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Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular (UC) Prática Profissional Supervisionada II (PPS II) e tem o intuito de ilustrar e fundamentar reflexivamente o trabalho desenvolvido em contexto de jardim de infância (JI), que decorreu no período de 18 de outubro de 2021 a 25 de fevereiro de 2022.
O estudo aqui descrito surge na sequência das minhas observações e vivências durante a PPS II, num grupo de 22 crianças, das quais oito frequentavam pela primeira vez o JI.
Neste sentido e ao observar as interações entre crianças recém-chegadas (novatas) e as crianças que já frequentavam o JI (veteranas), surgiu a temática em estudo: As relações sociais entre pares como facilitadoras do processo de adaptação da criança ao JI, que visou perceber de que forma as relações sociais entre pares influenciam/facilitam o processo de adaptação da criança, aferir que estratégias da educadora cooperante contribuíram positivamente para a adaptação e compreender como o ambiente educativo pode ser promotor de relações sociais entre pares e consequente adaptação da criança ao JI.
O estudo assume uma natureza qualitativa e adota uma metodologia de estudo de caso. Para dar resposta à temática apresentada recorri a técnicas de recolha de dados como a observação participante, entrevista e inquérito por questionário.
Através da análise de conteúdo dos resultados obtidos, pude constatar que as crianças que apresentam relações satisfatórias com os seus pares evidenciam estar emocionalmente calmas e apropriam-se facilmente do ambiente educativo e do que este envolve. Para facilitar esse processo de inclusão, o/a educador/a deve estabelecer uma relação próxima e de confiança com a criança e uma parceria com as famílias, a fim de envolver as crianças veteranas e criar um ambiente educacional securizante. Assim pude concluir que o ambiente educativo promove, através da configuração de espaços, materiais e rotinas, relações sociais positivas entre pares que viabilizam a adaptação da criança ao JI.
ABSTRACT This report was developed within the Curricular Unit (UC) of Supervised Professional Practice II (SPP II) and aims to illustrate and present a reflexion regarding the work developed in the context of kindergarten (KIGA), which took place between 18 October 2021 and 25 February 2022. This report includes my observations and experiences during SPP II, in a group of 22 children, eight of whom were attending KIGA for the first time. In this sense, and when observing the interactions between newcomers (newbies) and children who were already attending KIGA (veterans), the theme under study emerged: Social relationships between peers as facilitators of the child's adaptation process to KIGA. That aimed to understand how social relationships between peers influence/facilitate the child's adaptation process; to assess which strategies of the cooperating educator contributed positively to adaptation; to understand how the educational environment can promote social relationships between peers and consequent adaptation of the child to the KIGA. The study assumes a qualitative nature and adopts a case study methodology. To respond to the theme presented, I resorted to data collection techniques such as participant observation, interview, and questionnaire survey. Through the content analysis of the results obtained, I could infer that children who have satisfactory relationships with their peers show emotional calmness and easily appropriate the educational environment and what it involves. To facilitate this inclusion process, the educator should establish a close and trusting relationship with the child and a partnership with the families, in order to involve veteran children and create a safe educational environment. I reached the conclusion that the educational environment promotes, through the configuration of spaces, materials and routines, positive social relationships between peers that enables the child's adaptation to KIGA.
ABSTRACT This report was developed within the Curricular Unit (UC) of Supervised Professional Practice II (SPP II) and aims to illustrate and present a reflexion regarding the work developed in the context of kindergarten (KIGA), which took place between 18 October 2021 and 25 February 2022. This report includes my observations and experiences during SPP II, in a group of 22 children, eight of whom were attending KIGA for the first time. In this sense, and when observing the interactions between newcomers (newbies) and children who were already attending KIGA (veterans), the theme under study emerged: Social relationships between peers as facilitators of the child's adaptation process to KIGA. That aimed to understand how social relationships between peers influence/facilitate the child's adaptation process; to assess which strategies of the cooperating educator contributed positively to adaptation; to understand how the educational environment can promote social relationships between peers and consequent adaptation of the child to the KIGA. The study assumes a qualitative nature and adopts a case study methodology. To respond to the theme presented, I resorted to data collection techniques such as participant observation, interview, and questionnaire survey. Through the content analysis of the results obtained, I could infer that children who have satisfactory relationships with their peers show emotional calmness and easily appropriate the educational environment and what it involves. To facilitate this inclusion process, the educator should establish a close and trusting relationship with the child and a partnership with the families, in order to involve veteran children and create a safe educational environment. I reached the conclusion that the educational environment promotes, through the configuration of spaces, materials and routines, positive social relationships between peers that enables the child's adaptation to KIGA.
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
Adaptação Criança Jardim de infância Relações sociais entre pares Adaptation Child Kindergarten Social relationships between peers
Citation
Tomé, L. S. L. (2022). “M.R. estás a gostar do teu dia?” (F.P.): as relações sociais entre pares como facilitadoras do processo deadaptação da criança ao jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15785