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Abstract(s)
Crianças com dificuldades mais acentuadas no seu desenvolvimento e na aprendizagem necessitam de respostas educativas que criem oportunidades para: participarem em atividades com os seus pares, alargarem as relações sociais e as amizades, nomeadamente com os seus pares, e aumentarem os conhecimentos acerca do mundo que as rodeia.
Ao percebermos que no nosso contexto educativo existe uma criança com graves dificuldades no seu desenvolvimento importou, para nós, perceber de que modo o conto de diferentes tipos de história, em diversos contextos influencia o seu envolvimento e participação na atividade de contação de histórias no jardim de infância, bem como o seu desenvolvimento social.
Considerando esta informação realizámos uma dissertação que se baseia numa metodologia qualitativa, a qual procura compreender com detalhe e profundidade a natureza dos fenómenos no seu contexto natural. O estudo teve como objetivos: (i) caraterizar o modo como a criança com multideficiência se envolve e participa na atividade de contação de histórias; (ii) compreender a influência do contexto e do tipo de histórias nos processos de envolvimento e de participação dessa criança na atividade de contação de histórias e (iii) perceber qual a influência que o conto dos diferentes tipos de história têm na promoção do seu desenvolvimento social.
Sendo a criança com multideficiência o centro do processo de investigação, este estudo inclui como participantes, essa criança, os seus pares e as assistentes operacionais. A recolha de dados foi feita através da observação, da análise de redes sociais e da pesquisa documental. Sendo a autora do estudo observadora participante, recorremos a notas de campo e registos vídeo.
Os resultados do estudo revelam que a criança alvo do estudo participou de uma forma muito positiva na atividade de contação de histórias, sendo que as características dos seus comportamentos foram algo distintas perante os diferentes tipos de histórias contadas e os contextos onde estas foram contadas: sessão individual, sessão em pequeno grupo e sessão em grande grupo. As sessões em pequeno grupo foram aquelas em que o seu nível de envolvimento e de participação foi, na generalidade das situações, mais elevado. Por outro lado, as sessões em grande grupo foram aquelas em que a L. evidenciou menor participação. Assinala-se que a ordem pela qual as sessões aconteceram pareceu influenciar o nível de participação da L. na atividade, sendo que se envolveu mais na segunda vez que ouviu a mesma história do que na primeira vez. No conto de HA destaca-se o facto de a L. manifestar mais comportamentos relacionados com a relação com o contador de histórias. No conto de HMS a L. manifestou mais comportamentos de entusiasmo face à história propriamente dita e na relação com os outros. No conto de HS assumiu importância, sobretudo, os comportamentos relacionados com a interação com os outros, especialmente na interação com os pares.
O nosso estudo permitiu-nos perceber ainda que a atividade de contação das histórias trouxe ganhos importantes, não só para a L. mas também para o grupo de pares. A L. passou a manifestar mais competências sociais na interação com os pares nos diversos contextos. Por outro lado, os pares passaram a demonstrar uma maior compreensão e tolerância para com a L. aumentando os momentos de partilha e de compreensão entre eles.
ABSTRACT Children with greater difficulties in their development and learning need educational responses that create opportunities to be able to broaden social relationships and friendships, particularly with their peers, and to increase knowledge about the world around them. This dissertation is based on a qualitative methodology. trying to understand the nature of the phenomena in their natural context and do it with some detail and depth. When we realize that in our context there is a child with developmental difficulties, it was important for us to understand how the story of different types of stories, in different contexts, influences the involvement and participation of a child with multiple disabilities in the storytelling activity in the kindergarten, as well as its social development? Our work had as objectives: (i) to characterize the way in which children with multiple disabilities get involved and participate in the activity of storytelling; (ii) understand the influence of the context and type of stories in the processes of involvement and participation of this child in the storytelling activity (iii) understand what influence different types of stories have in promoting their social development. Since L. is the center of the entire research process, this work includes the educational community itself as participants. Data collection was done through observation, analysis of social networks and documentary research. As the author of the study as a participating observer, we also used field notes and video records, focusing our analysis on the latter. Finally, we still feel the need to compare the results of involvement obtained by L. with those of three other children in the group. The results of the study reveal that the target child of the study was very positively involved in the activity of storytelling, and the characteristics of the behaviors were somewhat different before the different types of stories told and the contexts where they were told: individual session, small group session and large group session. Small group sessions were those in which your level of involvement and participation was, in most situations, highest. On the other hand, large group sessions were those in which L. showed less participation. It should be noted that the order in which the sessions took place seemed to influence L`s level of participation in the activity, being more involved the second time she heard the same story than the first time. In the short story of HA stands out the fact that L. manifests more behaviors related to the relationship with the storyteller. In the short story of HMS, L. showed more enthusiastic behavior in relation to the story itself and in relation to others. In the story of HS, the behaviors related to interacting with peers. Our study allowed us to realize that the storytelling activity brought important improvements, not only for L. but also for the peer group. L. started to manifest more social skills on the interaction with peers in different contexts. On the other hand, the pairs started to show a greater understanding and tolerance towards L. increasing the moments of sharing and understanding between them.
ABSTRACT Children with greater difficulties in their development and learning need educational responses that create opportunities to be able to broaden social relationships and friendships, particularly with their peers, and to increase knowledge about the world around them. This dissertation is based on a qualitative methodology. trying to understand the nature of the phenomena in their natural context and do it with some detail and depth. When we realize that in our context there is a child with developmental difficulties, it was important for us to understand how the story of different types of stories, in different contexts, influences the involvement and participation of a child with multiple disabilities in the storytelling activity in the kindergarten, as well as its social development? Our work had as objectives: (i) to characterize the way in which children with multiple disabilities get involved and participate in the activity of storytelling; (ii) understand the influence of the context and type of stories in the processes of involvement and participation of this child in the storytelling activity (iii) understand what influence different types of stories have in promoting their social development. Since L. is the center of the entire research process, this work includes the educational community itself as participants. Data collection was done through observation, analysis of social networks and documentary research. As the author of the study as a participating observer, we also used field notes and video records, focusing our analysis on the latter. Finally, we still feel the need to compare the results of involvement obtained by L. with those of three other children in the group. The results of the study reveal that the target child of the study was very positively involved in the activity of storytelling, and the characteristics of the behaviors were somewhat different before the different types of stories told and the contexts where they were told: individual session, small group session and large group session. Small group sessions were those in which your level of involvement and participation was, in most situations, highest. On the other hand, large group sessions were those in which L. showed less participation. It should be noted that the order in which the sessions took place seemed to influence L`s level of participation in the activity, being more involved the second time she heard the same story than the first time. In the short story of HA stands out the fact that L. manifests more behaviors related to the relationship with the storyteller. In the short story of HMS, L. showed more enthusiastic behavior in relation to the story itself and in relation to others. In the story of HS, the behaviors related to interacting with peers. Our study allowed us to realize that the storytelling activity brought important improvements, not only for L. but also for the peer group. L. started to manifest more social skills on the interaction with peers in different contexts. On the other hand, the pairs started to show a greater understanding and tolerance towards L. increasing the moments of sharing and understanding between them.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Especial
Keywords
Multideficiência Desenvolvimento social Histórias multissensoriais Histórias sociais Histórias de autor Childhood stories Social development Multiple disabilities Multisensory stories Social stories