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As escolhas das crianças e a (re)configuração das interações sociais numa sala de jardim de infância
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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular de Prática Profissional Supervisionada II (PPSII), integrada no currículo do Mestrado em Educação Pré-Escolar, e tem como principal objetivo apresentar de uma forma reflexiva, fundamentada e sistemática, o meu percurso enquanto educadora estagiária em contexto de Jardim-de-Infância e os processos de intervenção educativa e de investigação adotados ao longo dos meses de prática, com um grupo de vinte cinco crianças, com idades compreendidas entre os três e os quatro anos. Numa fase final, é apresentada igualmente uma reflexão crítica acerca do processo de construção da profissionalidade no decorrer de toda a minha formação no Mestrado. A Organização socioeducativa onde decorreu a minha PPSII, assume um modelo pedagógico próprio, baseado na livre escolha, o que permite, que diariamente, durante a manhã as crianças decidam para que sala pretendem ir. A dinâmica descrita leva a uma configuração e reconfiguração sistemática do grupo, sendo que consequentemente, ao observar diariamente o contexto, considerei pertinente desenvolver uma investigação centrada nas escolhas das crianças e nas interações sociais estabelecidas, com os seguintes objetivos: (i) Conhecer a visão da equipa educativa sobre o modelo pedagógico, em particular sobre a participação das crianças na escolha das salas e das áreas; (ii) Desocultar as motivações da criança para a escolha da sala das Expressões e das áreas; (iii) Mapear as escolhas na sala das Expressões; (iv) Caraterizar o papel da equipa educativa no momento da(s) escolha(s); (v) Analisar como se (re) configura no quotidiano o grupo e as interações sociais na sala das Expressões. Considerando os propósitos definidos, optou-se por seguir uma abordagem qualitativa e interpretativa, norteada pela metodologia de estudo de caso. A recolha de dados passou pelo recurso a diferentes técnicas e instrumentos, nomeadamente: observação direta, através do registo de notas de campo, entrevista semiestruturada à educadora cooperante e inquérito por questionário à coordenadora do Jardim-de-Infância, e ainda entrevistas/diálogos com as crianças. Os dados qualitativos reunidos por meio de diversas fontes, foram tratados através da técnica de análise de conteúdo categorial, tendo-se recorrido ainda à estatística descritiva, designadamente contagem de frequência, para tratar os dados quantitativos resultantes da observação sistemática. Os resultados deste estudo sustentam as potencialidades da abordagem pedagógica adotada pela organização socioeducativa na promoção da participação, autonomia e livre escolha das crianças. Os dados revelam que a principal motivação para as crianças escolherem a sala das Expressões está relacionada com a preferência pelas áreas disponíveis, sendo essa escolha também influenciada pelas escolhas dos seus pares, um fator igualmente influente na seleção das áreas. Os dados destacam ainda o papel desempenhado pela equipa educativa, tendo-se observado o recurso a diversas estratégias facilitadoras da promoção da autonomia e do desenvolvimento da capacidade de tomada de decisão das crianças, destacando-se a organização do espaço e do tempo e o incentivo e desafio das crianças. A análise das interações sociais entre crianças de diferentes idades na sala de referência, permitiu identificar a relevância da formação de grupos heterogéneos para o desenvolvimento socio-afetivo das crianças.
ABSTRACT This report is part of the Supervised Professional Practice II (PPSII) course, which is part of the Master's in Pre-School Education curriculum, and its main objective is to present, in a reflective, reasoned and systematic way, my journey as a trainee educator in a kindergarten setting and the educational intervention and research processes adopted over the months of practice with a group of twenty-five children aged between three and four. In the final phase, a critical reflection on the process of building professionalism throughout my Master's training is also presented. The socio-educational organisation where my PPSII took place has its own pedagogical model, based on free choice, which means that every morning the children decide which room they want to go to. The dynamics described lead to a systematic configuration and reconfiguration of the group, and consequently, by observing the context on a daily basis, I considered it pertinent to carry out an investigation centred on the children's choices and the social interactions established, with the following objectives: (i) To get to know the educational team's vision of the pedagogical model, in particular the children's participation in the choice of rooms and areas; (ii) To uncover the children's motivations for choosing the Expressions room and areas; (iii) To map the choices in the Expressions room; (iv) To characterise the role of the educational team at the time of the choice(s); (v) To analyse how the group and social interactions in the Expressions room are (re)configured on a daily basis. Considering the purposes defined, we chose to follow a qualitative and interpretative approach, guided by the case study methodology. Data was collected using different techniques and instruments, namely: direct observation, by recording field notes, a semi-structured interview with the cooperating teacher and a questionnaire survey with the kindergarten coordinator, as well as interviews/dialogues with the children. The qualitative data gathered from various sources was processed using the categorical content analysis technique, and descriptive statistics were also used, specifically frequency counts, to process the quantitative data resulting from systematic observation. The results of this study support the potential of the pedagogical approach adopted by the socio-educational organisation in promoting children's participation, autonomy and free choice. The data shows that the main motivation for the children to choose the Expressions room is related to their preference for the areas available, with this choice also being influenced by the choices of their peers, an equally influential factor in the selection of areas. The data also highlights the role played by the educational team, who used various strategies to promote autonomy and the development of children's decision-making skills, including the organisation of space and time and encouraging and challenging children. Analysing the social interactions between children of different ages in the reference room made it possible to identify the importance of forming heterogeneous groups for children's socio-affective development.
ABSTRACT This report is part of the Supervised Professional Practice II (PPSII) course, which is part of the Master's in Pre-School Education curriculum, and its main objective is to present, in a reflective, reasoned and systematic way, my journey as a trainee educator in a kindergarten setting and the educational intervention and research processes adopted over the months of practice with a group of twenty-five children aged between three and four. In the final phase, a critical reflection on the process of building professionalism throughout my Master's training is also presented. The socio-educational organisation where my PPSII took place has its own pedagogical model, based on free choice, which means that every morning the children decide which room they want to go to. The dynamics described lead to a systematic configuration and reconfiguration of the group, and consequently, by observing the context on a daily basis, I considered it pertinent to carry out an investigation centred on the children's choices and the social interactions established, with the following objectives: (i) To get to know the educational team's vision of the pedagogical model, in particular the children's participation in the choice of rooms and areas; (ii) To uncover the children's motivations for choosing the Expressions room and areas; (iii) To map the choices in the Expressions room; (iv) To characterise the role of the educational team at the time of the choice(s); (v) To analyse how the group and social interactions in the Expressions room are (re)configured on a daily basis. Considering the purposes defined, we chose to follow a qualitative and interpretative approach, guided by the case study methodology. Data was collected using different techniques and instruments, namely: direct observation, by recording field notes, a semi-structured interview with the cooperating teacher and a questionnaire survey with the kindergarten coordinator, as well as interviews/dialogues with the children. The qualitative data gathered from various sources was processed using the categorical content analysis technique, and descriptive statistics were also used, specifically frequency counts, to process the quantitative data resulting from systematic observation. The results of this study support the potential of the pedagogical approach adopted by the socio-educational organisation in promoting children's participation, autonomy and free choice. The data shows that the main motivation for the children to choose the Expressions room is related to their preference for the areas available, with this choice also being influenced by the choices of their peers, an equally influential factor in the selection of areas. The data also highlights the role played by the educational team, who used various strategies to promote autonomy and the development of children's decision-making skills, including the organisation of space and time and encouraging and challenging children. Analysing the social interactions between children of different ages in the reference room made it possible to identify the importance of forming heterogeneous groups for children's socio-affective development.
Description
Relatório de Prática de Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Educação de Infância Criança Participação Interação Early Childhood Education Child Participation Interaction
Citation
Cruz, I. A. B. (2024). As escolhas das crianças e a (re)configuração das interações sociais numa sala de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/21383
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa