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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular (UC) Prática Profissional Supervisionada II (PPS II), inserida no Mestrado em Educação Pré-Escolar, que decorreu numa instituição pública, situada na zona de Lisboa, em contexto de jardim de infância. Durante a mesma estive inserida num grupo de crianças com idades compreendidas entre os 3 e os 6 anos. Este documento apresenta, de forma reflexiva, toda a minha prática ao longo do período de cerca de quatro meses em que acompanhei o grupo. Desta forma, inicia-se com a caracterização do contexto, que me permitiu delinear as intenções para a minha ação com as crianças. Esta sequência conduzirá o leitor à investigação, baseada numa problemática emergente. Ao longo da mesma será focada a temática da Influência dos Grupos Heterogéneos no Desenvolvimento e Aprendizagem das Crianças em Idade Pré-Escolar, já que, ao longo da prática, esta foi a problemática que mais se destacou, a partir das observações e notas de campo realizadas diariamente. Os objetivos estabelecidos para a investigação visam: (i) Percecionar interações entre pares como potenciadoras do desenvolvimento e aprendizagem das crianças; (ii) Perceber se os grupos heterogéneos em idade contribuem para uma maior responsabilidade social e para o desenvolvimento da autonomia das crianças; (iii) Compreender de que forma as salas heterogéneas em idade beneficiam as crianças e os educadores. Metodologicamente, trata-se de um estudo de caso de natureza qualitativa, tendo sido utilizados diferentes técnicas e instrumentos, nomeadamente a observação participante, entrevistas semiestruturadas, questionários e focus group, sendo posteriormente analisados com recurso à análise de conteúdo. Desta forma foi possível compreender que o desenvolvimento a nível pessoal e social é o mais beneficiado dentro deste grupo, sendo de destacar capacidades como a liderança, autonomia e responsabilidade social, não desfazendo as restantes áreas de conteúdo, nas quais foram também visíveis novas aprendizagens. Estes resultados permitiram-me ainda perceber o papel de relevância do educador, que deve ser o mediador de todas as aprendizagens das crianças. Concluindo o relatório, será apresentada uma reflexão pessoal aprofundada, acerca do impacto da PPS I e II, naquele que será o meu futuro profissional e as conclusões de todo o trabalho realizado.
This report was written within the scope of the Supervised Professional Practice II (PPS II), part of the master’s degree in Pre-School Education, which took place in a public institution, located in the Lisbon area, in a kindergarten context. During this period, i was part of a group of children aged between 3 and 6 years old. This document presents, in a reflective way, all my practice throughout the period of about four months in which I accompanied the group. Thus, it begins with the characterization of the context, which allowed me to outline the intentions for my action with the children. This sequence will lead the reader to the investigation, based on an emerging problematic. Throughout the research, the theme of the Influence of Heterogeneous Groups in the Development and Learning of Preschool Children will be focused on, since, throughout the practice, this was the issue that stood out the most, from the observations and field notes made daily. The objectives established for the research are: (i) To perceive interactions among peers as enhancers of children's development and learning; (ii) To understand if heterogeneous age groups contribute to greater social responsibility and to the development of children's autonomy; (iii) To understand how heterogeneous age groups benefit children and educators. Methodologically, this is a case study of a qualitative nature, and different techniques and instruments were used, namely participant observation, semi-structured interviews, questionnaires and focus group, which were subsequently analyzed using content analysis. This way it was possible to understand that the personal and social development is the most benefited within this group, highlighting skills such as leadership, autonomy and social responsibility, without undoing the remaining content areas, in which new learning was also visible. These results also allowed me to realize the important role of the educator, who should be the mediator of all the children's learning. In concluding the report, I will present an in-depth personal reflection on the impact of PPS I and II in what will be my professional future and the conclusions of all the work done.
This report was written within the scope of the Supervised Professional Practice II (PPS II), part of the master’s degree in Pre-School Education, which took place in a public institution, located in the Lisbon area, in a kindergarten context. During this period, i was part of a group of children aged between 3 and 6 years old. This document presents, in a reflective way, all my practice throughout the period of about four months in which I accompanied the group. Thus, it begins with the characterization of the context, which allowed me to outline the intentions for my action with the children. This sequence will lead the reader to the investigation, based on an emerging problematic. Throughout the research, the theme of the Influence of Heterogeneous Groups in the Development and Learning of Preschool Children will be focused on, since, throughout the practice, this was the issue that stood out the most, from the observations and field notes made daily. The objectives established for the research are: (i) To perceive interactions among peers as enhancers of children's development and learning; (ii) To understand if heterogeneous age groups contribute to greater social responsibility and to the development of children's autonomy; (iii) To understand how heterogeneous age groups benefit children and educators. Methodologically, this is a case study of a qualitative nature, and different techniques and instruments were used, namely participant observation, semi-structured interviews, questionnaires and focus group, which were subsequently analyzed using content analysis. This way it was possible to understand that the personal and social development is the most benefited within this group, highlighting skills such as leadership, autonomy and social responsibility, without undoing the remaining content areas, in which new learning was also visible. These results also allowed me to realize the important role of the educator, who should be the mediator of all the children's learning. In concluding the report, I will present an in-depth personal reflection on the impact of PPS I and II in what will be my professional future and the conclusions of all the work done.
Description
Relatório de Prática Profissional Supervisionada (Módulo II) 2.º Ano do Mestrado em Educação Pré-Escola Escola Superior de Educação de Lisboa
Keywords
Educação de Infância Grupos heterogéneos Desenvolvimento Aprendizagem Desenvolvimento profissional Early childhood education Heterogeneous groups Development Learning Professional development
Citation
Oliveira, C. G. (2023). A influência dos grupos heterogéneos no desenvolvimento e aprendizagem das crianças em idade pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16810