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Advisor(s)
Abstract(s)
No âmbito da Prática Profissional Supervisionada II (PPS II), tive a oportunidade de desenvolver novos conhecimentos, vivenciar novas experiências que me enriquecem enquanto pessoa e enquanto futura educadora de infância. Estas experiências vividas ao longo de quatro meses foram o mote para a realização do presente relatório.
No primeiro contacto com o grupo de crianças, a diversidade de idades despertou-me interesse, deste modo optei por continuar a aprofundar conhecimentos sobre a heterogeneidade de idades em grupos de jardim de infância. O mesmo interesse investigativo do ano anterior, embora naquele caso sobre um grupo de crianças em contexto de creche – Prática Profissional Supervisionada I (PPS I). A presente investigação possibilitou-me perceber as interações existentes entre as crianças de diferentes idades, conhecer em que momentos é que estas se observam e quais os benefícios que podem advir destas interações.
O estudo de caso que aqui apresento, de natureza qualitativa, incidiu sobre as relações de um grupo heterogéneo, constituído por vinte cinco crianças. Tendo para o efeito, recorrido a um conjunto de técnicas e instrumentos de recolha de dados, com vista a analisar e compreender o modo como este grupo específico de crianças, com idades diferentes, interagiam entre si.
Deste modo, constatei que as interações no grupo ocorrem sobretudo nos momentos de iniciativa das crianças e que na perspetiva dos adultos – equipa educativa e famílias -, são identificados benefícios resultantes da interação entre crianças com diferentes idades, tais como na relação com os outros e a nível da autonomia/independência.
Tendo a consciência, enquanto futura educadora de infância, que cada criança tem as suas características, coube-me conhecer cada criança na sua individualidade, de modo a conseguir adequar a minha prática contribuindo para o desenvolvimento de todas elas.
ABSTRACT It’s within the scope of Supervised Professional Practice II (SPP II) that I have the opportunity to acquire new knowledge and to live new experiences that enrich as a parson and as a futures kindergarten teacher. These experiences lived over 4 months were the motto for the realization of this report. In this first contact with the group of children, the diversity of ages aroused interest, therefore, I decide to continue to deepen my knowledge about the heterogeneity of ages in kindergarten groups. The same investigative interest of the previous year, although in that case about a group of children in a daycare context – Supervised Professional Practice II (SPP II). The present research allowed me to understand the interactions between children of different ages, to know when they are observed and what benefits can come from these interactions. The case study that I present here, of qualitative nature, focused on the relations of a heterogeneous group, consisting of twenty five children. In order to analyze and understand the way in which this specific group of children, of different ages, interacted with each other, I used a set of techniques and instruments for collecting data. Thus, I found that the interactions in the group occur mainly in the moments of initiative of the children and the from perspective of the adults – educational team and families – there are benefits resulting from the interaction between children with different ages, such as in relation to others and the level of autonomy/ independence. With the awareness, as a future kindergarten teacher, that every child has his own characteristics, it was up to me to know each child in his individuality, adapt my practice contributing for the development of all of them.
ABSTRACT It’s within the scope of Supervised Professional Practice II (SPP II) that I have the opportunity to acquire new knowledge and to live new experiences that enrich as a parson and as a futures kindergarten teacher. These experiences lived over 4 months were the motto for the realization of this report. In this first contact with the group of children, the diversity of ages aroused interest, therefore, I decide to continue to deepen my knowledge about the heterogeneity of ages in kindergarten groups. The same investigative interest of the previous year, although in that case about a group of children in a daycare context – Supervised Professional Practice II (SPP II). The present research allowed me to understand the interactions between children of different ages, to know when they are observed and what benefits can come from these interactions. The case study that I present here, of qualitative nature, focused on the relations of a heterogeneous group, consisting of twenty five children. In order to analyze and understand the way in which this specific group of children, of different ages, interacted with each other, I used a set of techniques and instruments for collecting data. Thus, I found that the interactions in the group occur mainly in the moments of initiative of the children and the from perspective of the adults – educational team and families – there are benefits resulting from the interaction between children with different ages, such as in relation to others and the level of autonomy/ independence. With the awareness, as a future kindergarten teacher, that every child has his own characteristics, it was up to me to know each child in his individuality, adapt my practice contributing for the development of all of them.
Description
Relatório de Estágio da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Interações entre crianças Zona de desenvolvimento proximal Ator social Interactions between children Zone of proximal development Social actor