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Abstract(s)
O presente relatório descreve de forma reflexiva a prática vivenciada no âmbito da Prática Profissional Supervisionada II (PPS II) do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa. O estágio teve lugar entre 2 de outubro e 31 de janeiro de 2024 em contexto de jardim de infância, na sala amarela, com um grupo de dezanove crianças de quatro anos de idade. Além de retratar as aprendizagens adquiridas, este relatório conta a consequente reflexão e evolução sentida a nível profissional. É, também, composto por um capítulo de natureza investigativa: “A gestão de conflitos numa sala de jardim de infância: interações entre pares e o papel do/a educador/a”. O presente estudo tem como objetivos: (i) analisar de que forma as crianças resolvem os seus conflitos entre elas e (ii) compreender o papel do/a educador/a na gestão
de conflitos entre crianças. Para dar resposta aos objetivos definidos, realizou-se um estudo de caso, envolvendo dezanove crianças, nove meninas e dez meninos, de uma sala de jardim de infância de quatro anos, de uma organização socioeducativa da área metropolitana de Lisboa. Como técnica de recolha de dados, recorreu-se à observação participante e à entrevista semiestruturada à educadora cooperante. Como instrumentos de recolha de dados, privilegiou-se a elaboração de notas de campo diárias e procedeu-se à análise de conteúdo, bem como o guião da entrevista. Os resultados obtidos apontam para o seguinte: verificou-se uma predominância de comportamentos agressivos face aos assertivos e submissos, apesar da utilização maioritária de estratégias não agressivas. No que concerne ao papel do/a educadora de infância, este é perspetivado no sentido de que as crianças se entendam através do diálogo entendendo as perspetivas dos seus pares.
This report provides a reflective account of the practice carried out as part of the Supervised Professional Practice II (PPS II) of the master’s degree in Pre-School Education at the Lisbon School of Education. The internship took place between October 2 and January 31, 2024, in a kindergarten setting, in the yellow room, with a group of nineteen four-year-olds. As well as portraying the lessons learned, this report tells of the consequent reflection and evolution felt at a professional level. It also includes an investigative chapter: "Conflict management in a kindergarten classroom: peer interactions and the role of the teacher". This study aims to: (i) analyse how children resolve conflicts between themselves and (ii) understand the role of the teacher in managing conflicts between children. To meet these objectives, a case study was carried out involving nineteen children, nine girls and ten boys, from a four-year-old kindergarten class in a socio-educational organization in the Lisbon metropolitan area. Participant observation and a semi-structured interview with the cooperating teacher were used as data collection techniques. Daily field notes were used as data collection tools, and content analysis was carried out on the interview script. The results obtained point to the following: there was a predominance of aggressive behaviour over assertive and submissive behaviour, despite most nonaggressive strategies being used. As far as the role of the nursery teacher is concerned, it is seen in the sense that the children understand each other through dialog, understanding the perspectives of their peers.
This report provides a reflective account of the practice carried out as part of the Supervised Professional Practice II (PPS II) of the master’s degree in Pre-School Education at the Lisbon School of Education. The internship took place between October 2 and January 31, 2024, in a kindergarten setting, in the yellow room, with a group of nineteen four-year-olds. As well as portraying the lessons learned, this report tells of the consequent reflection and evolution felt at a professional level. It also includes an investigative chapter: "Conflict management in a kindergarten classroom: peer interactions and the role of the teacher". This study aims to: (i) analyse how children resolve conflicts between themselves and (ii) understand the role of the teacher in managing conflicts between children. To meet these objectives, a case study was carried out involving nineteen children, nine girls and ten boys, from a four-year-old kindergarten class in a socio-educational organization in the Lisbon metropolitan area. Participant observation and a semi-structured interview with the cooperating teacher were used as data collection techniques. Daily field notes were used as data collection tools, and content analysis was carried out on the interview script. The results obtained point to the following: there was a predominance of aggressive behaviour over assertive and submissive behaviour, despite most nonaggressive strategies being used. As far as the role of the nursery teacher is concerned, it is seen in the sense that the children understand each other through dialog, understanding the perspectives of their peers.
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
Crianças Jardim de infância Gestão de conflitos Papel do/a educador/a Children Kindergarten Conflict management Role of the educator
Citation
Ferreira, B. M. (2024). A gestão de conflitos numa sala de jardim de infância: interações entre pares e o papel do/a educador/a (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17943