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Abstract(s)
O presente relatório, elaborado no âmbito da Prática Supervisionada II (PPS II), tem como objetivo analisar e refletir, de forma fundamentada, ideias, motivações e intenções vividas, bem como evidenciar consolidações e saberes adquiridos, ao longo da minha intervenção em contexto de Jardim de Infância. Esta teve lugar numa instituição situada em Lisboa, com um grupo de 24 crianças com idades compreendidas entre os quatro e cinco anos. O documento encontra-se estruturado em seis capítulos: i. Introdução; ii. Caracterização para a ação Educativa; iii. Análise reflexiva da intervenção; iv. Introdução à investigação em Jardim de Infância; v. Construção da Profissionalidade Docente; e, por fim, vi. Considerações Finais. Para além da reflexão sobre a prática, o relatório também apresenta a investigação desenvolvida em contexto, centrando-se na temática da Literacia Emergente e Abordagem à Escrita, com o propósito de analisar e refletir sobre o papel do Educador de Infância no desenvolvimento de competências emergentes de escrita, bem como sobre as conceções das crianças acerca das mesmas. Mais concretamente, a investigação procurou compreender a influência do recurso didático Ditado ao Adulto no desenvolvimento das habilidades referidas. Para tal, definiram-se os seguintes objetivos: a) analisar o papel do/a Educador/a de Infância na promoção de competências emergentes de Literacia e Escrita em JI; b) indagar as conceções das crianças em idade pré-escolar face à(s) funcionalidade(s) da escrita; e c) compreender a influência do recurso didático Ditado ao Adulto na promoção de competências emergentes de Leitura e de Escrita em JI. A referida pesquisa empírica, coincidindo com uma abordagem qualitativa, baseou-se num estudo de caso, com recurso às seguintes técnicas de recolha de dados: a observação direta/participante e o respetivo diário de bordo (notas de campo e reflexões semanais), e duas entrevistas semiestruturadas, à Educadora Cooperante e a dez crianças do grupo, respetivamente. A análise dos resultados efetuou-se a partir do método da análise de conteúdo, prevendo a categorização e posterior triangulação dos dados obtidos. De forma sucinta, a investigação conduzida permitiu concluir que a Educadora Cooperante atribui um elevado valor à(s) funcionalidade(s) da escrita, bem como à emergência da mesma desde idades precoces. Enquanto mediadora de escrita, reconhece possuir um papel fundamental no desenvolvimento da mesma nas crianças. Por seu turno, as crianças também valorizam a ação de escrever, identificando-lhe várias funcionalidades, como identificar, comunicar, trabalhar, ler ou escrever, entre outras. A presente investigação permitiu ainda apurar que as crianças atribuem um especial valor ao adulto, afirmando que é a este a quem recorrem quando precisam de escrever, ditando-lhe, por exemplo, as suas narrativas orais. Pela pesquisa realizada, é possível compreender a importância do mediador de escrita e a influência que este detém no desenvolvimento de competências de escrita na criança, evidenciando, ainda, os benefícios do recurso didático Ditado ao Adulto, quando aplicado de forma consciente e intencional pelo Educador de Infância.
This report appears within the scope of Supervised Practice II (PPS II), with the main objective of analyzing and reflecting, in a well-founded way, ideas, motivations and intentions experienced, as well as highlighting consolidations and knowledge acquired, throughout my intervention in the context of kindergarten. This took place in an institution located in Lisbon, with a group of 24 children aged between four and five years old (ages corresponding to the month of January, the end of PPS II). In structural terms, the document is divided into six chapters, which are: i. Introduction; ii. Characterization for educational action; iii. Reflective analysis of the intervention; iv. Introduction to research in kindergarten; v. Construction of Teaching Professionality; and finally I saw it. Final considerations. In addition to reflecting on practice, the report also presents research carried out in context, focusing on the theme of Emergent Literacy and Approach to Writing, with the purpose of analyzing and reflecting on the role of the Early Childhood Educator in the development of emerging skills of writing, as well as children's conceptions about them. More specifically, the investigation sought to understand the influence of the teaching resource Adult Dictation on the development of the skills mentioned above. To this end, the following objectives were defined: a) Analyze the role of the Early Childhood Educator in promoting emerging Literacy and Writing skills in kindergarten; b) Investigate the conceptions of preschool children regarding the functionality(ies) of writing; and c) Understand the influence of the teaching resource Adult Dictation in promoting emerging Reading and Writing skills in kindergarten. The aforementioned empirical research, coinciding with a qualitative approach, was based on a case study, using the following data collection techniques: direct/participant observation and the respective logbook (field notes and weekly reflections), and two semi-structured interviews, with the Cooperating Educator and ten children in the group. The analysis of the results was carried out using the content analysis method, providing for the categorization and subsequent triangulation of the data obtained. Briefly, the investigation conducted allowed us to conclude that the Cooperating Educator attributes a high value to the functionality(ies) of writing, as well as its emergence from an early age. As a writing mediator, she recognizes that she plays a fundamental role in the development of writing in children. In turn, children also value the action of writing, identifying various features of it, such as communicating, working, reading or writing, among others. This investigation also allowed us to determine that children attribute great value to adults, stating that they are the ones they turn to when they need to write, dictating to them, for example, their oral narratives. Through the research carried out, it is possible to understand the importance of the writing mediator and the influence it has on the development of writing skills in children, also highlighting the benefits of the teaching resource Adult Dictation, when applied consciously and intentionally by the Educator of Childhood.
This report appears within the scope of Supervised Practice II (PPS II), with the main objective of analyzing and reflecting, in a well-founded way, ideas, motivations and intentions experienced, as well as highlighting consolidations and knowledge acquired, throughout my intervention in the context of kindergarten. This took place in an institution located in Lisbon, with a group of 24 children aged between four and five years old (ages corresponding to the month of January, the end of PPS II). In structural terms, the document is divided into six chapters, which are: i. Introduction; ii. Characterization for educational action; iii. Reflective analysis of the intervention; iv. Introduction to research in kindergarten; v. Construction of Teaching Professionality; and finally I saw it. Final considerations. In addition to reflecting on practice, the report also presents research carried out in context, focusing on the theme of Emergent Literacy and Approach to Writing, with the purpose of analyzing and reflecting on the role of the Early Childhood Educator in the development of emerging skills of writing, as well as children's conceptions about them. More specifically, the investigation sought to understand the influence of the teaching resource Adult Dictation on the development of the skills mentioned above. To this end, the following objectives were defined: a) Analyze the role of the Early Childhood Educator in promoting emerging Literacy and Writing skills in kindergarten; b) Investigate the conceptions of preschool children regarding the functionality(ies) of writing; and c) Understand the influence of the teaching resource Adult Dictation in promoting emerging Reading and Writing skills in kindergarten. The aforementioned empirical research, coinciding with a qualitative approach, was based on a case study, using the following data collection techniques: direct/participant observation and the respective logbook (field notes and weekly reflections), and two semi-structured interviews, with the Cooperating Educator and ten children in the group. The analysis of the results was carried out using the content analysis method, providing for the categorization and subsequent triangulation of the data obtained. Briefly, the investigation conducted allowed us to conclude that the Cooperating Educator attributes a high value to the functionality(ies) of writing, as well as its emergence from an early age. As a writing mediator, she recognizes that she plays a fundamental role in the development of writing in children. In turn, children also value the action of writing, identifying various features of it, such as communicating, working, reading or writing, among others. This investigation also allowed us to determine that children attribute great value to adults, stating that they are the ones they turn to when they need to write, dictating to them, for example, their oral narratives. Through the research carried out, it is possible to understand the importance of the writing mediator and the influence it has on the development of writing skills in children, also highlighting the benefits of the teaching resource Adult Dictation, when applied consciously and intentionally by the Educator of Childhood.
Description
Relatório de Prática Profissional Supervisionada II 2º ano do Mestrado em Educação Pré-Escolar
Keywords
Literacia emergente Escrita Ditado ao Adulto Criança Educação pré-escolar Prática profissional supervisionada Emergent literacy Writing Adult dictation Child Preschool education Supervised professional practice
Citation
Ferreira, R. F. (2024). “Podes escrever o que eu disse?” (S.F.): a descoberta da escrita no Jardim de Infância e o Ditado ao Adulto como instrumento didático mediador (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18096