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Advisor(s)
Abstract(s)
O presente relatório surge da Prática Profissional Supervisionada (PPS) (Módulo II) desenvolvida em contexto de jardim-de-infância (J.I.) da rede pública na cidade de Lisboa, com crianças de três e quatro ano de idade, durante um período de quatro meses, tendo como principal objetivo a realização de uma análise descritiva, critica e reflexiva do processo desenvolvido durante o período mencionado, bem como uma descrição da investigação realizada.
A temática da investigação centra-se na interação social estabelecida entre crianças em idade pré-escolar. Este foi o assunto que espoletou maior curiosidade, e procurou compreender as características das interações sociais estabelecidas entre as crianças com três e quatro anos do contexto socioeducativo onde se desenvolveu a PPS. A abordagem investigativa inscreve-se na modalidade de estudo de caso, com um carácter qualitativo e interpretativo. Definiram-se os seguintes objetivos para a investigação: (i) identificar as características das interações sociais estabelecidas entre as crianças em idade pré-escolar no contexto educativo; (ii) compreender como caracterizam os profissionais essas interações sociais e (iii) identificar quais as perceções das crianças sobre a amizade.
Participaram no estudo 22 crianças com idades compreendidas entre os 3 e os 4 anos de idade, bem como a educadora cooperante e a assistente operacional. A recolha dos dados envolveu o recurso às seguintes técnicas: observação, entrevistas realizadas à equipa educativa e às crianças do contexto socioeducativo e testes sociométricos. Os dados recolhidos foram analisados tendo por base a análise de conteúdo, permitindo identificar as perspetivas da equipa educativa e as práticas da mesma no que respeita às interações sociais, os tipos de interação social existente entre pares e os tipos de brincadeira que as crianças mais realizam e as suas perceções relativamente à amizade.
Relativamente às características sociométricas do grupo de crianças, os resultados da investigação evidenciaram que existem crianças muito populares e outras que são rejeitadas pelo grupo, ou seja, umas são mais procuradas do que outras para brincar. Importa referir ainda que as crianças se envolvem, com mais frequência, em brincadeiras em grupo, com destaque para as brincadeiras de faz de conta, de natureza simbólica, entre pares. Relativamente às adultas presentes na mesma organização socioeducativa, estas realçam a importância de estabelecer interações sociais de
amizade, indicando o papel que o adulto pode ter nessas circunstâncias e instrumentos para lidar com as mesmas. Respeitante ao conceito de amizade, este revelou ser um termo de difícil descrição do seu significado pelas crianças.
No presente relatório reflete-se ainda sobre o impacto da formação inicial, tanto na prática profissional em creche como em jardim-de-infância, no desenvolvimento da minha identidade profissional.
ABSTRACT This report comes from the Supervised Professional Practice (Module II) developed in the context of kindergarten (J.I.) of the public network in the city of Lisbon, with children of three and four years of age, during a period of four months. The theme of the investigation focuses on the social interaction among peers. This was the subject that aroused the greatest curiosity, in this way we tried to understand the characteristics of the social interactions established between the children with three and four years of age in the socio-educational context where the PPS was developed. The investigative approach carried out is part of the case study modality, with a qualitative and interpretative character. The following objectives were defined for the research conducted: (i) to identify the characteristics of the social relations established among pre-school children in the educational context; (ii) to understand how professionals characterize these social relations and (iii) to identify what children's perceptions are about friendship. The study carried out involved 22 children with 3 and 4 years old, as well as the cooperating educator and the operational assistant. The data collection involved the use of the following techniques: observation, interviews with the educational team and children in the socio-educational context and sociometric tests. The data collected were subsequently analysed based on the analysis of content, allowing the identification of the perspectives of the educational team and its practices with regard to social interactions, the types of social interaction existing between peers and the types of play that children most highlight/achieve and their perceptions of friendship. Regarding the sociometric characteristics of the group of children, the results of the research showed that there are very popular children and others that are rejected by the group, that is, some are more wanted to play and others less wanted. Regarding the concept of friendship, this revealed to be a term of difficult description of its meaning by children. It should also be noted that children are more often involved in group play, with emphasis on make-believe games, of a symbolic nature, between pairs. For adults present in the same socio-educational organisation, they stress the importance of establishing friendly social relationships, indicating the role that the adult can play in these circumstances and the tools to deal with them. This report also reflects on the impact of initial training, both in nursery and kindergarten professional practice, on the development of my professional identity.
ABSTRACT This report comes from the Supervised Professional Practice (Module II) developed in the context of kindergarten (J.I.) of the public network in the city of Lisbon, with children of three and four years of age, during a period of four months. The theme of the investigation focuses on the social interaction among peers. This was the subject that aroused the greatest curiosity, in this way we tried to understand the characteristics of the social interactions established between the children with three and four years of age in the socio-educational context where the PPS was developed. The investigative approach carried out is part of the case study modality, with a qualitative and interpretative character. The following objectives were defined for the research conducted: (i) to identify the characteristics of the social relations established among pre-school children in the educational context; (ii) to understand how professionals characterize these social relations and (iii) to identify what children's perceptions are about friendship. The study carried out involved 22 children with 3 and 4 years old, as well as the cooperating educator and the operational assistant. The data collection involved the use of the following techniques: observation, interviews with the educational team and children in the socio-educational context and sociometric tests. The data collected were subsequently analysed based on the analysis of content, allowing the identification of the perspectives of the educational team and its practices with regard to social interactions, the types of social interaction existing between peers and the types of play that children most highlight/achieve and their perceptions of friendship. Regarding the sociometric characteristics of the group of children, the results of the research showed that there are very popular children and others that are rejected by the group, that is, some are more wanted to play and others less wanted. Regarding the concept of friendship, this revealed to be a term of difficult description of its meaning by children. It should also be noted that children are more often involved in group play, with emphasis on make-believe games, of a symbolic nature, between pairs. For adults present in the same socio-educational organisation, they stress the importance of establishing friendly social relationships, indicating the role that the adult can play in these circumstances and the tools to deal with them. This report also reflects on the impact of initial training, both in nursery and kindergarten professional practice, on the development of my professional identity.
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
Interações sociais Jardim de infância Amizade Crianças Kindergarten Social interactions Friendship Children
Citation
Vicente, M. (2019). "Anda amigo" - Interações sociais entre pares no contexto de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12942
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa