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Publication
O contributo das histórias em crianças com idade pré-escolar
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| 5.67 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito do Mestrado em Educação PréEscolar, com vista ao seguimento da Prática Profissional Supervisionada II, em contexto de jardim de infância, num grupo de vinte e quatro crianças com idades compreendidas
entre os três e os quatro anos. Neste relatório, será evidenciado a partilha e exposição das situações experienciadas no decorrer de toda a prática, durante, sensivelmente, quatro meses e de forma refletida, crítica e fundamentada. Em anexo, surge o portfólio de aprendizagem onde consta todas as reflexões semanais, os registos das notas de campo e as planificações de todas as atividades. Assim, o mesmo adquire uma natureza investigativa, centrandose no contributo das histórias nas crianças do contexto acima mencionado, tendo como objetivos centrais perceber a importância dos livros na leitura de histórias, conhecer os hábitos leitores das crianças e compreender as conceções da educadora e dos encarregados de educação acerca desta temática e da sua relevância na promoção de aprendizagens nas suas crianças. Trata-se de uma investigação assente no estudo de caso, de cariz qualitativo, que
recorre a diversos instrumentos e técnica de recolha de dados, nomeadamente, a análise bibliográfica, a observação direta e indireta, a entrevista à educadora cooperante e às crianças do contexto e o inquérito por questionário aos encarregados de educação. Os resultados desta investigação revelam que a escuta de histórias é uma prática enraizada no quotidiano das crianças, mediada pela família e pela educadora. No entanto, a sua exploração autónoma encontra-se em fase emergente. A família demonstra ter conhecimento dos benefícios da leitura de histórias no processo de ensino-aprendizagem das crianças, todavia, reconhecem que a frequência com que praticam a leitura fica, por vezes, aquém das expectativas. A educadora revela que o momento da leitura e exploração de histórias é benéfico para o fortalecimento do vínculo afetivo e do desenvolvimento
interal das crianças.
This report was prepared within the scope of the Master's Degree in Preschool Education, with a view to monitoring Supervised Professional Practice II, in a kindergarten context, in a group of twenty-four children aged between three and four years old. This report will highlight the sharing and presentation of situations experienced throughout the practice, over approximately four months, in a reflective, critical and wellfounded manner. Attached is the learning portfolio containing all weekly reflections, field notes and plans for all activities. Thus, it acquires an investigative nature, focusing on the contribution of reading/storytelling in children in the aforementioned context, with the central objectives of understanding the importance of books in reading stories, knowing children's reading habits and understanding the conceptions of the educator and those responsible for this topic and its relevance in promoting learning in their children. This is a case study-based investigation, of a qualitative nature, where I used several instruments and data collection techniques, namely, bibliographic analysis, direct and indirect observation, interviews with the cooperating educator and the children in the context, and a questionnaire survey of guardians. The results of this research reveal that listening to stories is a practice rooted in children's daily lives, mediated by the family and the teacher. However, its autonomous exploration is in an emerging phase. The family demonstrates that they are aware of the benefits of reading stories in the children's teaching-learning process, however, they recognize that the frequency with which they practice the habit of reading sometimes falls short of expectations. The educator reveals that the moment of reading and exploring stories is beneficial for strengthening the emotional bond and the integral development of children.
This report was prepared within the scope of the Master's Degree in Preschool Education, with a view to monitoring Supervised Professional Practice II, in a kindergarten context, in a group of twenty-four children aged between three and four years old. This report will highlight the sharing and presentation of situations experienced throughout the practice, over approximately four months, in a reflective, critical and wellfounded manner. Attached is the learning portfolio containing all weekly reflections, field notes and plans for all activities. Thus, it acquires an investigative nature, focusing on the contribution of reading/storytelling in children in the aforementioned context, with the central objectives of understanding the importance of books in reading stories, knowing children's reading habits and understanding the conceptions of the educator and those responsible for this topic and its relevance in promoting learning in their children. This is a case study-based investigation, of a qualitative nature, where I used several instruments and data collection techniques, namely, bibliographic analysis, direct and indirect observation, interviews with the cooperating educator and the children in the context, and a questionnaire survey of guardians. The results of this research reveal that listening to stories is a practice rooted in children's daily lives, mediated by the family and the teacher. However, its autonomous exploration is in an emerging phase. The family demonstrates that they are aware of the benefits of reading stories in the children's teaching-learning process, however, they recognize that the frequency with which they practice the habit of reading sometimes falls short of expectations. The educator reveals that the moment of reading and exploring stories is beneficial for strengthening the emotional bond and the integral development of children.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Pré-Escolar Leitura de histórias Hábitos leitores Formação Profissional Preschool Reading stories Reading habits Professional training
Pedagogical Context
Citation
Ferreira, A. R. M. (2025). O contributo das histórias em crianças com idade 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/10400.21/22179