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Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular (UC) de Prática Profissional Supervisionada II (PPS II), abrangido pelo plano de estudos do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa, e tem como principal propósito enquadrar de forma reflexiva, crítica e fundamentada o processo de intervenção desenvolvido enquanto educadora-estagiária num contexto de Jardim de Infância (JI), no período compreendido entre 2 de outubro de 2023 e 31 de janeiro de 2024, com um grupo constituído por 24 crianças, com idades compreendidas entre os três e os seis anos. O relatório inclui, também, uma investigação desenvolvida em torno das conceções das famílias sobre o ambiente enquanto fator influenciador do brincar no jardim de infância (JI), delineada a partir do desempenho tanto dos pais como das crianças em estudo, e através da qual procurei, mais especificamente: (i) conhecer as conceções dos pais sobre o ambiente (barreiras e/ou facilitadores) na promoção do brincar no Jardim de Infância; (ii) compreender o modo como essas mesmas conceções dos pais influenciam o seu comportamento face à ação lúdica do(s) filho(s); e (iii) analisar o modo como o comportamento dos pais promove e/ou condiciona a ação lúdica da criança, identificando possíveis barreiras parentais ao brincar. Do ponto de vista metodológico, a investigação assume uma natureza qualitativa, baseando-se no método de estudo de caso, tendo-se recorrido a diferentes técnicas e instrumentos de recolha de dados, com vista à análise do seu conteúdo e posterior triangulação, nomeadamente: a observação direta participante e não participante, registos de observação, um inquérito por questionário, entrevistas semiestruturadas e a escala “The Children’s Physical Environments Rating Scale” (CPRES5) (Moore, 2012). Através do presente estudo compreende-se o quão importantes se revelam as experiências e vivências no espaço exterior para o desenvolvimento e a aprendizagem das crianças, evidenciando-se o papel dos/as adultos/as enquanto facilitadores ou condicionadores do brincar, assim como a importância da qualidade do ambiente onde essas brincadeiras ocorrem. A forma como os adultos atuam influencia diretamente o modo como as crianças brincam, logo é crucial sensibilizá-los relativamente aos riscos que surgem quando as crianças são privadas da liberdade de brincar no espaço exterior e de se conectar com a Natureza. O presente relatório descreve, ainda, o relevo da formação e das experiências nas PPS I e PPS II, relativas aos contextos de Creche e Jardim de Infância respetivamente, na construção da minha identidade profissional.
This report is part of Supervised Professional Practice II course, included in the curriculum of the Master's Degree in Preschool Education at the School of Education of Lisbon the Polytechnic Institute of Lisbon , and its main purpose is to frame in a reflective, critical, and well-founded manner the intervention process developed as a trainee educator in a Kindergarten (JI) context, in the period from October 2nd, 2023, to January 31st, 2024, with a group of 24 children, aged between three and six years. The report also includes research developed around families' perceptions of the environment as an influencing factor on play in kindergarten (JI), outlined based on the performance of both parents and the children under study, through which I sought, more specifically: (i) to understand parents' perceptions of the environment (barriers and/or facilitators) in promoting play in Kindergarten; (ii) to understand how these same parental perceptions influence their behavior towards their child's playful action; and (iii) to analyze how parental behavior promotes and/or conditions the child's playful action, identifying possible parental barriers to play. Methodologically, the research assumes a qualitative nature, based on the case study method, using different data collection techniques and instruments, aimed at analyzing their content and subsequent triangulation, namely: direct participant and non-participant observation, observation records, a questionnaire survey, semi-structured interviews, and the "The Children’s Physical Environments Rating Scale" (CPERS5) (Moore, 2012). Through this study, the importance of experiences and outdoor living spaces for children's development and learning is understood, highlighting the role of adults as facilitators or conditioners of play, as well as the importance of the quality of the environment where these plays occur. The way adults act directly influences how children play, so it is crucial to make them aware of the risks that arise when children are deprived of the freedom to play outdoors and connect with nature. This report also describes the importance of training and experiences in PPS I and PPS II, related to Nursery and Kindergarten contexts respectively, in the construction of my professional identity.
This report is part of Supervised Professional Practice II course, included in the curriculum of the Master's Degree in Preschool Education at the School of Education of Lisbon the Polytechnic Institute of Lisbon , and its main purpose is to frame in a reflective, critical, and well-founded manner the intervention process developed as a trainee educator in a Kindergarten (JI) context, in the period from October 2nd, 2023, to January 31st, 2024, with a group of 24 children, aged between three and six years. The report also includes research developed around families' perceptions of the environment as an influencing factor on play in kindergarten (JI), outlined based on the performance of both parents and the children under study, through which I sought, more specifically: (i) to understand parents' perceptions of the environment (barriers and/or facilitators) in promoting play in Kindergarten; (ii) to understand how these same parental perceptions influence their behavior towards their child's playful action; and (iii) to analyze how parental behavior promotes and/or conditions the child's playful action, identifying possible parental barriers to play. Methodologically, the research assumes a qualitative nature, based on the case study method, using different data collection techniques and instruments, aimed at analyzing their content and subsequent triangulation, namely: direct participant and non-participant observation, observation records, a questionnaire survey, semi-structured interviews, and the "The Children’s Physical Environments Rating Scale" (CPERS5) (Moore, 2012). Through this study, the importance of experiences and outdoor living spaces for children's development and learning is understood, highlighting the role of adults as facilitators or conditioners of play, as well as the importance of the quality of the environment where these plays occur. The way adults act directly influences how children play, so it is crucial to make them aware of the risks that arise when children are deprived of the freedom to play outdoors and connect with nature. This report also describes the importance of training and experiences in PPS I and PPS II, related to Nursery and Kindergarten contexts respectively, in the construction of my professional identity.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Ambiente Educativo Brincar Conceções Pais Segurança Educação pré-escolar Prática profissional supervisionada Educational environment Play Perceptions Parents Safety Preschool education Supervised professional practice
Citation
Cardoso, A. R. F. (2024). O ambiente como fator influenciador do brincar no jardim de infância: um estudo sobre a conceção dos pais (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17903