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Authors
Advisor(s)
Abstract(s)
A forma de comunicar da educadora potência, ou não, a participação,
autoafirmação e autoestima da criança. Nesta pesquisa pretendemos, estudar e relacionar
a Qualidade Interativa (Empatia, Desafio, Cooperação, Atenção e Reciprocidade, e
Elaboração/Fantasia Associada) e comunicativa (Número de: Sugestões, Direções,
Ordens, Elogios, Críticas, Valorização, Ensino, Perguntas de conteúdo e Perguntas de
processo) da educadora em interações livres e construção conjunta com a criança.
Participaram no estudo 64 díades de educadora-criança observados independentemente a
realizar um produto à sua escolha, durante 20 minutos, com materiais e ferramentas
predefinidos. No momento da observação, as crianças encontravam-se entre os 3 e 5 anos
e não apresentavam problemas de desenvolvimento. Para reduzir as condições de
variância secundária selecionamos crianças primogénitas, portuguesas e oriundas de
famílias sem fatores de risco social ou económicos. As educadoras tinham mais do que 5
anos de experiência profissional. Para análise dos comportamentos das educadoras, os
vídeos foram cotados com as escalas de interação e comunicação Tandem. Os resultados
indicam que as educadoras que mais elogiam e valorizam a criança, são simultaneamente
aquelas que lhe dão mais oportunidades de experimentar e colocar as suas ideias em
prática, são mais sensíveis às suas necessidades e desafiam-nas a aprender. As meninas
recebem mais sugestões e ensino do que os meninos, e as crianças mais novas são mais
valorizadas do que as restantes. O presente estudo sugere que a forma como a educadora
interage e como comunica com a criança estão mutuamente interligadas, criando um
contexto relacional no qual as interações se estabelecem.
ABSTRACT The way the educator communicates promotes, or not, the participation, selfaffirmation, and self-esteem of the child. In this research we intend to study and relate the Interactive (Empathy, Challenge, Cooperation, Attention and Reciprocity, and Elaboration/Associated Fantasy) and Communicative quality (Number of: Suggestions, Directions, Commands, Compliments, Criticism, Appreciation, Teaching, content questions and process questions) of the educator in free interactions and in collaborative construction with the child 64 dyads of educator-child participated in this study and they were observed independently when realizing a product of their choice, for 20 minutes, with predefined material and tools. In the moment of the observation, the children were between 3 and 5 years old and did not reveal any developing problems. To reduce the conditions of secondary variance, we selected Portuguese primogenitor children, without any social or economic risk factors. The female educators had more than 5 years of professional experience. With the aim of analyzing the educator’ behavior, the videos were given scales of Tandem interaction and communication. The results indicate that the educators that compliment and value the children the most, are simultaneously the ones that give them more opportunities to try and to put their ideas into practice; are the most sensitive to their needs and the ones who challenge them to learn the most. Girls receive more suggestions, and they are more taught than boys, and younger children are more valued than the others. The present study suggests that the way the educator interacts and communicates with the child is mutually connected, by creating a relational context in which interactions are established.
ABSTRACT The way the educator communicates promotes, or not, the participation, selfaffirmation, and self-esteem of the child. In this research we intend to study and relate the Interactive (Empathy, Challenge, Cooperation, Attention and Reciprocity, and Elaboration/Associated Fantasy) and Communicative quality (Number of: Suggestions, Directions, Commands, Compliments, Criticism, Appreciation, Teaching, content questions and process questions) of the educator in free interactions and in collaborative construction with the child 64 dyads of educator-child participated in this study and they were observed independently when realizing a product of their choice, for 20 minutes, with predefined material and tools. In the moment of the observation, the children were between 3 and 5 years old and did not reveal any developing problems. To reduce the conditions of secondary variance, we selected Portuguese primogenitor children, without any social or economic risk factors. The female educators had more than 5 years of professional experience. With the aim of analyzing the educator’ behavior, the videos were given scales of Tandem interaction and communication. The results indicate that the educators that compliment and value the children the most, are simultaneously the ones that give them more opportunities to try and to put their ideas into practice; are the most sensitive to their needs and the ones who challenge them to learn the most. Girls receive more suggestions, and they are more taught than boys, and younger children are more valued than the others. The present study suggests that the way the educator interacts and communicates with the child is mutually connected, by creating a relational context in which interactions are established.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Intervenção Precoce
Keywords
Comunicação Interação adulto-criança Qualidade interativa Educator-child interaction Verbal communication Collaborative construction
Citation
Almada, M. J. A. (2021). Estudo exploratório sobre os comportamentos interativos e a comunicação das educadoras com crianças em idade pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14516