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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular Prática Profissional Supervisionada II (PPS II), integrada no Mestrado em Educação Pré-Escolar (MEPE), e apresenta uma análise reflexiva do meu processo de observação e intervenção em contexto de pré-escolar, o qual decorreu ao longo de aproximadamente quatro meses.
Como objetivo principal pretende-se relatar o processo vivenciado, bem como explorar e aprofundar uma temática investigativa relacionada com contexto socioeducativo. Dá-se ainda conta da reflexão realizada sobre os percursos realizados nos contextos de Creche e de Jardim de Infância e dos contributos dos mesmos para a construção da minha profissionalidade docente.
Logo no primeiro momento da minha prática, aquando da seleção das salas, tive a oportunidade de me integrar numa sala em que o grupo era composto por crianças com idades diferenciadas, alternando entre os 2 e os 6 anos. Sendo este o primeiro grupo heterogéneo em termos etários com que tinha contacto, considerei pertinente realizar um estudo centrado neste grupo, com os seguintes objetivos: (i) conhecer a visão da equipa educativa em relação aos grupos de idade mistas: (ii) caracterizar as estratégias que a educadora cooperante privilegia para a gestão de grupos de idades mistas em JI; (iii) identificar os fatores que motivam à interação entre pares com idades diferenciadas; e (iv) analisar de que forma a interação entre crianças de idades diferenciadas pode contribuir para a aprendizagem e desenvolvimento das mesmas.
Considerando os objetivos traçados, optou-se pela metodologia de estudo caso. A investigação caracteriza-se por ser de natureza qualitativa ou interpretativa, sendo que se recorreu à observação direta, mais propriamente à participante e à naturalista. Os dados foram tratados através da técnica de análise de conteúdo.
Os dados recolhidos revelam que as interações que são estabelecidas entre as crianças de diferentes idades são facilitadores do desenvolvimento de competências fulcrais ao desenvolvimento de cada criança, tais como a capacidade de entreajuda entre pares. Os dados revelam ainda que o fator que mais motiva as interações entre crianças é o tipo de brincadeira que se tem.
ABSTRACT This report comes under the Supervised Professional Practice II curricular class, integrated in the Pre-School Education Master (MEPE) and presents a reflective analysis of my observation and intervention process in pre-school, in which took place for approximately 4 months. The main goal is to report the process experienced, as well as to explore and deepen an investigative theme related with the educational context. Moreover, it is presented an in-depth reflection regarding the paths taken in the contexts of day care and kindergarten and their contributions to the construction of my educator professionality. Right from the first moment of my practice, when selecting the classes, I had the opportunity to join a group which was composed by children of different ages, alternating between 2 and 6 years old. Being this the first group of mixed ages that I had contact with, I found it pertinent to do a study centred in this group, with the following objectives: (i) understand the vision of both professionals regarding these mixed-age groups; (ii) characterize the strategies that the educator priors for the management of mixed-age groups; (iii) identify the factors lead to the interaction between children of different ages; (iv) analyse how interaction between different ages children can contribute to the their learning and development. Considering the objectives outlined, the study case methodology was chosen. The investigation is characterized by its qualitative or interpretative nature, as well as a direct observation was used, more specifically the participant and the naturalist observation. For data analysis, content analysis was performed. The collected data reveal that the interactions that are established between children of different ages promote crucial competencies to the development of each child, such as the ability to help each other among peers. The data also reveal that the factor that most provides interactions between children is the type of play children have.
ABSTRACT This report comes under the Supervised Professional Practice II curricular class, integrated in the Pre-School Education Master (MEPE) and presents a reflective analysis of my observation and intervention process in pre-school, in which took place for approximately 4 months. The main goal is to report the process experienced, as well as to explore and deepen an investigative theme related with the educational context. Moreover, it is presented an in-depth reflection regarding the paths taken in the contexts of day care and kindergarten and their contributions to the construction of my educator professionality. Right from the first moment of my practice, when selecting the classes, I had the opportunity to join a group which was composed by children of different ages, alternating between 2 and 6 years old. Being this the first group of mixed ages that I had contact with, I found it pertinent to do a study centred in this group, with the following objectives: (i) understand the vision of both professionals regarding these mixed-age groups; (ii) characterize the strategies that the educator priors for the management of mixed-age groups; (iii) identify the factors lead to the interaction between children of different ages; (iv) analyse how interaction between different ages children can contribute to the their learning and development. Considering the objectives outlined, the study case methodology was chosen. The investigation is characterized by its qualitative or interpretative nature, as well as a direct observation was used, more specifically the participant and the naturalist observation. For data analysis, content analysis was performed. The collected data reveal that the interactions that are established between children of different ages promote crucial competencies to the development of each child, such as the ability to help each other among peers. The data also reveal that the factor that most provides interactions between children is the type of play children have.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação de infância Interações Crianças Potencialidades Grupos de idades mistas Childhood education Mixed-age groups Children Interactions Potentiality
Citation
Pereira, I. L. J. (2019). Grupos de idades mistas em jardim de infância: potencialidades e benefícios (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12902
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa