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Advisor(s)
Abstract(s)
O presente relatório surge da Prática Profissional Supervisionada num contexto de Jardim de Infância durante, sensivelmente, quatro meses. O principal objetivo do mesmo prende-se com a análise crítica e reflexiva de todo o processo desenvolvido na intervenção.
Ao longo da mesma pude observar as relações sociais entre as crianças e o estabelecimento de várias interações entre as mesmas, dando continuidade à problemática de investigação, definida na minha anterior Prática Profissional Supervisionada em Creche, relacionada com a existência de comportamentos pró-sociais em crianças pequenas.
O ser humano é, por si só, um ser comunicativo, que interage e estabelece relações sociais com os outros. Ao frequentarem a creche e o jardim de infância, as crianças interagem com outras crianças e com adultos, estabelecendo relações sociais e, consequentemente, desenvolvendo competências a esse nível. Mas a socialização entre crianças pequenas é motivo de reflexão e questionamento, uma vez que é espectável que ainda estejam a desenvolver a conceção do “eu com o outro” e do “eu para o outro”, sendo a interação entre pares um processo a que é atribuída certa complexidade.
ABSTRACT This report emerges from Supervised Professional Practice in a Kindergarten context for approximately four months. The main objective of this work is the critical and reflexive analysis of the entire process developed in the intervention. Throughout it I was able to observe the social relationships between children and the establishment of various interactions among them, giving continuity to the research problem, defined in my previous Supervised Professional Practice in a daycare center, related to the existence of pro-social behaviors in children. The human being is a communicative being, who interacts and establishes social relations with others. By attending daycare center and Kindergarten, children interact with other children and with adults, establishing social relationships and, consequently, developing skills at that level. But the socialization among children of this age group is a reason for reflection and questioning, since it is likely that they are still developing the concept of "I with the other" and "I for the other", being the interaction between pairs a process that is attributed complexity.
ABSTRACT This report emerges from Supervised Professional Practice in a Kindergarten context for approximately four months. The main objective of this work is the critical and reflexive analysis of the entire process developed in the intervention. Throughout it I was able to observe the social relationships between children and the establishment of various interactions among them, giving continuity to the research problem, defined in my previous Supervised Professional Practice in a daycare center, related to the existence of pro-social behaviors in children. The human being is a communicative being, who interacts and establishes social relations with others. By attending daycare center and Kindergarten, children interact with other children and with adults, establishing social relationships and, consequently, developing skills at that level. But the socialization among children of this age group is a reason for reflection and questioning, since it is likely that they are still developing the concept of "I with the other" and "I for the other", being the interaction between pairs a process that is attributed complexity.
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 Interações sociais Comportamentos pró-sociais Profissionalidade docente Kindergarten Social interactions Pro-social behaviors Professionalism
Citation
Vieira, C. R. (2018). Comportamentos pró-sociais das crianças pequenas: as interações do grupo de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9482