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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular da Prática Profissional Supervisionada II (PPS II) em contexto de Jardim de Infância (JI), a qual decorreu numa Instituição Particular de Solidariedade Social (IPSS) de Lisboa. Esta é uma instituição que pretende ser um apoio para as famílias do bairro em que está inserida, oferecendo uma resposta educativa ao nível de creche e jardim de infância (JI). Para além disso, oferece uma resposta educativa ao nível de creche e JI, regendo-se pelo modelo pedagógico do Movimento da Escola Moderna (MEM). Este percurso demorou mais tempo do que estava previsto, uma vez que, devido à pandemia que ainda se vive na atualidade, sofreu uma paragem de aproximadamente dois meses. O grupo com o qual estive é composto por 24 crianças, com idades compreendidas entre os dois e os seis anos de idade.
O interesse pela temática surgiu após o confinamento, onde foi observável uma maior agitação por parte das crianças, uma menor autonomia e uma maior dificuldade na antecipação das rotinas. De facto, a falta de rotinas e a falta de socialização na vida das crianças poderá ser bastante prejudicial, uma vez que a presença das mesmas promove o bem-estar das crianças. Assim, a investigação retrata as perceções de seis famílias deste grupo de crianças, da educadora cooperante, e do grupo de crianças sobre o impacto que o confinamento teve na vida deste grupo. Os resultados deste estudo indicam que este grupo de crianças, durante o confinamento, sofreu algumas consequências e sentiram algumas necessidades. Pelas perceções dos adultos, indicados anteriormente, este confinamento trouxe um isolamento muito grande às crianças, afetou a vida social das mesmas e atividade física também foi afetada. Pelo olhar das crianças, as suas rotinas tiveram alterações, devido à covid-19, sendo estas bem recebidas por algumas crianças e menos bem recebidas por outras. A construção da minha profissionalidade prendeu-se sobretudo pelo contacto que tive com este modelo pedagógico – o MEM; pelas aprendizagens adquiridas, pelas dificuldades sentidas e pelos meus progressos; pelas minhas características pessoais, bem como os meus valores e princípios, uma vez que influenciam a construção da minha identidade profissional.
ABSTRACT This report was prepared within the scope of the Curricular Unit of Supervised Professional Practice II (SPP II) in the context of Kindergarten (NS), which took place in a Private Institution of Social Solidarity (PISS) in Lisbon. This is an institution that intends to be a support to the families of the neighborhood in which it operates, offering an educational response at the kindergarten and nursery school (NS) level. In addition, it offers an educational response at the kindergarten and NS level, guided by the pedagogical model of the Movimento da Escola Moderna (MEM). This route took longer than expected, since, due to the pandemic that is still going on today, it was stopped for two months. The group I was with is made up of 24 children, aged between two and six years old. The interest in the theme emerged after the confinement, where it was observed a greater agitation by the children, less autonomy and greater difficulty in anticipating routines. In fact, the lack of routines and the lack of socialization in children’s lives can be quite harmful, as their presence promotes children’s well-being. Thus, an investigation portrays the perceptions of six families in this group of children, the cooperating educator, and the group of children about the impact that confinement had on the life of this group. The results of this study indicate that this group of children, during confinement, suffered some consequences and felt some needs. According to the adult’s perceptions, mentioned above, this confinement brought a great isolation to the children, affected their social life and physical activity was also affected. From the eyes of the children, their routines were changed, due to covid-19, which are well received by some children and less well received by others. The construction of my professionality was mainly linked to the contact I had with this pedagogical model – the MEM; for the acquired learnings, for the difficulties felt and for my progress; for my personal characteristics, as well as my values and principles, as they influence the construction of my professional identity.
ABSTRACT This report was prepared within the scope of the Curricular Unit of Supervised Professional Practice II (SPP II) in the context of Kindergarten (NS), which took place in a Private Institution of Social Solidarity (PISS) in Lisbon. This is an institution that intends to be a support to the families of the neighborhood in which it operates, offering an educational response at the kindergarten and nursery school (NS) level. In addition, it offers an educational response at the kindergarten and NS level, guided by the pedagogical model of the Movimento da Escola Moderna (MEM). This route took longer than expected, since, due to the pandemic that is still going on today, it was stopped for two months. The group I was with is made up of 24 children, aged between two and six years old. The interest in the theme emerged after the confinement, where it was observed a greater agitation by the children, less autonomy and greater difficulty in anticipating routines. In fact, the lack of routines and the lack of socialization in children’s lives can be quite harmful, as their presence promotes children’s well-being. Thus, an investigation portrays the perceptions of six families in this group of children, the cooperating educator, and the group of children about the impact that confinement had on the life of this group. The results of this study indicate that this group of children, during confinement, suffered some consequences and felt some needs. According to the adult’s perceptions, mentioned above, this confinement brought a great isolation to the children, affected their social life and physical activity was also affected. From the eyes of the children, their routines were changed, due to covid-19, which are well received by some children and less well received by others. The construction of my professionality was mainly linked to the contact I had with this pedagogical model – the MEM; for the acquired learnings, for the difficulties felt and for my progress; for my personal characteristics, as well as my values and principles, as they influence the construction of my professional identity.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Covid-19 Confinamento Rotinas Crianças Famílias Educadora. Lockdown Routines Kids Families Educator
Citation
Sobrinho, S. R. D. (2021). O impacto do confinamento na vida das crianças: representações das famílias, da educadora e das crianças (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14583