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Advisor(s)
Abstract(s)
O presente relatório de estágio foi elaborado no âmbito da Unidade Curricular (UC) de Prática Profissional Supervisionada - Módulo II (PPSII) que decorreu numa instituição particular de solidariedade social em Lisboa, com um grupo de crianças com idades compreendidas entre os 3 e os 5 anos.
Este relatório compreende a análise crítica e reflexiva do processo de intervenção em contexto de jardim de infância e uma investigação sobre a promoção de competências de autorregulação de um grupo de crianças com idades entre os 3 e os 5 anos.
A investigação, de natureza qualitativa, seguiu a metodologia do estudo de caso uma vez que o intuito era aprofundar o tema da promoção de competências de autorregulação de um grupo de jardim de infância, nomeadamente, a forma como essas competências foram promovidas no contexto específico da PPSII. As técnicas e instrumentos de recolha e análise de dados utilizados na investigação foram a observação direta, notas de campo, reflexões teóricas, entrevista semi-estruturada, conversas informais com a educadora cooperante e a consulta de documentos. Os dados foram analisados utilizando a técnica de análise de conteúdo através da qual se classifica a informação por categorias para assim responder às questões da investigação.
A análise e discussão dos resultados evidenciou que cada criança tem o seu próprio ritmo de desenvolvimento, o mesmo acontece com o desenvolvimento das competências de autorregulação. Para além das suas características individuais e do seu nível de desenvolvimento as suas competências de autorregulação são também influenciadas pelo contexto educativo e pelo contexto familiar. Os resultados do estudo permitem ainda compreender a importância e a extensão do papel do educador e das crianças para promover as competências de autorregulação.
ABSTRACT This internship report was prepared within the framework of the Curricular Unit (UC) of Supervised Professional Practice - Module II (PPSII) that took place in a private institution of social solidarity in Lisbon, with a group of children aged between 3 and 5 years old. This report comprises the critical and reflexive analysis of the intervention process in the context of kindergarten and an investigation on the promotion of self-regulatory skills of a kindergarten group. The qualitative research followed the methodology of the case study since the aim was to deepen the theme of promoting self-regulation skills of a kindergarten group, namely the way these competencies were promoted in the specific context of the PPSII. The techniques and instruments for data collection and analysis used in the research were direct observation, field notes, theoretical reflections, semi-structured interviews, informal conversations with the cooperative educator and the consultation of documents. The data were analyzed using the content analysis technique through which the information is classified by categories to answer the questions of the investigation. The analysis and discussion of the results showed that each child has its own pace of development, the same happens with the development of self-regulation skills. In addition to their individual characteristics and level of development, their self-regulation skills are also influenced by the educational context and the family context. The results of the study also allow us to understand the importance and extent of the role of educators and children in promoting self-regulation skills.
ABSTRACT This internship report was prepared within the framework of the Curricular Unit (UC) of Supervised Professional Practice - Module II (PPSII) that took place in a private institution of social solidarity in Lisbon, with a group of children aged between 3 and 5 years old. This report comprises the critical and reflexive analysis of the intervention process in the context of kindergarten and an investigation on the promotion of self-regulatory skills of a kindergarten group. The qualitative research followed the methodology of the case study since the aim was to deepen the theme of promoting self-regulation skills of a kindergarten group, namely the way these competencies were promoted in the specific context of the PPSII. The techniques and instruments for data collection and analysis used in the research were direct observation, field notes, theoretical reflections, semi-structured interviews, informal conversations with the cooperative educator and the consultation of documents. The data were analyzed using the content analysis technique through which the information is classified by categories to answer the questions of the investigation. The analysis and discussion of the results showed that each child has its own pace of development, the same happens with the development of self-regulation skills. In addition to their individual characteristics and level of development, their self-regulation skills are also influenced by the educational context and the family context. The results of the study also allow us to understand the importance and extent of the role of educators and children in promoting self-regulation skills.
Description
Relatório de Prática Profissional Supervisionada II Educação Pré-escolar
Keywords
Educação de infância Prática pedagógica Autorregulação Comportamento Childhood education Pedagogical practice Self-regulation Behavior
Citation
Alves, D. S. (2021). A promoção de competências de autorregulação de um grupo de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14479