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Advisor(s)
Abstract(s)
Neste relatĂłrio pretende-se refletir sobre a ação pedagĂłgica desenvolvida no contexto de Jardim de InfĂąncia (JI) â durante o perĂodo de 25 de setembro de 2017 a 19 de janeiro de 2018, com um grupo de vinte crianças com idades compreendidas entre trĂȘs e os seis anos â incluindo, tambĂ©m, uma investigação sobre âO ambiente educativo e o desenvolvimento da independĂȘncia e autonomia em contexto de jardim de infĂąnciaâ. A necessidade de aprofundar o referido tĂłpico, surge da observação e reflexĂŁo das necessidades das crianças e dos desafios apresentados Ă s mesmas na sala onde realizei a PrĂĄtica Profissional Supervisionada II (PPS II).
Antes do capĂtulo da investigação, Ă© apresentada uma contextualização do equipamento, da equipa, do grupo de crianças e das suas famĂlias, explicita-se e avalia-se as intençÔes para a ação e descreve-se o processo vivido durante a PPS II.
Relativamente Ă investigação, a partir do trabalho desenvolvido com as crianças, a equipa educativa e as famĂlias, pretende-se analisar, refletir e compreender os processos e dinĂąmicas que promovem o desenvolvimento da independĂȘncia e autonomia das crianças, com especial enfoque sobre a influĂȘncia do ambiente educativo. Isto Ă©, pretende-se analisar em que medida a organização do espaço, tempo e materiais possibilita o desenvolvimento e aquisição da independĂȘncia e autonomia de trĂȘs crianças do grupo. A investigação assume uma abordagem qualitativa e o mĂ©todo utilizado Ă© o Estudo de Caso. As conclusĂ”es/inferĂȘncias resultaram do cruzamento de diversas fontes de recolha de informação: observação participante, registos fotogrĂĄficos, registos diĂĄrios, reflexĂ”es semanais, dia tĂpico, questionĂĄrios aos pais e Ă auxiliar de ação educativa e entrevista Ă educadora cooperante e Ă s crianças.
Observando e analisando cada criança como um ser Ășnico e individual, concluiu-se que â aqui, explicitando de forma geral â, a organização do tempo, espaço e materiais, tendo sentido para as crianças (isto Ă©, sendo possĂvel que as crianças antecipem e compreendam os vĂĄrios momentos do dia, que tenham regras na utilização dos espaços e materiais com significado para as mesmas e que lhes seja possibilitada a tomada de decisĂ”es e iniciativas, a realização de escolhas e o assumir de responsabilidades), contribui beneficamente para o desenvolvimento e aquisição da independĂȘncia e autonomia das mesmas.
ABSTRACT In this report, I intend to reflect on my pedagogical action developed in the context of Kindergarten - during the period from September 25th, 2017 to January 19th, 2018, with a group of twenty children aged between three and six years â also, including an investigation on "The educational environment and the development of the independence and autonomy in a kindergarten context". The need to deepen this topic arises from the observation and reflection of the children's needs and the challenges presented to them in the room where I performed Supervised Professional Practice II (SPP II). Before the research chapter, a contextualisation of the equipment, the team, the group of children and their families is presented, as well as the explanation and evaluation of the intentions for the action, and the description of the process during the SPP II. Regarding the investigation, based on the work carried out with the children, with the educational team and with the families, it is intended to analyze, reflect and understand the processes and dynamics that promote the independence and autonomy of children, with special focus on the influence of the educational environment. In other words, it intends to analyze in what way the organization of space, time and materials makes the development and acquisition of the independence and autonomy of three children of the group possible. The research takes a qualitative approach and the method used is the Case Study. The conclusions/inferences resulted from the crossing of several sources of information collection: participant observation, photographic records, daily records, weekly reflections, typical day, questionnaires to the parents and the auxiliary and interview to the kindergarten teacher and the children envolved. Observing and analyzing each child as a unique and individual being, it was concluded that - here, in general - the organization of time, space and materials, making sense for children (in other words, it is possible for children to anticipate and understand the various moments of the day, that have rules in the use of spaces and materials with meaning for them and that makes them possible to make decisions and initiatives, make choices and assume responsibilities), contributes beneficially to the development and acquisition of independence and autonomy.
ABSTRACT In this report, I intend to reflect on my pedagogical action developed in the context of Kindergarten - during the period from September 25th, 2017 to January 19th, 2018, with a group of twenty children aged between three and six years â also, including an investigation on "The educational environment and the development of the independence and autonomy in a kindergarten context". The need to deepen this topic arises from the observation and reflection of the children's needs and the challenges presented to them in the room where I performed Supervised Professional Practice II (SPP II). Before the research chapter, a contextualisation of the equipment, the team, the group of children and their families is presented, as well as the explanation and evaluation of the intentions for the action, and the description of the process during the SPP II. Regarding the investigation, based on the work carried out with the children, with the educational team and with the families, it is intended to analyze, reflect and understand the processes and dynamics that promote the independence and autonomy of children, with special focus on the influence of the educational environment. In other words, it intends to analyze in what way the organization of space, time and materials makes the development and acquisition of the independence and autonomy of three children of the group possible. The research takes a qualitative approach and the method used is the Case Study. The conclusions/inferences resulted from the crossing of several sources of information collection: participant observation, photographic records, daily records, weekly reflections, typical day, questionnaires to the parents and the auxiliary and interview to the kindergarten teacher and the children envolved. Observing and analyzing each child as a unique and individual being, it was concluded that - here, in general - the organization of time, space and materials, making sense for children (in other words, it is possible for children to anticipate and understand the various moments of the day, that have rules in the use of spaces and materials with meaning for them and that makes them possible to make decisions and initiatives, make choices and assume responsibilities), contributes beneficially to the development and acquisition of independence and autonomy.
Description
Relatório de Estågio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-escolar
Keywords
IndependĂȘncia Autonomia Espaço Tempo Materiais Independence Autonomy Space Time Materials
Citation
Gonçalves, A. B. G. (2018). O ambiente educativo e o desenvolvimento da independĂȘncia e da autonomia em contexto de jardim de infĂąncia (Dissertação de mestrado nĂŁo publicada). Instituto PolitĂ©cnico de Lisboa, Escola Superior de Educação, Lisboa DisponĂvel em: http://hdl.handle.net/10400.21/9429