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Advisor(s)
Abstract(s)
A noção de tempo e de espaço é uma aquisição fundamental a ser desenvolvida na educação pré-escolar ou da primeira infância, de forma que as crianças compreendam a sucessão das suas rotinas e antecipem acontecimentos do seu dia-a-dia e deve ser estimulada nas práticas educativas do jardim-de-infância. Estes conhecimentos permitem que as crianças se sintam seguras durante o seu dia. O presente estudo tem como
objetivos: (i) Identificar aquisições nas crianças antes e após a implementação de um plano de intervenção educativa, relativamente à sua noção de tempo; (ii) Identificar alterações comportamentais nas crianças na entrada, na saída e durante o seu dia-a-dia, antes e após a implementação de um plano de intervenção educativa da investigação. Para dar resposta aos objetivos definidos, realizou-se uma investigação-ação com um grupo de crianças entre os dois e os quatro anos de idade de uma sala de jardim-de-infância. A investigação foi realizada através do modelo em espiral cíclica, tendo ocorrido num primeiro momento a identificação do problema através da caracterização do grupo. Num segundo momento a recolha de dados foi realizada através da implementação do instrumento COR e a observação de incidentes críticos no dia-a-dia do grupo, e uma entrevista semiestruturada à educadora de sala. Posteriormente foi formulado um plano de intervenção educativa para dar resposta às fragilidades identificadas e, por fim, a reavaliação através do instrumento COR e a observação de incidentes críticos do grupo de crianças e uma entrevista semiestrutura à educadora de sala. Os resultados da presente investigação indicam que embora a sua duração tenha sido curta, observaram-se melhorias na noção de tempo, tais como, antecipação de acontecimentos, utilização de
expressões (amanhã e ontem, de forma correta) e alteração dos comportamentos de tristeza e ansiedade na entrada e saída da escola, respetivamente. Como modelo em espiral cíclica a intervenção é recursiva, sendo agora tempo de delinear um novo plano de intervenção educativa.
ABSTRACT The notion of time and space is a fundamental acquisition to be developed in pre-school or early childhood education, so that children understand the succession of their routines and anticipate events in their day-to-day life, and which must be encouraged in kindergarten educational practices. This knowledge allows children to feel safe during their day. The present study aims to: (i) Identify acquisitions in children before and after the implementation of an educational intervention plan, regarding their notion of time; (ii) Identify behavioral changes in children when entering, leaving and during their dayto- day life, before and after the implementation of an educational research intervention plan. In order to respond to the defined objectives, an action-research was carried out with a group of children between two and four years of age from a kindergarten classroom. The investigation was carried out using the cyclic spiral model, with the identification of the problem occurring at first through the characterization of the group. In a second moment, data collection was carried out through the implementation of the COR instrument and the observation of critical incidents in the group's day-to-day life, and a semi-structured interview with the classroom educator. Subsequently, an educational intervention plan was formulated to respond to the identified weaknesses and, finally, the reassessment using the COR instrument, observation of critical incidents and a semistructured interview with the classroom teacher. The results of the present investigation indicate that although its duration was short, improvements in the notion of time were observed, such as anticipation of events, use of expressions (tomorrow and yesterday, correctly) and change in behaviors of sadness and anxiety on entering and leaving school, respectively. As a cyclical spiral model, the intervention is recursive, and now is the time to outline a new educational intervention plan.
ABSTRACT The notion of time and space is a fundamental acquisition to be developed in pre-school or early childhood education, so that children understand the succession of their routines and anticipate events in their day-to-day life, and which must be encouraged in kindergarten educational practices. This knowledge allows children to feel safe during their day. The present study aims to: (i) Identify acquisitions in children before and after the implementation of an educational intervention plan, regarding their notion of time; (ii) Identify behavioral changes in children when entering, leaving and during their dayto- day life, before and after the implementation of an educational research intervention plan. In order to respond to the defined objectives, an action-research was carried out with a group of children between two and four years of age from a kindergarten classroom. The investigation was carried out using the cyclic spiral model, with the identification of the problem occurring at first through the characterization of the group. In a second moment, data collection was carried out through the implementation of the COR instrument and the observation of critical incidents in the group's day-to-day life, and a semi-structured interview with the classroom educator. Subsequently, an educational intervention plan was formulated to respond to the identified weaknesses and, finally, the reassessment using the COR instrument, observation of critical incidents and a semistructured interview with the classroom teacher. The results of the present investigation indicate that although its duration was short, improvements in the notion of time were observed, such as anticipation of events, use of expressions (tomorrow and yesterday, correctly) and change in behaviors of sadness and anxiety on entering and leaving school, respectively. As a cyclical spiral model, the intervention is recursive, and now is the time to outline a new educational intervention plan.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação-pré-escolar Investigação-ação Prática profissional supervisionada Noção temporal Noção espaço-temporal. Education-preschool Action-research Supervised professional practice Temporal notion Space-time notion
Citation
Pestana, M. P. C. (2023). “Eu ontem vou cortar o cabelo” A noção de tempo 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/10400.21/16229