrative review was conducted on July 20, 2022, in Scopus, MEDLINE/PubMed, CINAHL, LILACS, Web of Science, ERIC, Educ@, and Scielo using the following descriptors in English, Portuguese, and Spanish, extracted from DECS/MeSH, CINAHL, Brased/INEP, and ERIC Thesaurus: “Child, Hospitalized”, “Education, Special”, “Education Department, Hospital”, “Hospital Classroom”, “Hospital Class”, “Child Rearing”, “Educational Practices”, “Early Childhood Education”, “Education”, “Hospital Pedagogy”, and “Hospital Special Class”. No time restriction was applied. The EndNot Web reference manager and the Rayyan software were used to select studies, and later, the methodological rigor and level of evidence were assessed. ResultsThe 22 articles described pedagogical practices, including ludic activities, individualized work, working with regular school content, stimulation activities, pedagogical and dialogic listening, learning based on the exchange of knowledge, video games, computational robotics, and theatrical performance. ConclusionAlthough difficulties were identified in implementing pedagogical practices in the hospital, they were shown to allow educational continuity and clinical improvement of hospitalized children. Implications for practiceStudies on the educational process within the hospital setting can contribute to the development of public policies and the guarantee of the right to education for hospitalized children. DescriptorsSpecial education; Hospital education department; Hospitalized child; Child rearing; Teaching.