| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 677.65 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatĂłrio, realizado no Ăąmbito da unidade curricular PrĂĄtica Profissional Supervisionada II, que decorreu em jardim-de-infĂąncia, tem como objetivo apresentar a minha evolução ao longo dos trĂȘs meses e meio da prĂĄtica, em que contactei com as crianças, as suas famĂlias e a equipa educativa. A intervenção e investigação desenvolvidas basearam-se totalmente na fundamentação teĂłrica adquirida noutras unidades curriculares e numa constante reflexĂŁo sobre o meu prĂłprio desempenho.
Durante toda a prĂĄtica, procurei respeitar os trĂȘs princĂpios psicopedagĂłgicos que defendo para a intervenção junto de crianças dos 3 aos 6 anos: i) a criança enquanto agente da aprendizagem; ii) o brincar enquanto fonte de aprendizagem e bem-estar; iii) a cooperação. Estes princĂpios foram operacionalizados nas rotinas diĂĄrias e nas atividades propostas.
O tema da investigação Ă© o desenvolvimento da competĂȘncia narrativa e decorreu da implementação da iniciativa âAgora contas tu!â, atravĂ©s da qual a educadora propĂŽs Ă s crianças contarem histĂłrias. Partindo desta iniciativa, tambĂ©m eu desafiei um grupo de quatro crianças a contarem histĂłrias, recorrendo, para o efeito, a duas estratĂ©gias distintas, uma com indutores com e sem esquema narrativo e outra com um texto modelo (reconto).
Inscrita no paradigma qualitativo ou interpretativo, a presente investigação assumiu a modalidade de investigação-ação. As técnicas de recolha de dados indispensåveis à sua implementação e continuidade foram o inquérito por questionårio e observação direta.
As principais conclusĂ”es desta investigação apontam para as vantagens do texto modelo e do indutor com esquema narrativo para o desenvolvimento desta competĂȘncia nas crianças.
ABSTRACT The following report, written for the curricular unit Supervised Professional Practice II, that took place in a kindergarten, has the purpose to present my evolution during the three months and a half of practice, in which I contacted with the children, their families and the educative team. The practice and the research were based in the theoretical basis acquired in other units and on a constant reflection about my own performance. During all practice period, I aimed to respect the three psychological and pedagogical principles I defend to the intervention with children from 3 to 6 years old: i) the child as an agent of his own learning; ii) play as a source for learning and wellbeing; iii) cooperation. These principles were put to practice in the daily routines and in the proposed activities. The theme of the research is the development of narrative ability and it had on its base the implementation of âNow you tell me!â, the educatorâs initiative through which she requested the children to tell stories. Starting from this initiative, I also challenged a group of four children to tell stories, resorting, for this purpose, to two different strategies, one with inducers with and without a narrative scheme and another with a model text (retelling). Inscribed in the qualitative or interpretative model, the present study assumed the action-research mode. The techniques used for collecting indispensable data for its implementation and continuity were the inquiry through questionnaire and direct observation. The main conclusions of this investigation point out the advantages of retelling and of the inducer with narrative scheme for the development of narrative ability in children.
ABSTRACT The following report, written for the curricular unit Supervised Professional Practice II, that took place in a kindergarten, has the purpose to present my evolution during the three months and a half of practice, in which I contacted with the children, their families and the educative team. The practice and the research were based in the theoretical basis acquired in other units and on a constant reflection about my own performance. During all practice period, I aimed to respect the three psychological and pedagogical principles I defend to the intervention with children from 3 to 6 years old: i) the child as an agent of his own learning; ii) play as a source for learning and wellbeing; iii) cooperation. These principles were put to practice in the daily routines and in the proposed activities. The theme of the research is the development of narrative ability and it had on its base the implementation of âNow you tell me!â, the educatorâs initiative through which she requested the children to tell stories. Starting from this initiative, I also challenged a group of four children to tell stories, resorting, for this purpose, to two different strategies, one with inducers with and without a narrative scheme and another with a model text (retelling). Inscribed in the qualitative or interpretative model, the present study assumed the action-research mode. The techniques used for collecting indispensable data for its implementation and continuity were the inquiry through questionnaire and direct observation. The main conclusions of this investigation point out the advantages of retelling and of the inducer with narrative scheme for the development of narrative ability in children.
Description
Relatório de Pråtica Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
CompetĂȘncia narrativa HistĂłrias Indutores Texto modelo Reconto. Narrative ability Stories Inducers Model text Retelling