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Brincar é ser feliz!” - Compreender o lugar, o papel e as potencialidades do brincar em contexto de pré-escolar
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O presente relatório foi elaborado no âmbito da unidade curricular de Prática Profissional Supervisionada II (PPS II), integrada no Mestrado em Educação Pré-Escolar (MEPE) da Escola Superior de Educação de Lisboa (ESELx). Este documento visa apresentar, de forma reflexiva e fundamentada, o processo de intervenção e investigação educativa desenvolvido ao longo de quatro meses num contexto de educação pré-escolar, com um grupo de dezanove crianças com idades compreendidas entre os 4 e os 5 anos. Procede-se ainda a uma reflexão crítica sobre o processo de construção da identidade profissional, sustentada pelas vivências e experiências adquiridas no decurso das práticas supervisionadas realizadas (PPS I e PPS II). Com o propósito de aprofundar a compreensão sobre o papel e as potencialidades do brincar em educação pré-escolar, optei pela realização de um estudo de natureza qualitativa, baseado na metodologia de estudo de caso. O presente estudo, focado na sala de pré-escolar em que estive integrada, teve como objetivos; (i) Caracterizar a visão da educadora sobre o lugar e o papel do brincar em educação pré-escolar; (ii) Descortinar os sentidos e os significados do brincar para as crianças; (iii) Mapear as preferências das crianças quanto aos tipos de brincadeiras nas diversas áreas da sala de atividades; (iv) Analisar o lugar/ espaço que o brincar ocupa na organização do ambiente educativo; (v) Analisar o papel do adulto nos momentos de brincadeiras; (vi) Identificar potencialidades do brincar em contexto de educação pré-escolar; A recolha de dados passou pela utilização de diversas técnicas e instrumentos, nomeadamente, observação direta participante, observação naturalista, análise documental e entrevistas semiestruturadas à educadora-cooperante e às crianças. A triangulação destas fontes de informação permitiu uma análise aprofundada e fundamentada dos dados obtidos. Os resultados deste estudo colocam em evidencia a relevância do brincar na educação pré-escolar. As observações realizadas confirmam que a ação de brincar vai para além da mera dimensão lúdica, assumindo-se como um pilar essencial na construção do conhecimento e desenvolvimento integral da criança, abrangendo os domínios cognitivos, sociais, emocionais e motores. Com efeito, os dados reunidos apontam para que o brincar favoreça a capacidade de socialização, de gestão de conflitos, a criatividade e ainda o desenvolvimento emocional, o que vai ao encontro das perspetivas de vários autores. Através do estudo constatou-se igualmente que o Educador de Infância assume um papel ativo na promoção de um brincar intencional e significativo, assegurando que este contribua para o desenvolvimento global da criança e para a construção do seu conhecimento.
This report was prepared within the scope of the curricular unit Supervised Professional Practice II (PPS II), which is part of the Master’s in Preschool Education (MEPE) at the Lisbon School of Education (ESELx). This document aims to present, in a reflective and well-founded manner, the process of educational intervention and research developed over four months in a preschool education context, with a group of nineteen children aged between 4 and 5 years old. Furthermore, it includes a critical reflection on the process of constructing professional identity, supported by the experiences and learning acquired throughout the supervised practices (PPS I and PPS II). With the purpose of deepening the understanding of the role and potential of play in preschool education, I chose to conduct a qualitative study, based on a case study methodology. This research, carried out in the preschool classroom where I was integrated, aimed to; (i) Characterize the educator’s perspective on the role and significance of play in preschool education; (ii) Uncover the meanings and interpretations that play holds for children; (iii) Map children's preferences regarding different types of play across the various activity areas in the classroom; (iv) Analyze the space and time allocated to play within the organization of the educational environment; (v) Examine the role of the adult during playtime; (vi) Identify the educational potential of play in the preschool context. Data collection involved the use of various techniques and instruments, namely participant direct observation, naturalistic observation, document analysis, and semistructured interviews with the cooperating educator and the children. The triangulation of these data sources enabled a comprehensive and well-supported analysis of the collected information. The findings of this study highlight the significance of play in preschool education. The observations conducted confirm that play extends beyond its recreational dimension, establishing itself as an essential pillar in the construction of knowledge and the holistic development of the child, encompassing cognitive, social, emotional, and motor domains. Furthermore, the collected data indicate that play enhances children's socialization skills, conflict management abilities, creativity, and emotional development, aligning with the perspectives of various authors. Through the study, it was also found that the Early Childhood Educator plays an active role in promoting intentional and meaningful play, ensuring that it contributes to the child's overall development and the construction of their knowledge.
This report was prepared within the scope of the curricular unit Supervised Professional Practice II (PPS II), which is part of the Master’s in Preschool Education (MEPE) at the Lisbon School of Education (ESELx). This document aims to present, in a reflective and well-founded manner, the process of educational intervention and research developed over four months in a preschool education context, with a group of nineteen children aged between 4 and 5 years old. Furthermore, it includes a critical reflection on the process of constructing professional identity, supported by the experiences and learning acquired throughout the supervised practices (PPS I and PPS II). With the purpose of deepening the understanding of the role and potential of play in preschool education, I chose to conduct a qualitative study, based on a case study methodology. This research, carried out in the preschool classroom where I was integrated, aimed to; (i) Characterize the educator’s perspective on the role and significance of play in preschool education; (ii) Uncover the meanings and interpretations that play holds for children; (iii) Map children's preferences regarding different types of play across the various activity areas in the classroom; (iv) Analyze the space and time allocated to play within the organization of the educational environment; (v) Examine the role of the adult during playtime; (vi) Identify the educational potential of play in the preschool context. Data collection involved the use of various techniques and instruments, namely participant direct observation, naturalistic observation, document analysis, and semistructured interviews with the cooperating educator and the children. The triangulation of these data sources enabled a comprehensive and well-supported analysis of the collected information. The findings of this study highlight the significance of play in preschool education. The observations conducted confirm that play extends beyond its recreational dimension, establishing itself as an essential pillar in the construction of knowledge and the holistic development of the child, encompassing cognitive, social, emotional, and motor domains. Furthermore, the collected data indicate that play enhances children's socialization skills, conflict management abilities, creativity, and emotional development, aligning with the perspectives of various authors. Through the study, it was also found that the Early Childhood Educator plays an active role in promoting intentional and meaningful play, ensuring that it contributes to the child's overall development and the construction of their knowledge.
Descrição
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Pré-Escolar
Palavras-chave
Brincar Pré-escolar Criança Ambiente educativo Papel do educador Play Preschool Child Educational environment Educator’s role
Contexto Educativo
Citação
Coelho, A. F. M. (2025). Brincar é ser feliz!” - Compreender o lugar, o papel e as potencialidades do brincar em contexto de 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/10400.21/22180