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Abstract(s)
O presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-Escolar e tem como objetivo demonstrar, de maneira reflexiva, a Prática Profissional Supervisionada (PPS) - Módulo II que decorreu no contexto de Jardim de Infância com crianças entre os 4 e os 6 anos de idade.
No presente relatório, em primeiro lugar, começo por apresentar uma breve caracterização do contexto educativo, que serviu de base para definir as intenções pedagógicas que detive para as crianças, para as famílias e para a equipa educativa ao longo da minha intervenção.
Pretendo, ainda, demonstrar que realizei uma investigação-ação em torno da ação do/a educador/a na gestão de conflitos no Jardim de Infância, pois ao longo do estágio fui-me apercebendo que era frequente a existência de conflitos entre as crianças. Tal como no contexto de Creche, no qual tinha estado anteriormente, por isso, foi essencial pensar e implementar estratégias que ajudaram as crianças a compreender como se podia resolver os conflitos.
Para a realização desta investigação-ação baseei-me numa metodologia qualitativa e na utilização de técnicas como: a observação direta e participante, os inquéritos respondidos pela educadora cooperante e pelas crianças, a análise documental sobre a temática e os registos escritos e fotográficos.
Por fim, compreendi que promover momentos de partilha e cooperação entre as crianças são os elementos chave para a gestão de conflitos e como é essencial o/a educador/a, perante estes, assumir uma postura de mediador/a. Isto permite às crianças desenvolverem o seu pensamento, a sua criatividade e a capacidade de autorregulação.
ABSTRACT This report was prepared within the framework of the Masters in Pre-School Education and aims to demonstrate, in a reflexive way, the Supervised Professional Practice (PPS) - Module II that took place in the context of kindergarten with children between 4 and 6 years old. In this report, I firstly present a brief description of the educational context, which served as the basis for defining the pedagogical intentions that I detained for the children, the families and the educational team throughout my speech. I also want to show that I carried out an action research about the kindergarten teacher’s action, in the conflict’s management in kindergarten, because throughout the internship I was aware that there was frequent conflict between children, such as in nursery school context, my previous experience, and for that it was essential to think and implement strategies in helping children understand how conflicts could be resolved. For the accomplishment of this action research I based my work on a qualitative methodology and the use of techniques such as: direct and participant observation, the surveys answered by the cooperating educator and the children, the documentary analysis on the subject and the written and photographic registers. Finally, I understood that promoting moments of share and cooperation among children are the key elements for conflict management and how it is essential for the kindergarten teacher to take on a mediator role, as this allows children to develop their thinking, creativity and the ability to self-regulate.
ABSTRACT This report was prepared within the framework of the Masters in Pre-School Education and aims to demonstrate, in a reflexive way, the Supervised Professional Practice (PPS) - Module II that took place in the context of kindergarten with children between 4 and 6 years old. In this report, I firstly present a brief description of the educational context, which served as the basis for defining the pedagogical intentions that I detained for the children, the families and the educational team throughout my speech. I also want to show that I carried out an action research about the kindergarten teacher’s action, in the conflict’s management in kindergarten, because throughout the internship I was aware that there was frequent conflict between children, such as in nursery school context, my previous experience, and for that it was essential to think and implement strategies in helping children understand how conflicts could be resolved. For the accomplishment of this action research I based my work on a qualitative methodology and the use of techniques such as: direct and participant observation, the surveys answered by the cooperating educator and the children, the documentary analysis on the subject and the written and photographic registers. Finally, I understood that promoting moments of share and cooperation among children are the key elements for conflict management and how it is essential for the kindergarten teacher to take on a mediator role, as this allows children to develop their thinking, creativity and the ability to self-regulate.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Conflitos Criança Educador/a Jardim de infância Conflict Children Kindergarten teacher Kindergarten