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Advisor(s)
Abstract(s)
As interações sociais, existentes quando as crianças se relacionam, comunicam e identificam umas com as outras, têm uma extrema importância para a criação de amizades, que, por sua vez, são um fator crucial para a integração e inclusão das crianças. O objetivo deste relatório é refletir sobre as interações sociais inclusivas entre crianças da educação pré-escolar, em específico as interações com uma criança com Necessidades de
Saúde Especiais (NSE), através de um estudo de caso com abordagem qualitativa, com o apoio de diversas técnicas e instrumentos de recolha de dados. Ao longo do presente documento, é apresentada a caracterização do contexto, um estabelecimento educativo particular com fins lucrativos, em contexto de jardim de infância. Em seguida, explicitam-se as intencionalidades que considerei mais adequadas para a minha ação educativa. Posteriormente, apresenta-se o desenvolvimento da problemática e logo depois a análise e a discussão dos resultados. Por fim, tece-se uma reflexão sobre as aprendizagens ao longo da Prática Profissional Supervisionada (PPS) no contexto de creche e de jardim de infância que foram de cruciais para a construção da minha profissionalidade docente enquanto educadora de infância. Os resultados apontam para um maior número de interações sociais inclusivas do que interações sociais menos inclusivas, isto é, a MR é uma criança que está integrada no grupo. As crianças preocupam-se com ela, brincam e estabelecem com ela relações recíprocas de amizade. Com esta investigação, também é possível entender a visão do grupo perante uma criança com NSE, nomeadamente Trissomia 21, esta é vista como uma criança afetiva e sociável, no entanto, com algumas diferenças ao nível das características físicas. Por fim, importa salientar que é apresentada a construção da profissionalidade que teve um papel fundamental para refletir e repensar as minhas ações como futura profissional na área de educação.
Social interactions, which exist when children relate, communicate and identify with each other, are extremely important for creating friendships, which, in turn, are a crucial factor for the integration and inclusion of children. The objective of this report is to reflect on inclusive social interactions between children in pre-school education, specifically interactions with a child with Specific Health Needs (SN), through a case study with a qualitative approach, with the support of several data collection techniques and instruments. Throughout this document, the characterization of the context is presented, a private educational establishment for profit, in the context of kindergarten classroom. Next, the intentions that I considered most appropriate for my educational action are explained. Subsequently, the development of the problem is presented and then the analysis and discussion of the results. Finally, a reflection is made on the learning throughout Supervised Professional Practice (PPS) in the context of daycare and kindergarten, which were crucial for the construction of my teaching professionalism as a kindergarten teacher. The results point to a greater number of inclusive social interactions than less inclusive social interactions, that is, MR is a child who is integrated into the group. Children worry about her, play with her and establish reciprocal friendships with her. With this investigation, it is also possible to understand the groups view of a child with SES, namely Down syndrome, who is seen as an affectionate and sociable child, however, with some differences in terms of physical characteristics. Finally, it is important to highlight that the construction of professionalism is presented, which played a fundamental role in reflecting and rethinking my actions as a future professional in the Education area.
Social interactions, which exist when children relate, communicate and identify with each other, are extremely important for creating friendships, which, in turn, are a crucial factor for the integration and inclusion of children. The objective of this report is to reflect on inclusive social interactions between children in pre-school education, specifically interactions with a child with Specific Health Needs (SN), through a case study with a qualitative approach, with the support of several data collection techniques and instruments. Throughout this document, the characterization of the context is presented, a private educational establishment for profit, in the context of kindergarten classroom. Next, the intentions that I considered most appropriate for my educational action are explained. Subsequently, the development of the problem is presented and then the analysis and discussion of the results. Finally, a reflection is made on the learning throughout Supervised Professional Practice (PPS) in the context of daycare and kindergarten, which were crucial for the construction of my teaching professionalism as a kindergarten teacher. The results point to a greater number of inclusive social interactions than less inclusive social interactions, that is, MR is a child who is integrated into the group. Children worry about her, play with her and establish reciprocal friendships with her. With this investigation, it is also possible to understand the groups view of a child with SES, namely Down syndrome, who is seen as an affectionate and sociable child, however, with some differences in terms of physical characteristics. Finally, it is important to highlight that the construction of professionalism is presented, which played a fundamental role in reflecting and rethinking my actions as a future professional in the Education area.
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
interações sociais inclusivas jardim de infância Trissomia 21 Inclusive social interactions Kindergarten Down syndrome
Citation
Jesus, M. P. (2024). As interações sociais inclusivas entre crianças do pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18073