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Abstract(s)
No âmbito do Mestrado em Educação Pré-Escolar realizei o presente relatório da Prática Profissional Supervisionada, Módulo II, em contexto de Jardim de Infância (JI). Relatório este que demonstra todo o percurso realizado com um grupo de vinte crianças com idades compreendidas entre os três e os seis anos de idade.
Presente no relatório está o estudo que decorreu de uma fragilidade específica deste grupo de crianças, identificada através dos registos realizados e da observação direta do grupo de crianças. Desta forma, foi possível determinar qual a problemática para a investigação-ação, tendo em conta que se justificou existir uma intervenção.
A amostra das crianças para a investigação foi total e teve como objetivo: perceber em que situações são geridos mais conflitos e o porquê, e identificar estratégias que possibilitem a resolução dos conflitos. De forma a dar resposta a estes objetivos e às necessidades das crianças foi necessário realizar uma revisão da literatura sobre a presente temática.
Com o término da PPSII foi possível observar melhorias significativas na relação das crianças entre si, tanto em pequeno como em grande grupo. Ainda que já existissem amizades criadas anteriormente, é visível um cuidado com crianças que anteriormente não tinham muito contacto.
ABSTRACT The following report on Supervised Professional Practice, Module two, in a kindergarten classroom was done as an integrated part of the master’s degree in preschool teaching. This report portraits the work done with a group of twenty children with ages between three and six years old. In this report we can find a study that addressed a specific difficulty of this group, which was identified through written records and direct observation of the above-mentioned group of children. This way, it was possible to determine the key issue to investigate since an intervention was clearly justified. Every child in the group took part in this investigation which aimed at understanding in what situations there were more conflicts and why; and identify specific strategies that allow those conflicts to be solved. In order to achieve these objectives a careful revision of the literature regarding these topics was mandatory and done. As the PPSII came to an end we could clearly identify great improvements in the way these children related with each other and with the whole group. Even though there were previously established ties between them, the attention levels towards children that were often outside a core social group clearly increased.
ABSTRACT The following report on Supervised Professional Practice, Module two, in a kindergarten classroom was done as an integrated part of the master’s degree in preschool teaching. This report portraits the work done with a group of twenty children with ages between three and six years old. In this report we can find a study that addressed a specific difficulty of this group, which was identified through written records and direct observation of the above-mentioned group of children. This way, it was possible to determine the key issue to investigate since an intervention was clearly justified. Every child in the group took part in this investigation which aimed at understanding in what situations there were more conflicts and why; and identify specific strategies that allow those conflicts to be solved. In order to achieve these objectives a careful revision of the literature regarding these topics was mandatory and done. As the PPSII came to an end we could clearly identify great improvements in the way these children related with each other and with the whole group. Even though there were previously established ties between them, the attention levels towards children that were often outside a core social group clearly increased.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Jardim de infância Investigação Resolução de conflitos Kindergarten Research Conflict resolution
Citation
Gonçalves, M. (2019). Como gerir os conflitos 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/10400.21/10279