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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular Prática Profissional Supervisionada II do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa, desenvolvida em contexto de Jardim de Infância, com um grupo de crianças de 2 a 5 anos de idade. É realizada uma análise reflexiva do meu percurso no local de estágio no período compreendido entre o dia 18 de outubro de 2021 e o dia 23 de fevereiro de 2022. Neste sentido, apresento uma breve caracterização do meio envolvente, do contexto institucional, da equipa educativa e do grupo de crianças, descrevendo as minhas intenções para com o grupo de crianças, equipa educativa e as famílias das crianças.
Este relatório apresenta a investigação efetuada ao longo da minha intervenção educativa, inserida num paradigma qualitativo, sendo o método utilizado o estudo de caso. O tema da problemática relaciona-se com a autonomia das crianças, que avaliei no decorrer do estágio a partir das observações efetuadas, tendo sido evidente que, inicialmente, as crianças apresentavam dificuldades em ser autónomas na sua rotina diária. Foram realizados registos diários e reflexões semanais como suporte à observação direta. Foi também aplicado um inquérito por questionário às famílias das crianças do grupo com que intervim e realizada uma entrevista à educadora cooperante com o intuito de identificar o nível de autonomia do grupo.
No que diz respeito aos resultados obtidos, foi possível verificar, através da entrevista à educadora cooperante e através dos inquéritos por questionário aplicados às famílias, que estas se encontram sensibilizadas para a importância da autonomia na rotina do dia-a-dia das crianças. Os adultos assumem um papel determinante, na medida em que depende deles a quantidade e qualidade de experiências que as crianças têm para desenvolver a sua autonomia.
Abstract This report was elaborated as part of the Supervised Professional Practice II Curricular Unit of the master’s degree in Pre-School Education at Escola Superior de Educação de Lisboa, developed in the context of kindergarten, with a group of children from 2 to 5 years old. A reflective analysis of my journey at the internship in the period between October 18, 2021, and February 23, 2022, is carried out. I provide a brief characterization of the surroundings, the institutional context, the educational team, and the children's group, describing my intentions towards them, the educational team, and the children's families. This report presents the research carried out during my educational intervention, inserted in a qualitative paradigm, the method used to be the case study. The theme is related to the autonomy of children, which I evaluated during the internship based on the observations I made. It was evident that initially the children presented difficulties in being autonomous in their daily routines. Daily records and weekly reflections were made to support direct observation. A questionnaire survey was also applied to the families of the children within the group with which I intervened and an interview with the cooperating educator was carried out to identify the level of autonomy of the group. About the results obtained, it was possible to verify, through the interview with the cooperating educator and through the questionnaire surveys applied to the families, that they are sensitized to the importance of autonomy in the children's day-to-day routine. Adults play a decisive role since the quantity and quality of experiences children must develop their autonomy depend on them.
Abstract This report was elaborated as part of the Supervised Professional Practice II Curricular Unit of the master’s degree in Pre-School Education at Escola Superior de Educação de Lisboa, developed in the context of kindergarten, with a group of children from 2 to 5 years old. A reflective analysis of my journey at the internship in the period between October 18, 2021, and February 23, 2022, is carried out. I provide a brief characterization of the surroundings, the institutional context, the educational team, and the children's group, describing my intentions towards them, the educational team, and the children's families. This report presents the research carried out during my educational intervention, inserted in a qualitative paradigm, the method used to be the case study. The theme is related to the autonomy of children, which I evaluated during the internship based on the observations I made. It was evident that initially the children presented difficulties in being autonomous in their daily routines. Daily records and weekly reflections were made to support direct observation. A questionnaire survey was also applied to the families of the children within the group with which I intervened and an interview with the cooperating educator was carried out to identify the level of autonomy of the group. About the results obtained, it was possible to verify, through the interview with the cooperating educator and through the questionnaire surveys applied to the families, that they are sensitized to the importance of autonomy in the children's day-to-day routine. Adults play a decisive role since the quantity and quality of experiences children must develop their autonomy depend on them.
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 Autonomia Papel do educador Children Kindergarten Autonomy Teacher’s role
Citation
Guiomar, C. S. S. (2022). “Eu não consigo! Podes ajudarme?” – a autonomia das crianças 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/10400.21/15728