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Abstract(s)
O presente relatório tem como objetivo apresentar, de forma refletida e fundamentada, o percurso realizado durante a Prática Profissional Supervisionada II, em contexto de Jardim de Infância, mais concretamente, numa sala de atividades com um grupo de vinte e duas crianças com idades compreendidas entre os dois e os cinco anos.
Neste relatório é também exposta uma investigação, intitulada de “Vocês estão sempre a brincar juntas” — Relações Sociais entre pares, cujos objetivos consistiram em i) perceber qual o papel do/a educador/a de infância na promoção das relações sociais entre pares; ii) contextualizar o ambiente educativo como influenciador na construção de relações interpessoais; iii) identificar os tipos de interações e relações existentes entre as crianças e iv) compreender os significados que as crianças atribuem às relações entre pares.
Os resultados da investigação sugerem que, na interação umas com as outras, as crianças demonstravam comportamentos pró-sociais entre elas, assim como, atitudes relacionadas com a afetividade. A par disto, os dados do estudo sugerem, ainda, que fatores como a dificuldade na comunicação, a adoção de comportamentos que incomodem o outro, a falta de assiduidade, a timidez e o recente ingresso no JI podem dificultar a aceitação das crianças no grupo a que pertencem. Nesse sentido, o educador de infância revela um papel preponderante na sua ação, sendo que cabe ao mesmo organizar, intencionalmente, o ambiente educativo e transmitir valores sociais consistentes e coerentes, de forma a estimular interações positivas entre pares, assim como, o estabelecimento de relações agradáveis entre crianças.
ABSTRACT This report aims to present, reflect on and substantiate the course taken during the Supervised Professional Practice II, in a kindergarten context, more specifically, in an activity room with a group of twenty-two children aged between two and five years old. In this report an investigation is also exposed, entitled "You are always playing together" - Social relationships among children, whose objectives were to i) Understand the role of the kindergarten teacher in promoting social relationships among peers; ii) Contextualize the educational environment as an influencer in the construction of interpersonal relationships; iii) Identify the types of relationships among children and iv) Understand the meanings that children give to peer relationships. The results of the research suggest that in their interaction with each other, the children demonstrated pro-social behaviors among themselves, as well as attitudes related to affectivity. Along with this, the data from the study also suggest that factors such as communication difficulties, have behaviors that annoy another person, lack of attendance, shyness, and recent enrollment in kindergarten may hinder the children's acceptance in the group to which they belong. In this sense, the kindergarten teacher has a preponderant role in his action, and it is up to him to intentionally organize the educational environment and transmit consistent and coherent social values in order to stimulate positive interactions among peers, as well as the establishment of pleasant relationships among children.
ABSTRACT This report aims to present, reflect on and substantiate the course taken during the Supervised Professional Practice II, in a kindergarten context, more specifically, in an activity room with a group of twenty-two children aged between two and five years old. In this report an investigation is also exposed, entitled "You are always playing together" - Social relationships among children, whose objectives were to i) Understand the role of the kindergarten teacher in promoting social relationships among peers; ii) Contextualize the educational environment as an influencer in the construction of interpersonal relationships; iii) Identify the types of relationships among children and iv) Understand the meanings that children give to peer relationships. The results of the research suggest that in their interaction with each other, the children demonstrated pro-social behaviors among themselves, as well as attitudes related to affectivity. Along with this, the data from the study also suggest that factors such as communication difficulties, have behaviors that annoy another person, lack of attendance, shyness, and recent enrollment in kindergarten may hinder the children's acceptance in the group to which they belong. In this sense, the kindergarten teacher has a preponderant role in his action, and it is up to him to intentionally organize the educational environment and transmit consistent and coherent social values in order to stimulate positive interactions among peers, as well as the establishment of pleasant relationships among children.
Description
Relatório da Prática Profissional Supervisionada (Módulo II) apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Relações Sociais Interação Comportamentos Pró-Sociais Criança Valores Sociais Social relations Interaction Pro-social behaviors Children Social values
Citation
Timóteo, C. F. (2022). "Vocês estão sempre a brincar juntas" (x, 5 anos). relações sociais entre pares (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15733