| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 13.86 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A Organização Educativa na qual se realiza a Prática Profissional Supervisionada é um estabelecimento particular e cooperativo com fins lucrativos, que não se encontra vinculado a qualquer agrupamento.
É objetivo deste relatório a descrição reflexiva do processo de intervenção pedagógica desenvolvido no âmbito da Prática Profissional Supervisionada em jardim de infância, do Mestrado em Educação Pré-Escolar.
No seguimento da observação e caracterização do contexto socioeducativo, que decorreu com um grupo de crianças com idades compreendidas entre os 3 e os 6 anos, surgiu o tema de investigação: “Implementação de um programa de escrita inventada numa sala de jardim de infância”.
Procurou-se, com esta investigação, analisar o impacto das atividades de escrita inventada na evolução da escrita das crianças e caracterizar o tipo de interação do adulto com as crianças durante as atividades de escrita inventada.
No estudo participaram 21 crianças entre os 4 e os 6 anos de idade.
As escritas inventadas das crianças foram avaliadas através de pré e pós-testes constituídos por 10 palavras dissilábicas. No total, realizaram-se 9 sessões de intervenção, mas as crianças não participaram todas, em todas as sessões, por motivos diversos.
A metodologia adotada enquadra-se numa abordagem mista, sendo esta investigação desenvolvida através da metodologia de investigação-ação. Como técnicas de recolha de dados utilizaram-se, essencialmente, a observação participante, a observação indireta e a análise documental. Por sua vez, como técnica de análise de dados, privilegiou-se a análise de conteúdo.
Os resultados indiciam que as atividades de escrita inventada podem ter um impacto positivo na escrita das crianças. O tipo de interação mais frequente do adulto com as crianças em atividades de escrita inventada baseia-se no questionamento.
Ao longo do documento, apresenta-se uma atitude reflexiva e crítica da intervenção, procurando-se apresentar e compreender a ação educativa e, desta forma, construir uma identidade profissional enquanto educadora de infância.
ABSTRACT The Educational Organization in which the Supervised Professional Practice takes place is a private and cooperative establishment for profit, which is not linked to any group The goal of this report is the reflective description of the pedagogical intervention process developed within the scope of Supervised Professional Practice in kindergarten, of the Master in Pre-School Education. Following the observation and characterization of the socio-educational context, which took place with a group of children aged between 3 and 6 years old, the research theme emerged: “Implementation of an invented spelling program in a kindergarten room”. With this investigation, we sought to analyze the impact of invented spelling activities on the evolution of children's writing and to characterize the type of interaction between adults and children during invented spelling activities. The study included 21 children between 4 and 6 years old. The children's invented spelling was evaluated through pre- and post-tests consisting of 10 syllable words. In total, 9 intervention sessions took place, but not all the children did participate in all sessions, due to different reasons. The adopted methodology fits in a mixed approach, being this investigation developed through the action-research methodology. As data collection techniques, were used essentially, interacting observation, indirect observation and document analysis. On the other hand, as a data analysis technique, content analysis was privileged. The results indicate that invented spelling activities can have a positive impact on children's spelling. The most frequent type of adult interaction with children in invented spelling activities is based on questioning. Throughout the document, a reflexive and critical attitude of the intervention is presented, seeking to present and understand the educational action and, thus, build a professional identity as a kindergarten teacher.
ABSTRACT The Educational Organization in which the Supervised Professional Practice takes place is a private and cooperative establishment for profit, which is not linked to any group The goal of this report is the reflective description of the pedagogical intervention process developed within the scope of Supervised Professional Practice in kindergarten, of the Master in Pre-School Education. Following the observation and characterization of the socio-educational context, which took place with a group of children aged between 3 and 6 years old, the research theme emerged: “Implementation of an invented spelling program in a kindergarten room”. With this investigation, we sought to analyze the impact of invented spelling activities on the evolution of children's writing and to characterize the type of interaction between adults and children during invented spelling activities. The study included 21 children between 4 and 6 years old. The children's invented spelling was evaluated through pre- and post-tests consisting of 10 syllable words. In total, 9 intervention sessions took place, but not all the children did participate in all sessions, due to different reasons. The adopted methodology fits in a mixed approach, being this investigation developed through the action-research methodology. As data collection techniques, were used essentially, interacting observation, indirect observation and document analysis. On the other hand, as a data analysis technique, content analysis was privileged. The results indicate that invented spelling activities can have a positive impact on children's spelling. The most frequent type of adult interaction with children in invented spelling activities is based on questioning. Throughout the document, a reflexive and critical attitude of the intervention is presented, seeking to present and understand the educational action and, thus, build a professional identity as a kindergarten teacher.
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
Consciência fonológica Atividades de escrita inventada Tipos de interação Princípio alfabético Invented spelling activities Type of interaction Phonological awareness Alphabetic principle
Citation
Chagas, D. C. (2019). Implementação de um programa de escrita inventada 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/10400.21/12876
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa