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Advisor(s)
Abstract(s)
No presente relatório pretende-se caracterizar, analisar e refletir sobre o período de Prática Profissional Supervisionada (PPS) realizada no jardim-de-infância (JI), apresentar a investigação elaborada nesse período e descrever a construção da identidade profissional resultante de toda a formação.
A problemática investigada surgiu no âmbito da alteração do comportamento de uma criança, devido à descoberta do outro nas suas interações. Esta descoberta despoletou um aumento no número de conflitos interpessoais e a rejeição desta criança por parte dos colegas. Considerando que o desenvolvimento psicossocial é um domínio fundamental e incontornável para o crescimento saudável e equilibrado de uma criança, considerou-se relevante realizar uma investigação-ação centrada na redução dos conflitos e na promoção de interações positivas.
Face à problemática colocou-se a seguinte hipótese de ação: a utilização de Histórias Sociais® (HS) contribui para a promoção de interações sociais positivas entre crianças com e sem Necessidades Educativas Especiais (NEE). Ou seja, colocou-se a seguinte questão: será que as HS® ajudam a criança com NEE a interagir de uma forma positiva com os seus pares, promovendo a diminuição de comportamentos desadequados face aos pares?
Com esta investigação pretendeu-se (i) minimizar os comportamentos sociais desadequados que a criança manifestava nas brincadeiras entre pares; (ii) promover o desenvolvimento de interações positivas no grupo de crianças; (iii) compreender o papel das HS® na promoção do desenvolvimento social da criança com Perturbação do Espectro do Autismo (PEA) e (iv) identificar estratégias usadas com as HS® para promover mudanças no comportamento das crianças. Os resultados desta investigação foram positivos, evidenciando que as HS® ajudam a criança com NEE a interagir de uma forma positiva com os seus pares, promovendo a diminuição de comportamentos desadequados face aos pares.
Neste relatório é ainda apresentado o impacto positivo do caminho percorrido ao longo da PPS na construção da minha identidade.
ABSTRACT The main objectives of this report are to characterize, analyze and reflect the period concerned to the Supervised Professional Practice (SPP) accomplished in kindergarten, as well as present the research fulfilled during this period and describe the improvement of the professional identity resulting from all the training. The problematic investigated arisen in the scope of a change in a child's behavior, due to the discovery of the other in their interactions. This discovery triggered an increase in the number of interpersonal conflicts and the rejection of this child by the colleagues. Considering that psychosocial development is a fundamental and indispensable domain for the healthy and balanced growth of a child, it was considered relevant to implement an action research centered on the decrease of conflicts and the promotion of positive interactions. Regarding the mentioned problematic, the following hypothesis was considered: The use of Social Stories® (SS) contributes to the improvement of positive social interactions between children with and without Special Educational Needs (SEN). That is, the following question was raised: do the HS® help the child with SEN to interact in a positive way with their peers, promoting the decrease of the inappropriate behavior towards peers? With this research it was intended to (i) minimize the inappropriate social behaviors that the child evidenced during the games between peers; (Ii) improve the development of positive interactions in the group of children; (Iii) understand the role of HS in the improvement of the social development of the child with Autism Spectrum Disorder (ASD) and (iv) Identify strategies used with HS to promote changes in children's behavior. The results of this research were positive, proving that the HS® helps the child with SEN to interact in a positive way with his peers, promoting the reduction of inappropriate behaviors against the peers. This report also demonstrates the positive impact of the chosen way throughout SPP in order to improve of my identity.
ABSTRACT The main objectives of this report are to characterize, analyze and reflect the period concerned to the Supervised Professional Practice (SPP) accomplished in kindergarten, as well as present the research fulfilled during this period and describe the improvement of the professional identity resulting from all the training. The problematic investigated arisen in the scope of a change in a child's behavior, due to the discovery of the other in their interactions. This discovery triggered an increase in the number of interpersonal conflicts and the rejection of this child by the colleagues. Considering that psychosocial development is a fundamental and indispensable domain for the healthy and balanced growth of a child, it was considered relevant to implement an action research centered on the decrease of conflicts and the promotion of positive interactions. Regarding the mentioned problematic, the following hypothesis was considered: The use of Social Stories® (SS) contributes to the improvement of positive social interactions between children with and without Special Educational Needs (SEN). That is, the following question was raised: do the HS® help the child with SEN to interact in a positive way with their peers, promoting the decrease of the inappropriate behavior towards peers? With this research it was intended to (i) minimize the inappropriate social behaviors that the child evidenced during the games between peers; (Ii) improve the development of positive interactions in the group of children; (Iii) understand the role of HS in the improvement of the social development of the child with Autism Spectrum Disorder (ASD) and (iv) Identify strategies used with HS to promote changes in children's behavior. The results of this research were positive, proving that the HS® helps the child with SEN to interact in a positive way with his peers, promoting the reduction of inappropriate behaviors against the peers. This report also demonstrates the positive impact of the chosen way throughout SPP in order to improve of my identity.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção
de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Histórias sociais Interações sociais Inclusão Identidade profissional Supervised professional practice Social stories Social Interactions Inclusion Professional identity