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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II
(PPS II) e visa apresentar, de forma sistemática e fundamentada, a minha intervenção
educativa ao longo do período de estágio, evidenciando as aprendizagens realizadas.
Esta prática decorreu em contexto de jardim de infância (JI), com um grupo constituído
por dezassete crianças, com idades compreendidas entre os 2 e os 3 anos de idade.
Decorrente da vivencia com o grupo, e após o analisar, estabeleci as seguintes
intencionalidades pedagógicas: construção e desenvolvimento de uma relação de
vinculação segura e afetiva; respeito pela individualidade de cada criança e os seus
ritmos; promoção da participação ativa, propiciando aprendizagens significativas face
às necessidades e interesses das crianças; desenvolvimento de estratégias de
autorregulação, na gestão de conflitos e em momentos de rotina e, promoção de um
clima de apoio, partilhando o poder e o controlo com as crianças.
Apresento como problemática “Planear-fazer-rever: influência do processo no
quotidiano das crianças em jardim de infância”, que surgiu do meu interesse e
curiosidade em observar este momento da rotina diária das crianças, tendo como
objetivo compreender e identificar a influência do processo no quotidiano das crianças
e, averiguar se as crianças gostam do poder de decisão que têm neste processo. Deste
modo, procedi à execução de entrevistas realizadas à equipa educativa e à
coordenadora pedagógica; a questionários realizados às crianças e, à observação do
processo de planear-fazer-rever. Com esta investigação compreendi que as
profissionais entrevistadas consideram o processo planear-fazer-rever benéfico para as
crianças e as crianças apreciam este momento de poder de escolha e decisão sobre o
que vão fazer.
Enquanto futura educadora de infância, pretendo valorizar uma relação de
proximidade com todos os agentes educativos com os quais irei contactar e ter sempre
em consideração as características, interesses e necessidades de cada criança,
perspetivando-as como o centro da ação de um educador de infância.
ABSTRACT The present report comes within the scope of Professional Practice Supervision II (PPS II) and aims to present, on a systematic and substantiated way, my educative intervention during the internship period, evidenciating the knowledge I acquired. This practical case study occurred in a kindergarten context, with 17 pre-schoolers, whose age ranged from 2 to 3 years old. As a result of the experience with the group, and after the analysis, I established as pedagogical bindings: establishing and nourishing a binding relationship of trust and affection; respect by each child’s individuality and their (respective) rhythms; promoting active participation, allowing the child to have a meaningful leaning experience regarding each kid’s needs and interests; development of autoregulation strategies, regarding conflict management and in routine moments, endorsing a supportive ambient, sharing the power and control with the children. Introducing as a problematic “Plan-Do-Review: influence in the everyday process of kindergarten children”, which arose from my interest and curiosity in observing this moment of the daily routine of the children, having as an objective to comprehend and identify the influence of the process in the children’s daily life and to ascertain if the children enjoy their decision-making power in this process. In this way, I carried out interviews, where I interviewed the educational team and the pedagogical coordinator; to interviews carried out with the children and, the observation of the process regarding “plan-do-review”. With this investigation I understood that the professionals that were interviewed, considered the process “plan-do-review” as something beneficial for the children, and the children enjoyed this moment with decision-making power regarding what they will do. As a future kindergarten teacher, I intend to value a close relationship with all educational agents with whom I will contact and always take into account the characteristics, interests and needs of each child, seeing them as the center of the action of a kindergarten teacher.
ABSTRACT The present report comes within the scope of Professional Practice Supervision II (PPS II) and aims to present, on a systematic and substantiated way, my educative intervention during the internship period, evidenciating the knowledge I acquired. This practical case study occurred in a kindergarten context, with 17 pre-schoolers, whose age ranged from 2 to 3 years old. As a result of the experience with the group, and after the analysis, I established as pedagogical bindings: establishing and nourishing a binding relationship of trust and affection; respect by each child’s individuality and their (respective) rhythms; promoting active participation, allowing the child to have a meaningful leaning experience regarding each kid’s needs and interests; development of autoregulation strategies, regarding conflict management and in routine moments, endorsing a supportive ambient, sharing the power and control with the children. Introducing as a problematic “Plan-Do-Review: influence in the everyday process of kindergarten children”, which arose from my interest and curiosity in observing this moment of the daily routine of the children, having as an objective to comprehend and identify the influence of the process in the children’s daily life and to ascertain if the children enjoy their decision-making power in this process. In this way, I carried out interviews, where I interviewed the educational team and the pedagogical coordinator; to interviews carried out with the children and, the observation of the process regarding “plan-do-review”. With this investigation I understood that the professionals that were interviewed, considered the process “plan-do-review” as something beneficial for the children, and the children enjoyed this moment with decision-making power regarding what they will do. As a future kindergarten teacher, I intend to value a close relationship with all educational agents with whom I will contact and always take into account the characteristics, interests and needs of each child, seeing them as the center of the action of a kindergarten teacher.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Educação de Infância Crianças Processo de planear-fazer-rever Poder de decisão Childhood education Children Plan-do-review process Decision-making power
Citation
Brochado, S. R. R. (2022). Planear-fazer-rever: influência do processo no quotidiano das crianças em jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15865