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Authors
Advisor(s)
Abstract(s)
O presente relatório contém uma análise reflexiva sobre a Prática Profissional Supervisionada II (PPSII), desenvolvida num Jardim de Infância (JI) público, numa sala com 20 crianças, com idades entre os três e os seis anos.
Caracteriza também o contexto socioeducativo, os agentes educativos, as crianças e respetivas famílias e as minhas intenções para a ação pedagógica.
Inclui ainda um estudo de caso, de natureza qualitativa, sobre o comportamento socioemocional de uma criança com Necessidades Educativas Especiais (NEE) que teve os seguintes objetivos: (i) compreender como pode ser potenciado o desenvolvimento socioemocional de uma criança com NEE; e (ii) identificar as estratégias utilizadas pela equipa educativa para promover o desenvolvimento socioemocional dessa criança.
A recolha de dados baseou-se na observação, notas de campo e entrevistas à equipa de sala.
Quanto aos resultados, verificou-se uma progressiva emergência de comportamentos socialmente ajustados por parte da criança e identificaram-se um conjunto de estratégias da equipa educativa que, muito provavelmente, explicaram esse desenvolvimento.
Conclui-se que, um trabalho sistemático e afetivamente equilibrado por parte da equipa educativa, potenciou o desenvolvimento socioemocional desta criança. O relatório conclui-se com uma reflexão mais geral sobre o impacto da PPS II e de todo o meu percurso formativo, na construção da minha profissionalidade enquanto Educadora de Infância.
Abstract This report describes a reflective analysis on a practical internship (Prática Profissional Supervisionada II – PPS II) that took place in a state run kindergarten, with 20 preschool children, aged 3 to 6 years. We start by characterizing the educational context and its agents, the children and their families and also explain which pedagogical intentions underlined our practice. A qualitative case study is also included on the socio-emotional development of a child that required a special needs intervention. Two aims were attempted: (i) To understand how the socioemotional development of this child can be enhanced; (ii) To identify which behavioral strategies are used by the educational team in order to promoting this child’s socio-emotional development. Data collection took the forms of naturalistic observations, field notes and interviews to the educational team. A progressive emergence of a more tuned socio-emotional behavior from the child was found. Specific strategies used by the educational team were also identified. These, most probably, explained that progressive amelioration. We concluded that a systematic and affectively balanced intervention performed by the educational team has enhanced this child’s socio-emotional development. A more general reflection on how both this internship and my theoretical training impacted on the construction of my professional identity as a pre-school teacher, concludes this report.
Abstract This report describes a reflective analysis on a practical internship (Prática Profissional Supervisionada II – PPS II) that took place in a state run kindergarten, with 20 preschool children, aged 3 to 6 years. We start by characterizing the educational context and its agents, the children and their families and also explain which pedagogical intentions underlined our practice. A qualitative case study is also included on the socio-emotional development of a child that required a special needs intervention. Two aims were attempted: (i) To understand how the socioemotional development of this child can be enhanced; (ii) To identify which behavioral strategies are used by the educational team in order to promoting this child’s socio-emotional development. Data collection took the forms of naturalistic observations, field notes and interviews to the educational team. A progressive emergence of a more tuned socio-emotional behavior from the child was found. Specific strategies used by the educational team were also identified. These, most probably, explained that progressive amelioration. We concluded that a systematic and affectively balanced intervention performed by the educational team has enhanced this child’s socio-emotional development. A more general reflection on how both this internship and my theoretical training impacted on the construction of my professional identity as a pre-school teacher, concludes this report.
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
Desenvolvimento socioemocional Necessidades educativas especiais Gestão comportamental Educação pré-escolar. Socio-emotional development Special education needs Behavioral management strategies Preschool education
Citation
Ferreira, C. A. J. (2021). O desenvolvimento socioemocional de uma criança com nee numa sala de jardim-de-infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14448