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Advisor(s)
Abstract(s)
Sendo há muito tempo consensual que a creche não se trata exclusivamente de um local de guarda das crianças, mas sim de um contexto educativo, importa refletir sobre a sua qualidade.
Estudos efetuados mostram que, o que distingue programas de elevada qualidade é a natureza e a qualidade das interações sejam entre o bebé/criança e o educador, entre os profissionais da creche e entre os profissionais e as famílias.
Deste modo o presente estudo teve como principal objetivo analisar o que os profissionais de educação, que trabalham com as crianças e com as suas famílias, pensam sobre a qualidade do contexto educativo creche onde desenvolvem a sua prática.
Optou-se pela realização de estudo de caso exploratório com base num conjunto simultâneo de evidencias quantitativas e qualitativas. O contexto em que o estudo foi realizado insere-se numa IPSS, localizada num dos concelhos da margem sul de Lisboa e em relação à seleção das participantes foi utilizado um método de amostragem por conveniência. Os instrumentos, de natureza quantitativa e qualitativa, utilizados para recolha dos dados foram: a Escala de Avaliação do Ambiente de Creche – Revista (Harms, Cryer & Clifford, 1990), na versão portuguesa e a entrevista semidiretiva. Para analise dos resultados do trabalho desenvolvido, aplicou-se estatística descritiva e análise de conteúdo.
De acordo com os resultados obtidos e da análise dos resultados sobre o contexto educativo em estudo e com base nos valores alcançados, podemos considerar que a qualidade das salas da creche é de nível elevado. Embora a instituição na valência creche mostre padrões de qualidade elevados, estão no entanto identificadas áreas de melhoria: espaço exterior; chegadas e saídas; utilização de livros; promoção da aceitação da diversidade e condições para necessidades individuais do pessoal.
Importa referir que em todo o processo da investigação foi assegurado procedimentos éticos ao nível do respeito e garantia dos direitos das participantes tendo sido informadas, no final do estudo, da divulgação dos resultados.
ABSTRACT Since it has long been agreed that nursery is not exclusively a place of custody of children, but an educational context, it is important to reflect on its quality. Studies show that what distinguishes high quality programs is the nature and quality of interactions between the baby/child and the educator, between nursery professionals and between professionals and families. Thus, the main objective of this study was to analyze what education professionals, who work with children and their families, think about the quality of the educational context where they develop their practice. It was decided to conduct an exploratory case study based on a set of quantitative and qualitative evidence. The context in which the study was carried out is part of an IPSS, located in one of the municipalities of the southern bank of Lisbon and in relation to the selection of participants, a convenience sampling method was applied. The instruments used for data collection, of quantitative and qualitative nature, were: the Infant/Toddler Environment Rating Scale – Revised Edition, (Harms, Cryer & Clifford, 1990), in the Portuguese version and the semi-directive interview. Descriptive statistics and content analysis were used to analyze the results of the work developed. Based on the results obtained and according to their analysis and discussion, we can consider that the quality of the rooms is of high level. Although the institution, at the nursery level, shows high quality standards, areas of improvement are nevertheless identified: outdoor space; arrivals and departures; use of books; promoting the acceptance of diversity and conditions for individual staff needs. Throughout the investigation process, ethical procedures were ensured in respecting and guaranteeing the rights of participants.
ABSTRACT Since it has long been agreed that nursery is not exclusively a place of custody of children, but an educational context, it is important to reflect on its quality. Studies show that what distinguishes high quality programs is the nature and quality of interactions between the baby/child and the educator, between nursery professionals and between professionals and families. Thus, the main objective of this study was to analyze what education professionals, who work with children and their families, think about the quality of the educational context where they develop their practice. It was decided to conduct an exploratory case study based on a set of quantitative and qualitative evidence. The context in which the study was carried out is part of an IPSS, located in one of the municipalities of the southern bank of Lisbon and in relation to the selection of participants, a convenience sampling method was applied. The instruments used for data collection, of quantitative and qualitative nature, were: the Infant/Toddler Environment Rating Scale – Revised Edition, (Harms, Cryer & Clifford, 1990), in the Portuguese version and the semi-directive interview. Descriptive statistics and content analysis were used to analyze the results of the work developed. Based on the results obtained and according to their analysis and discussion, we can consider that the quality of the rooms is of high level. Although the institution, at the nursery level, shows high quality standards, areas of improvement are nevertheless identified: outdoor space; arrivals and departures; use of books; promoting the acceptance of diversity and conditions for individual staff needs. Throughout the investigation process, ethical procedures were ensured in respecting and guaranteeing the rights of participants.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Intervenção Precoce
Keywords
Creche Qualidade dos contextos educativos Avaliação Nursery Quality Assessment Education professionals
Citation
Magão, M. J. G. (2021). Avaliação da qualidade em creche: a visão dos profissionais (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14517