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Abstract(s)
O presente relatório constitui-se como uma análise crítica e reflexiva, sobre a Prática Profissional Supervisionada. Esta decorreu em contexto de Jardim de Infância, com um grupo de vinte e duas crianças com idades compreendidas entre os 3 e os 5 anos, durante cerca de quatro meses.
A problemática que dá nome ao relatório – Envolvendo-me na natureza posso brincar, aprender e crescer? - um estudo sobre a importância do espaço exterior no Jardim de Infância – surgiu no âmbito desta prática, dando continuidade à temática iniciada no contexto de Creche. Este documento aborda a importância do contacto com o espaço exterior para o desenvolvimento integral das crianças.
Inscrita no paradigma qualitativo e interpretativo, a investigação é concebida tendo como base o estudo de caso etnográfico, na medida em que se estudou a forma com este grupo utiliza os jardins da organização educativa. Neste sentido, foi importante perceber quais os contributos do contacto com a natureza e com o espaço exterior para o desenvolvimento das crianças, assim como as perspetivas da coordenadora pedagógica e da equipa educativa da sala, em relação ao espaço exterior da organização educativa.
A consulta documental, a observação direta, o inquérito por questionário e as conversas informais/diálogos com as crianças foram as técnicas de recolha de dados utilizadas. A triangulação das mesmas permitiu tecer um referencial teórico que foi complementado com registos decorrentes da prática e com bibliografia especializada. As principais conclusões deste estudo centram-se nos benefícios decorrentes da exploração do espaço exterior e da natureza – desenvolvimento e aquisição de diferentes competências, a nível motor, cognitivo e social. Saliente-se ainda que, possibilitou um conhecimento mais aprofundado sobre este grupo, permitindo conhecer as culturas lúdicas do mesmo.
ABSTRACT This report is a critic and reflexive analysis on the Supervised Professional Practice, under a kindergarten context during a four month period, with twenty-two children which ages were comprised between 3 and 5 years old. The underlying thematic of the report emerges from the scope of this practice as continuity of the one developed under nursery context. An assessment on the importance of the outdoor space for the full development of children is conducted throughout the report. Conceived with foundations on an ethnographic study – as the interaction of the children involved with the gardens of the educational entity were under evaluation – the following research is part of the qualitative and interpretative paradigm sphere. Was therefore paramount, to acknowledge the connection between children development and contact with nature and the outdoor space as well as both the educational team and coordinator views in regards to the outdoor space and educational organization. Data collection was based on previous research and regulations, direct observation, on top of questionnaires and dialogues with children. All of the above enabled this theoretical guide that has been complemented with both specialized bibliography and personal notes as result of the practice. Study’s main conclusions are focused on the benefits from exploring the outdoor space and nature – acquisition and development of competences on a cognitive, motor and social level. Moreover, the study allowed the author to develop a deep understating on the group and its ludic behavior.
ABSTRACT This report is a critic and reflexive analysis on the Supervised Professional Practice, under a kindergarten context during a four month period, with twenty-two children which ages were comprised between 3 and 5 years old. The underlying thematic of the report emerges from the scope of this practice as continuity of the one developed under nursery context. An assessment on the importance of the outdoor space for the full development of children is conducted throughout the report. Conceived with foundations on an ethnographic study – as the interaction of the children involved with the gardens of the educational entity were under evaluation – the following research is part of the qualitative and interpretative paradigm sphere. Was therefore paramount, to acknowledge the connection between children development and contact with nature and the outdoor space as well as both the educational team and coordinator views in regards to the outdoor space and educational organization. Data collection was based on previous research and regulations, direct observation, on top of questionnaires and dialogues with children. All of the above enabled this theoretical guide that has been complemented with both specialized bibliography and personal notes as result of the practice. Study’s main conclusions are focused on the benefits from exploring the outdoor space and nature – acquisition and development of competences on a cognitive, motor and social level. Moreover, the study allowed the author to develop a deep understating on the group and its ludic behavior.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Criança Desenvolvimento Brincar Espaço exterior Natureza. Children Development Play Outdoor space Nature
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação