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Advisor(s)
Abstract(s)
O presente relatório, elaborado no contexto da Unidade Curricular (UC) de Prática Profissional Supervisionada (PPS), módulo II, trata-se de um trabalho de reflexão-apresentação da minha prática como educadora estagiária num Jardim de Infância (JI) com crianças entre os 3 e os 5 anos, que pretende descrever este percurso de estágio, não só na sua dimensão de intervenção pedagógica, mas também através de um trabalho reflexivo despertado por esta. Para esse efeito, é feita uma caracterização do contexto em que decorreu o estágio, e uma análise reflexiva da intervenção feita, centrada nas suas intencionalidades educativas. A par destas, apresenta-se ainda uma investigação que procura responder a um problema suscitado pelo trabalho desenvolvido ao longo do estágio acerca do impacto que teve a pandemia Covid-19 no desenvolvimento da linguagem oral das crianças em idade pré-escolar. Essa investigação foi guiada por dois objetivos: por um lado, caracterizar os efeitos da pandemia no desenvolvimento da linguagem oral em crianças de idade pré-escolar e, por outro, caracterizar as perceções da educadora cooperante sobre os efeitos da pandemia no desenvolvimento da linguagem nessas crianças. Em termos de metodologia, trata-se de um estudo de caso, centrado na consulta documental, análise de observações e reflexões e análise de entrevista à educadora, que permitiu não só concluir que os efeitos da pandemia terão sido inibidores do desenvolvimento da linguagem oral, mas também aflorar a importante relação que se pode estabelecer entre a o desenvolvimento da linguagem oral e prática educativa em idade pré-escolar. Neste sentido, este estudo contribui para a discussão geral acerca do impacto social da pandemia de Covid-19 em Portugal e no mundo, em particular, no que diz respeito ao mundo da educação pré-escolar, mas também, e principalmente, para reforçar a importância pedagógica que o desenvolvimento da linguagem oral assume na educação pré-escolar.
The present report, prepared in the context of the Supervised Professional Practice (PPS) Curricular Unit, is a reflective presentation of my practice as a trainee educator in a Kindergarten with children aged 3 to 5. It aims to describe this internship, not only in terms of pedagogical intervention but also through reflective work sparked by it. For this purpose, a characterization of the internship context is provided, along with a reflective analysis of the intervention carried out, focusing on its educational intentions. In addition to these aspects, an investigation is presented that seeks to address a problem raised by the work developed during the internship regarding the impact of the Covid-19 pandemic on the development of oral language in preschool children. This investigation was guided by the following objectives: on one hand, to characterize the effects of the pandemic on the development of oral language in preschool-aged children, and on the other hand, to characterize the perceptions of the cooperating educator regarding the effects of the pandemic on the development of language in these children. In terms of methodology, it is a case study centered on document analysis, observations and interview, which allowed to conclude not only that the effects of the pandemic may have inhibited the development of oral language but also to highlight the important relationship that can be established between the development of oral language and educational practice in the preschool age. In this sense, this study contributes to the general discussion about the social impact of the Covid-19 pandemic in Portugal and in the world, particularly regarding the field of preschool education, but also, and mainly, to reinforce the pedagogical importance that the development of oral language assumes in preschool education.
The present report, prepared in the context of the Supervised Professional Practice (PPS) Curricular Unit, is a reflective presentation of my practice as a trainee educator in a Kindergarten with children aged 3 to 5. It aims to describe this internship, not only in terms of pedagogical intervention but also through reflective work sparked by it. For this purpose, a characterization of the internship context is provided, along with a reflective analysis of the intervention carried out, focusing on its educational intentions. In addition to these aspects, an investigation is presented that seeks to address a problem raised by the work developed during the internship regarding the impact of the Covid-19 pandemic on the development of oral language in preschool children. This investigation was guided by the following objectives: on one hand, to characterize the effects of the pandemic on the development of oral language in preschool-aged children, and on the other hand, to characterize the perceptions of the cooperating educator regarding the effects of the pandemic on the development of language in these children. In terms of methodology, it is a case study centered on document analysis, observations and interview, which allowed to conclude not only that the effects of the pandemic may have inhibited the development of oral language but also to highlight the important relationship that can be established between the development of oral language and educational practice in the preschool age. In this sense, this study contributes to the general discussion about the social impact of the Covid-19 pandemic in Portugal and in the world, particularly regarding the field of preschool education, but also, and mainly, to reinforce the pedagogical importance that the development of oral language assumes in preschool education.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Jardim de infância Desenvolvimento da linguagem oral Covid-19 Supervised professional practice Kindergarten Development of oral language
Citation
Cardoso, M. P. M. (2023). “Vamos conversar?” A influência da pandemia de COVID-19 no desenvolvimento da linguagem oral em crianças de idade pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16569