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Abstract(s)
O presente relatório decorre da Prática Profissional Supervisionada desenvolvida no contexto de Jardim de Infância. Tem como finalidade apresentar, analisar e refletir criticamente sobre a intervenção e as aprendizagens realizadas, com base num referencial teórico que sustenta todo o trabalho desenvolvido, sendo destacadas as intenções pedagógicas subjacentes à ação no contexto. A prática pedagógica realizada decorreu entre o mês de setembro de 2016 e janeiro de 2017, com um grupo de 20 crianças, com idades compreendidas entre os 3 e os 6 anos.
No decorrer desta intervenção emergiu uma problemática significativa, que será apresentada e analisada no decorrer deste documento - o desenvolvimento das competências sociais como oportunidade de prevenção e resolução de conflitos. Através de uma observação atenta e cuidada das características das crianças e da análise das notas de campo que foram sendo registadas, constatei que, de facto, em diversos momentos do dia, um determinado grupo de crianças estava envolvido em conflitos interpessoais. Neste sentido, e considerando estes momentos como promotores do desenvolvimento sociocognitivo das crianças, pretendi desenvolver uma intervenção educacional que potenciasse o relacionamento interpessoal entre as crianças e facilitasse o desenvolvimento de competências e estratégias sociais adequadas.
A investigação realizada insere-se numa perspetiva de metodologia investigação-ação com o objetivo de promover as relações interpessoais. A mesma permitiu concluir que este é um domínio que sugere uma intervenção a longo prazo com o grupo, imperando a necessidade de incidir mais aprofundadamente, de forma a progredirem na tomada de consciência dos sentimentos e das necessidades do outro.
Apesar disso, no final da intervenção verificou-se uma redução na frequência de conflitos interpessoais.
ABSTRACT The present report results from a supervised professional practice, developed in kindergarten context. Its main purpose is to present, analyze and critically reflect about the interventions and achievements made, based on a theoretical referential that supports all the developed work, having as main focus the pedagogical intentions implicit to the action in context. Pedagogical practice was carried out between September 2016 and January 2017, with a group of 20 children aged between 3 and 6. In the course of this intervention, a meaningful issue occurred, which is going to be presented and analyzed on the following document – the development of social skills as an opportunity to prevent and solve conflicts. Through a close and careful observation of the children’s characteristics followed by a complementary analysis of the field data, it was possible to identify, in different moments of the day, the existence of interpersonal conflicts within a group of children. Therefore, considering these moments as social-cognitive development promoters, I intended to develop an educational intervention that would not only enhance the interpersonal relationships between children but also enable the development of adequate social skills and strategies. The performed research is inserted on an investigation-action methodology perspective that aims to promote interpersonal relationships. It was possible to conclude conflict resolution is a domain that suggests a long term group intervention, with the need to focus more deeply on it, in order to maximize the ability to be aware of the other’s feelings and thoughts. Nevertheless, after the intervention, it was noticeable a reduction in the interpersonal conflicts.
ABSTRACT The present report results from a supervised professional practice, developed in kindergarten context. Its main purpose is to present, analyze and critically reflect about the interventions and achievements made, based on a theoretical referential that supports all the developed work, having as main focus the pedagogical intentions implicit to the action in context. Pedagogical practice was carried out between September 2016 and January 2017, with a group of 20 children aged between 3 and 6. In the course of this intervention, a meaningful issue occurred, which is going to be presented and analyzed on the following document – the development of social skills as an opportunity to prevent and solve conflicts. Through a close and careful observation of the children’s characteristics followed by a complementary analysis of the field data, it was possible to identify, in different moments of the day, the existence of interpersonal conflicts within a group of children. Therefore, considering these moments as social-cognitive development promoters, I intended to develop an educational intervention that would not only enhance the interpersonal relationships between children but also enable the development of adequate social skills and strategies. The performed research is inserted on an investigation-action methodology perspective that aims to promote interpersonal relationships. It was possible to conclude conflict resolution is a domain that suggests a long term group intervention, with the need to focus more deeply on it, in order to maximize the ability to be aware of the other’s feelings and thoughts. Nevertheless, after the intervention, it was noticeable a reduction in the interpersonal conflicts.
Description
Relatório de Prática profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Investigação Conflitos interpessoais Resolução de conflitos Competências sociais. Supervisioned professional practice Investigation Interpersonal conflicts Conflict resolution Social skills