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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular (UC) Prática Profissional Supervisionada II (PPS II), integrada no plano de estudos do 2.º ano do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa (ESELx). A PPS II decorreu entre 2 de outubro de 2023 e 31 de janeiro de 2024, numa sala de Jardim de Infância (JI), com um grupo de 20 crianças com idades compreendidas entre os 2 e os 6 anos. Após observar e interagir com o grupo em questão, apercebi-me do seu interesse pela linguagem escrita e como as crianças a enquadravam em diversas situações do seu quotidiano. Assim sendo, optei por fazer incidir a investigação na pesquisa acerca das estratégias utilizadas para a abordagem à linguagem escrita no Jardim de Infância. Os objetivos desta investigação foram: i) Analisar a importância da abordagem à linguagem escrita numa sala de Jardim de Infância e ii) Conhecer e analisar as estratégias de promoção da abordagem à linguagem escrita numa sala de Jardim de Infância. Para poder responder a estes objetivos, optei por utilizar ao longo desta investigação o método do estudo de caso, de natureza qualitativa, recolhendo dados através de observação direta e de uma entrevista semiestruturada à educadora cooperante; os instrumentos de recolha dos dados foram as notas de campo elaboradas e o guião da entrevista semiestruturada. Através da análise dos dados recolhidos, foi possível constatar que a abordagem à linguagem escrita é essencial para as crianças em idade pré-escolar; contudo, não é suposto que as crianças saiam do Jardim de Infância a saber escrever. Este é um processo gradual e importa que seja realizado de forma lúdica, permitindo que as crianças comecem a ter consciência das diversas funcionalidades da escrita bem como a desenvolver a sua consciência fonológica.
This report was written as part of the Curricular Unit (CU) Supervised Professional Practice II (PPS II), which is part of the syllabus for the second year of the master’s degree in Pre-School Education at the Lisbon School of Education (ESELx). PPS II took place between October 2, 2023, and January 31, 2024, in a kindergarten room with a group of 20 children aged between 2 and 6. After observing and interacting with the group in question, I became aware of their interest in written language and how the children used it in various everyday situations. I therefore chose to focus my research on the strategies used to approach written language in kindergarten. The objectives of this research were: i) To analyse the importance of the approach to written language in a kindergarten classroom and ii) To know and analyse the strategies used to promote the approach to written language in a kindergarten classroom. To meet these objectives, I chose to use the qualitative case study method throughout this research, collecting data through direct observation and a semi-structured interview with the cooperating teacher; the data collection instruments were the field notes and the semi-structured interview script. Analysis of the data collected showed that the approach to written language is essential for pre-school children; however, it is not essential that children leave kindergarten knowing how to write. This is a gradual process and should be conducted in a playful way, allowing children to become aware of the various features of writing and to develop their phonological awareness.
This report was written as part of the Curricular Unit (CU) Supervised Professional Practice II (PPS II), which is part of the syllabus for the second year of the master’s degree in Pre-School Education at the Lisbon School of Education (ESELx). PPS II took place between October 2, 2023, and January 31, 2024, in a kindergarten room with a group of 20 children aged between 2 and 6. After observing and interacting with the group in question, I became aware of their interest in written language and how the children used it in various everyday situations. I therefore chose to focus my research on the strategies used to approach written language in kindergarten. The objectives of this research were: i) To analyse the importance of the approach to written language in a kindergarten classroom and ii) To know and analyse the strategies used to promote the approach to written language in a kindergarten classroom. To meet these objectives, I chose to use the qualitative case study method throughout this research, collecting data through direct observation and a semi-structured interview with the cooperating teacher; the data collection instruments were the field notes and the semi-structured interview script. Analysis of the data collected showed that the approach to written language is essential for pre-school children; however, it is not essential that children leave kindergarten knowing how to write. This is a gradual process and should be conducted in a playful way, allowing children to become aware of the various features of writing and to develop their phonological awareness.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Jardim de Infância Abordagem à linguagem escrita Estratégias Kindergarten Approach to written language Approach to written language
Citation
Alvarenga, M. R. (2024). “Almoço começa com a letra A (S.M.)”: Estratégias de promoção da abordagem à linguagem escrita numa sala de Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18080