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Authors
Advisor(s)
Abstract(s)
A unidade curricular de Prática Profissional Supervisionada II (PPS) teve como objetivo o desenvolvimento e aquisição de competências e atitudes de qualidade relacionadas com a educação de infância, mais especificamente em jardim de infância. Neste contexto, tive a oportunidade de contactar com crianças entre os 4 e os 7 anos e desenvolver conhecimentos profissionais e a minha identidade profissional.
No presente relatório caracteriza-se o contexto em que decorreu a PPS e faz-se uma análise reflexiva sobre as minhas intencionalidades para a ação educativa.
No decorrer da prática foi realizada um estudo sobre a mediação de interações de brincadeira e de conflito entre crianças. Teve-se como objetivo, que as mesmas se tornassem mais autónomas nas suas interações e, consequentemente, reduzir-se o risco de exclusão entre as crianças.
Seguiu-se uma metodologia de investigação-ação com um paradigma maioritariamente qualitativo. Foram analisadas notas de campo e realizadas provas sociométricas que permitiram avaliar as interações em análise.
Os resultados mostraram que algumas crianças se encontravam aparentemente excluídas do grupo. Por essa razão, foi em seguida desenvolvido um plano de intervenção. Foi então possível verificar que algumas das crianças excluídas passaram a demonstrar mais iniciativa de interação e que as crianças não excluídas se mostraram mais disponíveis para interagirem com as crianças excluídas. Também se identificaram comportamentos no adulto que podem ser melhorados no decorrer das mediações.
Como conclusão, é importante dispor de formas eficazes para identificar dificuldades de interação entre as crianças e para melhorar a qualidade da intervenção dos educadores nessas situações.
Este relatório termina com uma reflexão sobre o processo de construção da minha identidade profissional iniciada como ator individual e, gradualmente, tornando-me num ator integrado no grupo profissional dos educadores de infância.
ABSTRACT The curricular unit of Supervised Professional Practice II (PPS) had the purpose of developing and acquire quality skills and attitudes related to Early Childhood Education, more specifically in Pre-School. In this context I had the opportunity to contact with children from the age of 4 to 7 and develop my professional identity. This report presents a description of the context in which the PPS was carried out and a reflexive analysis of my intention for that context. During this course a research about mediation of interactions of play and conflict between children was carried out. The goal was for children to become more autonomous in their interactions and consequently reducing the risk of exclusion between them. The investigation method was the Action-Research with a paradigm mostly qualitative. The field notes were analyzed, and Sociometric Tests and Matrices were performed, these allowed the evaluation of the interactions. The results conclude that some children were, apparently, excluded from the group. Because of this an intervention plan was created. It was possible to verify that some of the excluded ones started to demonstrate more interaction initiative and the ones who were non-excluded were more available to interact with them. It was also possible to verify behaviors in the adults that can be changed during the mediations. Finally, it’s important to have several efficient ways of identifying interaction difficulties between children and to improve the quality of action of kindergarten teachers who are in those situations. This report began with me as an individual actor and, gradually, becoming an actor integrated in the professional group of kindergarten teachers and ends with a reflection about the process of construction of my professional identity.
ABSTRACT The curricular unit of Supervised Professional Practice II (PPS) had the purpose of developing and acquire quality skills and attitudes related to Early Childhood Education, more specifically in Pre-School. In this context I had the opportunity to contact with children from the age of 4 to 7 and develop my professional identity. This report presents a description of the context in which the PPS was carried out and a reflexive analysis of my intention for that context. During this course a research about mediation of interactions of play and conflict between children was carried out. The goal was for children to become more autonomous in their interactions and consequently reducing the risk of exclusion between them. The investigation method was the Action-Research with a paradigm mostly qualitative. The field notes were analyzed, and Sociometric Tests and Matrices were performed, these allowed the evaluation of the interactions. The results conclude that some children were, apparently, excluded from the group. Because of this an intervention plan was created. It was possible to verify that some of the excluded ones started to demonstrate more interaction initiative and the ones who were non-excluded were more available to interact with them. It was also possible to verify behaviors in the adults that can be changed during the mediations. Finally, it’s important to have several efficient ways of identifying interaction difficulties between children and to improve the quality of action of kindergarten teachers who are in those situations. This report began with me as an individual actor and, gradually, becoming an actor integrated in the professional group of kindergarten teachers and ends with a reflection about the process of construction of my professional identity.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Identidade profissional Educação de Infância Mediação de Interações de brincadeira Mediação de interações de conflito Mediation of interactions of play Mediation of interactions of conflict Professional identity Childhood education
Citation
Rosa, S. R. J. (2019). Mediação de interações de brincadeira e de conflito entre crianças em contexto de Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13029
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa