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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II e pretende expor, de forma reflexiva, a ação pedagógica desenvolvida ao longo do estágio, salientando as aprendizagens e intenções concretizadas, em contexto de Jardim de Infância, com um grupo de 25 crianças.
Perante as observações dos primeiros dias de estágio, apercebi-me da necessidade constante das crianças se relacionarem com algum adulto, tanto nas brincadeiras, como nas constantes chamadas de atenção e de mimo. Desta forma, surge a problemática “A importância da relação pedagógica em Jardim de Infância”, com especial enfoque na afetividade.
No que se refere à metodologia, recorri às seguintes técnicas de recolha de informação: análise documental, realização de entrevistas à equipa educativa da sala de atividades e a algumas crianças do grupo.
Os resultados obtidos apontam para as seguintes conclusões: as crianças iniciam interações por diversas razões: i) para receberem e darem atenção e mimo; ii) para demonstrarem afeto; iii) para brincarem; iv) para conversarem; v) para realizarem atividades; vi) para receberem conforto; vii) para partilharem diferentes momentos com o adulto e viii) para serem ajudadas ou elas próprias ajudarem.
Ao analisar as respostas das entrevistas à equipa educativa, compreende-se a importância que as entrevistadas dão à interação adulto-criança e a forma como acreditam que essa relação desenvolve a criança a vários níveis. Para estas profissionais, ao estabelecerem uma relação de afeto com as crianças, estão a construir uma relação pedagógica positiva que é importante para o desenvolvimento e o bem-estar da criança. Através desta relação, a criança consegue sentir-se segura e protegida, conseguindo a motivação para a aprendizagem.
ABSTRACT This report is part of Supervised Professional Practice II and aims to reflect, in a reflexive way, the pedagogical action developed during the internship, highlighting the learning and intentions achieved, in the context of Kindergarten, with a group of 25 children. In view of the observations of the first days of the internship, I realized the constant need for children to relate to some adult, both in play, as in constant calls for attention and pampering. In this way, the problem “The importance of the pedagogical relationship in kindergarten”, with a special emphasis on affectivity. With regard to the methodology, I used the following techniques for collecting information: document analysis, conducting interviews with the educational team in the activity room and with some children in the group. The results obtained point to the following conclusions: children initiate interactions for several reasons: i) to receive and give attention and pampering; ii) to show affection; iii) to play; iv) to talk; v) to carry out activities; vi) to receive comfort; vii) to share different moments with the adult and viii) to be helped or to help themselves. When analyzing the responses of the interviews to the educational team, one understands the importance that the interviewees give to the adult / child interaction and the way they believe that this relationship develops the child at various levels. For these professionals, by establishing an affectionate relationship with children, they are building a positive pedagogical relationship that is important for the child's development and well-being. Through this relationship, the child can feel safe and protected, obtaining the motivation for learning.
ABSTRACT This report is part of Supervised Professional Practice II and aims to reflect, in a reflexive way, the pedagogical action developed during the internship, highlighting the learning and intentions achieved, in the context of Kindergarten, with a group of 25 children. In view of the observations of the first days of the internship, I realized the constant need for children to relate to some adult, both in play, as in constant calls for attention and pampering. In this way, the problem “The importance of the pedagogical relationship in kindergarten”, with a special emphasis on affectivity. With regard to the methodology, I used the following techniques for collecting information: document analysis, conducting interviews with the educational team in the activity room and with some children in the group. The results obtained point to the following conclusions: children initiate interactions for several reasons: i) to receive and give attention and pampering; ii) to show affection; iii) to play; iv) to talk; v) to carry out activities; vi) to receive comfort; vii) to share different moments with the adult and viii) to be helped or to help themselves. When analyzing the responses of the interviews to the educational team, one understands the importance that the interviewees give to the adult / child interaction and the way they believe that this relationship develops the child at various levels. For these professionals, by establishing an affectionate relationship with children, they are building a positive pedagogical relationship that is important for the child's development and well-being. Through this relationship, the child can feel safe and protected, obtaining the motivation for learning.
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 Relação pedagógica Afetividade Crianças Interação Children Childhood education Pedagogical relationship Interaction; affectivity
Citation
Nunes, C. C. C. (2019). A importância da relação pedagógica em Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12872
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa