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O papel do educador no desenvolvimento da autonomia da criança, numa sala de 3 anos, segundo o modelo highscope
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Abstract(s)
O presente relatório surge no âmbito da unidade curricular Prática Profissional Supervisionada II (PPSII), do Mestrado em Educação Pré-Escolar (MEPE), da Escola Superior de Educação de Lisboa (ESELx). Considerado um documento reflexivo, assinala a prática pedagógica supervisionada experienciada, numa sala de jardim de infância, com um grupo de crianças com três anos de idade. Deste modo, pretendo descrever, fundamentar, analisar e avaliar a prática pedagógica desenvolvida neste contexto educativo, especificamente, a caracterização do contexto educativo e dos respetivos intervenientes, as intenções definidas para a prática, a investigação desenvolvida e, consequentemente, a construção da minha profissionalidade enquanto futura educadora de infância.
No decorrer da PPSII, surgiu o interesse em realizar uma investigação sobre a temática da autonomia. O conceito de autonomia é crucial no desenvolvimento das crianças, sendo que, o educador exerce um papel fundamental na promoção deste mesmo conceito. Como tal, o presente relatório de investigação tem como tema “O papel do educador no desenvolvimento da autonomia da criança, numa sala de 3 anos, segundo o modelo HighScope”, para o qual foram definidos os seguintes objetivos: (i) compreender
as conceções da equipa da sala sobre o desenvolvimento da autonomia no jardim de infância; (ii) identificar estratégias de ação, promotoras do desenvolvimento da autonomia da criança; e (iii) compreender de que modo é que o modelo HighScope promove a autonomia das crianças. Para a presente investigação foi adotada uma abordagem de natureza qualitativa, com incidência do método de estudo de caso, através de técnicas de recolha de dados como a observação direta participante, entrevistas realizadas, tanto à educadora de infância, como à auxiliar de ação educativa da sala, os registos fotográficos, conversas informais com a equipa de sala e a análise documental, por meio de instrumentos como as notas de campo, guião das entrevistas e fotografias. Os resultados apontam para a importância que o papel apoiante e mediador do educador tem no desenvolvimento da autonomia das crianças, por exemplo, ao incentivar a capacidade de resolução de conflitos por parte das mesmas. Além disso, o modelo HighScope revelou-se como facilitador deste desenvolvimento, principalmente por meio dos princípios como a rotina diária e a aprendizagem pela ação, assim como o trabalho articulado da equipa educativa de sala que, através da comunicação e reflexão, contribuem para o sentimento de segurança da criança que, consequentemente, influencia o desenvolvimento da autonomia da mesma.
This report is part of the Supervised Professional Practice II (PPSII) curricular unit of the Master's Degree in Pre-School Education (MEPE) at the Escola Superior de Educação de Lisboa (ESELx). Considered a reflective document, it marks the supervised pedagogical practice experienced in a kindergarten room with a group of three-year-old children. In this way, I intend to describe, justify, analyze and evaluate the pedagogical practice developed in this educational context, specifically, the characterization of the educational context and the respective interveners, the intentions defined for the practice, the research developed and, consequently, the construction of my professionality as a future kindergarten teacher. During PPSII, I became interested in researching the subject of autonomy. The concept of autonomy is crucial to children's development, and the educator has a fundamental position in promoting this concept. As such, the theme of this research report is “The educator's role in the development of children's autonomy in a 3-year-old classroom, according to the HighScope model”, for which the following objectives were defined: (i) understand the conceptions of the class team about the development of autonomy in kindergarten; (ii) identify action strategies that promote the development of children's autonomy; and (iii) understand how the HighScope model promotes children's autonomy. For this research, a qualitative approach was chosen, using the case study method, through data collection techniques such as direct and participant observation, interviews with both the kindergarten teacher and the classroom assistant, photographic records, informal conversations with the classroom team and documentary analysis, through instruments such as field notes, interview scripts and photographs. The results point to the importance of the educator's supportive and mediating role in developing children's autonomy, for example by encouraging their ability to resolve conflicts. In addition, the HighScope Model has been shown to improve this development, mainly through principles such as the daily routine and learning by doing, as well as the articulated work of the classroom team which, through communication and reflection, contributes to the child's feeling of security which, consequently, influences the development of their autonomy.
This report is part of the Supervised Professional Practice II (PPSII) curricular unit of the Master's Degree in Pre-School Education (MEPE) at the Escola Superior de Educação de Lisboa (ESELx). Considered a reflective document, it marks the supervised pedagogical practice experienced in a kindergarten room with a group of three-year-old children. In this way, I intend to describe, justify, analyze and evaluate the pedagogical practice developed in this educational context, specifically, the characterization of the educational context and the respective interveners, the intentions defined for the practice, the research developed and, consequently, the construction of my professionality as a future kindergarten teacher. During PPSII, I became interested in researching the subject of autonomy. The concept of autonomy is crucial to children's development, and the educator has a fundamental position in promoting this concept. As such, the theme of this research report is “The educator's role in the development of children's autonomy in a 3-year-old classroom, according to the HighScope model”, for which the following objectives were defined: (i) understand the conceptions of the class team about the development of autonomy in kindergarten; (ii) identify action strategies that promote the development of children's autonomy; and (iii) understand how the HighScope model promotes children's autonomy. For this research, a qualitative approach was chosen, using the case study method, through data collection techniques such as direct and participant observation, interviews with both the kindergarten teacher and the classroom assistant, photographic records, informal conversations with the classroom team and documentary analysis, through instruments such as field notes, interview scripts and photographs. The results point to the importance of the educator's supportive and mediating role in developing children's autonomy, for example by encouraging their ability to resolve conflicts. In addition, the HighScope Model has been shown to improve this development, mainly through principles such as the daily routine and learning by doing, as well as the articulated work of the classroom team which, through communication and reflection, contributes to the child's feeling of security which, consequently, influences the development of their autonomy.
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
Aprendizagem pela ação Autonomia Crianças Modelo highscope Learning by doing Autonomy Children Highscope model
Pedagogical Context
Citation
Aguiar, J. B. (2025). O papel do educador no desenvolvimento da autonomia da criança, numa sala de 3 anos, segundo o modelo highscope [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22345