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O presente relatório surge no âmbito da unidade curricular de Prática Profissional Supervisionada II (PPS II), inserida no Mestrado em Educação Pré-Escolar, e tem como principal objetivo apresentar, de forma reflexiva e fundamentada, o percurso formativo vivido ao longo de quatro meses de intervenção pedagógica em contexto de jardim de infância. Esta intervenção decorreu numa Instituição Particular de Solidariedade Social (IPSS), com um grupo de dezanove crianças, com idades compreendidas entre os 3 e os 5 anos. Durante esta etapa formativa, foi possível observar diversos momentos de interação no quotidiano das crianças, mais precisamente os momentos de conflito entre as crianças e a necessidade de recorrer ao adulto para a resolução dos mesmos, tendo assim despertado o interesse em desenvolver um estudo de caso centrado no papel do adulto na resolução de conflitos. À medida que fui presenciando estes momentos, surgiram algumas questões como: i) o que caracteriza um conflito? ii) de que forma pode o adulto promover a comunicação e negociação entre as crianças nos momentos de conflito? iii) quais são as estratégias a adotar para a resolução de conflitos? iv) qual o papel do adulto na gestão e resolução de conflitos entre as crianças? Este estudo intitula-se: “O papel do adulto na resolução de conflitos entre crianças de pré-escolar”. Neste contexto, definiu-se como objetivos do estudo: i) caracterizar o tipo de conflitos que surgem no grupo; ii) promover a comunicação e a negociação entre os pares ou grupo nos momentos de conflito; iii) incentivar a gestão por parte das crianças nos momentos de conflito; iv) analisar as estratégias utilizadas pelas crianças nos momentos de conflito. Para responder a estes objetivos, foi adotada uma abordagem metodológica de natureza qualitativa. A recolha de dados envolveu a aplicação de diversas técnicas e instrumentos, nomeadamente: realização de uma entrevista à Educadora Cooperante, a partir de um guião previamente elaborado, a observação direta participante, com o recurso a notas de campo elaboradas diariamente, por um inquérito de resposta fechada aplicado às famílias e à elaboração de uma grelha com categorias definidas anteriormente, com base nos dados resultantes das notas de campo e das respostas à entrevista realizada. Os resultados evidenciam que a comunicação e a negociação entre pares desempenham um papel fundamental na gestão autónoma de conflitos, ajudando as crianças a chegar a acordos de forma mais colaborativa.
The present report is part of the curricular unit Supervised Professional Practice II (PPS II), included in the master’s degree in Preschool Education. Its main objective is to present, in a reflective and substantiated manner, the formative journey experienced over four months of pedagogical intervention in a preschool setting. This intervention took place in a Private Institution of Social Solidarity (IPSS), with a group of nineteen children aged between 3 and 5 years. During this formative stage, it was possible to observe various moments of interaction in the children's daily lives, particularly moments of conflict between children and the need to rely on the adult for their resolution. This sparked an interest in developing a case study focused on the role of the adult in conflict resolution. As I witnessed these moments, several questions arose, such as: i) What characterizes a conflict? ii) How can the adult promote communication and negotiation among children during conflicts? iii) What strategies can be adopted for conflict resolution? iv) What is the adult’s role in managing and resolving conflicts between children? This study is entitled: “The Role of the Adult in Resolving Conflicts Among Preschool Children.” In this context, the study defined the following objectives: i) To characterize the types of conflicts that arise within the group; ii) To promote communication and negotiation among peers or the group during conflict situations; iii) To encourage children’s management of conflict situations; iv) To analyze the strategies used by children during conflicts. To address these objectives, a qualitative methodological approach was adopted. Data collection involved the application of various techniques and instruments, namely: conducting an interview with the Cooperating Educator based on a previously prepared script, direct participant observation with daily field notes, a closed-ended questionnaire applied to families, and the development of a coding grid with predefined categories based on the field notes and interview responses. The results show that communication and negotiation among peers play a fundamental role in the autonomous management of conflicts, helping children to reach agreements in a more collaborative manner.
The present report is part of the curricular unit Supervised Professional Practice II (PPS II), included in the master’s degree in Preschool Education. Its main objective is to present, in a reflective and substantiated manner, the formative journey experienced over four months of pedagogical intervention in a preschool setting. This intervention took place in a Private Institution of Social Solidarity (IPSS), with a group of nineteen children aged between 3 and 5 years. During this formative stage, it was possible to observe various moments of interaction in the children's daily lives, particularly moments of conflict between children and the need to rely on the adult for their resolution. This sparked an interest in developing a case study focused on the role of the adult in conflict resolution. As I witnessed these moments, several questions arose, such as: i) What characterizes a conflict? ii) How can the adult promote communication and negotiation among children during conflicts? iii) What strategies can be adopted for conflict resolution? iv) What is the adult’s role in managing and resolving conflicts between children? This study is entitled: “The Role of the Adult in Resolving Conflicts Among Preschool Children.” In this context, the study defined the following objectives: i) To characterize the types of conflicts that arise within the group; ii) To promote communication and negotiation among peers or the group during conflict situations; iii) To encourage children’s management of conflict situations; iv) To analyze the strategies used by children during conflicts. To address these objectives, a qualitative methodological approach was adopted. Data collection involved the application of various techniques and instruments, namely: conducting an interview with the Cooperating Educator based on a previously prepared script, direct participant observation with daily field notes, a closed-ended questionnaire applied to families, and the development of a coding grid with predefined categories based on the field notes and interview responses. The results show that communication and negotiation among peers play a fundamental role in the autonomous management of conflicts, helping children to reach agreements in a more collaborative manner.
Descrição
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para a obtenção de grau de mestre em Educação Pré-Escolar
Palavras-chave
Criança Conflito Adulto Comunicação gestão de conflitos Child Conflict Adult Communication Conflict management
Contexto Educativo
Citação
Jorge, M. V. F. (2025). O papel do adulto na resolução de conflitos entre crianças de pré-escolar [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22919