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Como desenvolver a competência emocional das crianças a partir de histórias
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Advisor(s)
Abstract(s)
O desenvolvimento emocional das crianças afeta a sua vivência presente e futura, tendo impacto não só na dimensão interpessoal, mas também na intrapessoal. A leitura surge, neste sentido, para dar resposta ao estímulo de que as crianças precisam para explorar estes aspetos. Contudo, os estudos existentes parecem não equacionar esta inter-relação entre leitura e competência emocional de forma explícita. Posto isto, a presente investigação tem como propósito compreender como se pode desenvolver a competência emocional de crianças de 3.º ano através da leitura, definindo-se como objetivos: (i) caracterizar o desenvolvimento emocional das crianças; (ii) sistematizar as estratégias pedagógicas que potenciem o seu desenvolvimento emocional; e (iii) aferir o contributo das histórias para o seu desenvolvimento emocional. Foi aplicado um teste inicial para descrever o desenvolvimento emocional dos estudantes e, seguidamente, concebida uma intervenção baseada no questionamento, reflexão e discussão de situações descritas em histórias selecionadas, utilizando como ponto de partida a exploração do livro “A ovelhinha que veio para o jantar”, explorando ainda outras obras complementares. Quando os alunos já tinham entendido as dimensões que constituem a componente emocional, transferiram estes conhecimentos para episódios ocorridos em sala de aula. Por último, foi aplicado um teste final. Após realizada a comparação dos resultados de ambos os testes constatei que os alunos melhoraram 92.30% nas competências trabalhadas com esta intervenção, particularmente no/a: reconhecimento de sentimentos conflituosos; terminologia emocional adequada; possível incompatibilidade entre o estado interior e exterior; identificação de estratégias reguladoras de emoções; e compreensão de que as relações são regidas pelo modo como as emoções são expressas. Apurei também um aumento acentuado na frequência de justificações/exemplos válidos para sustentar determinadas interpretações emocionais. Em síntese, com esta investigação foi possível concluir que a leitura pode fomentar o desenvolvimento das competências emocionais das crianças de 1.º ciclo.
ABSTRACT The emotional development of children affects their present and future experiences, impacting not only the interpersonal dimension, but also the intrapersonal. Reading emerges, in this respect, to provide the stimulus that children need to explore these aspects. However, existing studies do not seem to equate this interrelationship between reading and emotional competence in an explicit way. Therefore, this research aims to understand how the emotional competence of 3rd grade children can be developed through reading, by defining the following objectives: (i) characterize the emotional development of children; (ii) systematize the pedagogical strategies that enhance their emotional development; and (iii) assess the contribution of stories to their emotional development. An initial test was applied to describe the students' emotional development, and afterwards an intervention was designed based on questioning, reflection and discussion of the situations described in selected stories, using as a starting point the exploration of the book "The little sheep that came to dinner", exploring other books as well. When the students had already understood the dimensions that constituted the emotional component, they transferred this knowledge to episodes that occurred in their classroom. Lastly, a final test was applied. After comparing the results of both tests, I found that students improved by 92.30% in the skills covered by this intervention, in particular: recognizing conflicting feelings; appropriate emotional terminology; possible incompatibility between inner and outer states; identifying emotion-regulating strategies; and understanding that relationships are shaped by the way emotions are expressed. I also detected a prominent increase in the frequency of valid justifications/examples to support certain emotional interpretations. In summary, with this research it was possible to conclude that reading can foster the development of emotional competences in primary school children.
ABSTRACT The emotional development of children affects their present and future experiences, impacting not only the interpersonal dimension, but also the intrapersonal. Reading emerges, in this respect, to provide the stimulus that children need to explore these aspects. However, existing studies do not seem to equate this interrelationship between reading and emotional competence in an explicit way. Therefore, this research aims to understand how the emotional competence of 3rd grade children can be developed through reading, by defining the following objectives: (i) characterize the emotional development of children; (ii) systematize the pedagogical strategies that enhance their emotional development; and (iii) assess the contribution of stories to their emotional development. An initial test was applied to describe the students' emotional development, and afterwards an intervention was designed based on questioning, reflection and discussion of the situations described in selected stories, using as a starting point the exploration of the book "The little sheep that came to dinner", exploring other books as well. When the students had already understood the dimensions that constituted the emotional component, they transferred this knowledge to episodes that occurred in their classroom. Lastly, a final test was applied. After comparing the results of both tests, I found that students improved by 92.30% in the skills covered by this intervention, in particular: recognizing conflicting feelings; appropriate emotional terminology; possible incompatibility between inner and outer states; identifying emotion-regulating strategies; and understanding that relationships are shaped by the way emotions are expressed. I also detected a prominent increase in the frequency of valid justifications/examples to support certain emotional interpretations. In summary, with this research it was possible to conclude that reading can foster the development of emotional competences in primary school children.
Description
Relatório de Prática de Ensino Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Leitura Desenvolvimento emocional 1.º ciclo do ensino básico Reading Emotional development Primary school
Citation
Menino, M. F. P. (2022). Como desenvolver a competência emocional das crianças a partir de histórias (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15823