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Abstract(s)
O presente relatório pretende caracterizar e analisar de forma reflexiva o período de Prática Profissional Supervisionada II realizada no Jardim de Infância (JI), com um grupo de 24 crianças, com idades compreendidas entre os 3 e os 5 anos, bem como apresentar a investigação efetuada no decorrer desse período e descrever a construção da minha identidade profissional.
A problemática que deu origem à investigação resultou do questionamento sobre a forma como as crianças com desenvolvimento atípico, mais especificamente as que apresentavam dificuldades no processo comunicativo e na linguagem oral, exploravam e brincavam com os materiais e os brinquedos nos diversos contextos do jardim de infância. A curiosidade por esta temática decorreu do facto de a observação inicial indiciar modos diferenciados de brincar. Considerando o brincar como atividade fundamental para o desenvolvimento físico, cognitivo e emocional das crianças pequenas, julgou-se pertinente e importante estudar esta temática, no sentido de se conhecer as especificidades das brincadeiras em que as crianças com desenvolvimento atípico se envolvem, e assim se poder adequar a ação educativa.
Em termos metodológicos decidiu-se realizar um estudo qualitativo, na modalidade de estudo de caso múltiplo (três casos de crianças com Necessidades Educativas Especiais), tendo para o efeito recorrido a diversas técnicas de recolha de dados: observação direta (com recurso a observações naturalistas e notas de campo) e observação indireta (realizando-se entrevistas semiestruturadas à equipa educativa). A concretização do estudo cumpriu os procedimentos éticos exigidos para a realização de estudos desta natureza.
Os resultados da investigação mostraram que as três crianças com dificuldades na comunicação e na linguagem oral estudadas se envolvem em brincadeiras maioritariamente solitárias, sendo que, em alguns casos, o espaço exterior parece potencializar a brincadeira com pares. Os resultados evidenciam ainda que as crianças diagnosticadas com Transtorno do Espectro do Autismo (TEA) manifestam uma maior dificuldade em se envolver em brincadeiras de jogo simbólico. Importa referir também que as brincadeiras apresentadas pelas crianças com TEA têm diferentes características, consoante o seu desenvolvimento e o nível de transtorno. A criança com dificuldades mais graves (caso 1) apresenta basicamente comportamentos de brincadeira de natureza cognitiva de cariz exploratório, e muito esporadicamente comportamentos de natureza cognitiva de cariz funcional e construtivo. Observaram-se também comportamentos de não brincadeira: transição e espetador. No caso da criança considerada menos grave (caso 3) a linguagem não parece ser um fator que interfira muito com as brincadeiras no espaço exterior, uma vez que brincava com os pares, realizando jogos de grupo que envolviam regras. Por outro lado, os comportamentos de brincadeira de natureza cognitiva de jogo dramático solitário são predominantes na sala de atividades.
É ainda tópico deste relatório, a reflexão sobre o impacto que a PPS teve na construção da identidade profissional, salientando-se como positivo.
ABSTRACT This report intends to characterize and analyse, in a reflexive way, the period of Supervised Professional Practice II held in Kindergarten (JI), with a group of 24 children aged between 3 and 5, as well as present the research done during this period and describe the construction of my professional identity. The issue that originated the investigation came from the questioning of how children with atypical development, more specifically those who presented difficulties in the communicative process and in spoken language, explored and played with materials and toys in the diverse contexts of the kindergarten. Curiosity for this theme arose from the fact that the initial observation indicated differentiated ways of playing. Considering playing is a fundamental activity for the physical, cognitive and emotional development of young children, it was considered relevant and important to study this theme, in order to know the specificities of the games which children with atypical development play and thus become able to adjust the educational action. In methodological terms, a qualitative study was carried out, in the multiple case study modality (three cases of children with Special Educational Needs), having for this purpose resorted to various techniques of data collection: direct observation (using naturalistic observations and field notes) and indirect observation (semi-structured interviews with the educational team). The execution of the study complied with the ethical procedures required for following through with studies of this nature. The results of the investigation showed that the three children with difficulties in communication and spoken language studied engage in mostly solitary games, and the outdoors space seems to potentiate the play with peers in some cases. The results also show that children diagnosed with Autism Spectrum Disorder (ASD) have a greater difficulty in engaging in symbolic play. It is also important to mention that the type of games played by children with ASD have different characteristics, depending on their development and the level of disorder. The child with the most severe difficulties (case 1) presents playing behaviours of a cognitive exploratory nature, and very sporadically behaviours of a cognitive functional and constructive nature. Non-play behaviour was also observed: transition and spectator. In the case of the child considered to be less severe (case 3), language is not a factor that interferes with play in outdoors space since they never play alone, joining group games involving rules. The solitary roleplay, a playing behaviour of cognitive nature, is predominant in the activity room, compared to others. The reflection on the impact that the PPS had in the construction of the professional identity is also a topic of this report, with a positive balance.
ABSTRACT This report intends to characterize and analyse, in a reflexive way, the period of Supervised Professional Practice II held in Kindergarten (JI), with a group of 24 children aged between 3 and 5, as well as present the research done during this period and describe the construction of my professional identity. The issue that originated the investigation came from the questioning of how children with atypical development, more specifically those who presented difficulties in the communicative process and in spoken language, explored and played with materials and toys in the diverse contexts of the kindergarten. Curiosity for this theme arose from the fact that the initial observation indicated differentiated ways of playing. Considering playing is a fundamental activity for the physical, cognitive and emotional development of young children, it was considered relevant and important to study this theme, in order to know the specificities of the games which children with atypical development play and thus become able to adjust the educational action. In methodological terms, a qualitative study was carried out, in the multiple case study modality (three cases of children with Special Educational Needs), having for this purpose resorted to various techniques of data collection: direct observation (using naturalistic observations and field notes) and indirect observation (semi-structured interviews with the educational team). The execution of the study complied with the ethical procedures required for following through with studies of this nature. The results of the investigation showed that the three children with difficulties in communication and spoken language studied engage in mostly solitary games, and the outdoors space seems to potentiate the play with peers in some cases. The results also show that children diagnosed with Autism Spectrum Disorder (ASD) have a greater difficulty in engaging in symbolic play. It is also important to mention that the type of games played by children with ASD have different characteristics, depending on their development and the level of disorder. The child with the most severe difficulties (case 1) presents playing behaviours of a cognitive exploratory nature, and very sporadically behaviours of a cognitive functional and constructive nature. Non-play behaviour was also observed: transition and spectator. In the case of the child considered to be less severe (case 3), language is not a factor that interferes with play in outdoors space since they never play alone, joining group games involving rules. The solitary roleplay, a playing behaviour of cognitive nature, is predominant in the activity room, compared to others. The reflection on the impact that the PPS had in the construction of the professional identity is also a topic of this report, with a positive balance.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Brincar Crianças com desenvolvimento atípico Transtorno do espectro do autismo Identidade profissional Supervised professional practice Playing Children with atypical development Autism spectrum disorder Professional identity
Citation
Ó, A. M. M. (2018). Mapeamento das brincadeiras realizadas por crianças com desenvolvimento atípico nos momentos de atividade livre no jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9415