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Authors
Advisor(s)
Abstract(s)
O presente relatório reflete o trabalho desenvolvido na Unidade Curricular de Prática Profissional Supervisionada II (PPSII), inserida no Mestrado em Educação Pré-Escolar, pela Escola Superior de Educação de Lisboa e tem como objetivo principal relatar todo o processo vivenciado ao longo destes 5 meses de estágio e investigar uma temática relacionada com o contexto socioeducativo refletindo, de forma gradual, a minha profissionalidade docente.
Durante a prática tive oportunidade de integrar um grupo composto por crianças com idades entre os 3 e os 6 anos, sendo que achei pertinente explorar e aprofundar a temática da heterogeneidade em idade no ensino pré-escolar, pois verifiquei que as interações entre as crianças de diferentes idades tinham um impacto bastante positivo no seu desenvolvimento e aprendizagem.
Desta forma, para realizar este estudo considerei os seguintes objetivos: (i) Identificar vantagens dos grupos heterogéneos em idade para o desenvolvimento e aprendizagem das crianças; (ii) Compreender de que modo a interação de um grupo de crianças de diferentes idades contribui para o seu desenvolvimento; (iii) Conhecer as perceções da educadora cooperante, da ajudante de ação educativa e das famílias sobre a importância dos grupos heterogéneos em idade para o desenvolvimento integral da criança.
Tendo em conta os objetivos enumerados acima, foi utilizada a metodologia de estudo de caso e a natureza da investigação caracteriza-se por ser qualitativa, na medida em que, recorri à observação direta e participante.
Relativamente aos dados, estes foram tratados através da técnica de análise de conteúdo e no que á análise dos dados diz respeito verifica-se que as interações entre crianças de idades diferentes contribuem para o seu desenvolvimento e aprendizagem, potenciando competências e valores, tais como a autonomia, o sentido de responsabilidade, a entreajuda, a cooperação e o desenvolvimento socioemocional.
ABSTRACT This report reflects the work developed in the Curricular Unit of Supervised Professional Practice II (PPSII), inserted in the Masters in Pre-School Education, by the Escola Superior de Educação de Lisboa and its main objective is to report the entire process experienced over these 5 months internship and investigate a theme related to the socio-educational context, gradually reflecting on my teaching professionalism. During the practice I had the opportunity to join a group composed of children aged between 3 and 6 years old, and I found it pertinent to explore and deepen the theme of age heterogeneity in preschool education, as I found that the interactions between children of different ages had a very positive impact on their development and learning. Thus, to carry out this study, I considered the following objectives: (i) Identify advantages of heterogeneous age groups for children's development and learning; (ii) Understand how the interaction of a group of children of different ages contributes to their development; (iii) Knowing the perceptions of the cooperating educator, the educational action assistant and the families on the importance of heterogeneous age groups for the integral development of the child. Taking into account the objectives listed above, the case study methodology was used and the nature of the investigation is characterized by being qualitative, insofar as I resorted to direct and participant observation. Regarding the data, these were treated through the technique of content analysis and as far as data analysis is concerned, it appears that interactions between children of different ages contribute to their development and learning, enhancing skills and values, such as autonomy, a sense of responsibility, mutual help, cooperation, socio-emotional and learning development.
ABSTRACT This report reflects the work developed in the Curricular Unit of Supervised Professional Practice II (PPSII), inserted in the Masters in Pre-School Education, by the Escola Superior de Educação de Lisboa and its main objective is to report the entire process experienced over these 5 months internship and investigate a theme related to the socio-educational context, gradually reflecting on my teaching professionalism. During the practice I had the opportunity to join a group composed of children aged between 3 and 6 years old, and I found it pertinent to explore and deepen the theme of age heterogeneity in preschool education, as I found that the interactions between children of different ages had a very positive impact on their development and learning. Thus, to carry out this study, I considered the following objectives: (i) Identify advantages of heterogeneous age groups for children's development and learning; (ii) Understand how the interaction of a group of children of different ages contributes to their development; (iii) Knowing the perceptions of the cooperating educator, the educational action assistant and the families on the importance of heterogeneous age groups for the integral development of the child. Taking into account the objectives listed above, the case study methodology was used and the nature of the investigation is characterized by being qualitative, insofar as I resorted to direct and participant observation. Regarding the data, these were treated through the technique of content analysis and as far as data analysis is concerned, it appears that interactions between children of different ages contribute to their development and learning, enhancing skills and values, such as autonomy, a sense of responsibility, mutual help, cooperation, socio-emotional and learning development.
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
Grupos heterogéneos em idade Jardim de infância Crianças Desenvolvimento e aprendizagem Heterogeneous groups in age Kindergarden Children Development and learning
Citation
Serras, M. F. S. (2022). A heterogeneidade em idade: um contributo para o desenvolvimento e aprendizagem em crianças de jardim de-infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15800