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Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II, desenvolvida ao longo de quatro meses num contexto de Jardim de Infância, com um grupo de crianças com idades compreendidas entre os 5 e os 6 anos. O relatório tem como principal objetivo apresentar e refletir criticamente sobre o processo de intervenção e investigação em JI. Contempla, ainda, uma reflexão pessoal em torno dos contributos do percurso vivenciado na formação em Educação de Infância, para a construção da minha identidade profissional, enquanto futura Educadora de Infância.
A caracterização reflexiva dos contextos e agentes do processo educativo permitiu traçar intencionalidades educativas que nortearam e deram sentido à minha ação educativa, tencionando intervir segundo uma prática responsiva e empática, de relações afetivas de segurança, proximidade e confiança, para com as crianças, as suas famílias e equipa educativa.
A criança desenvolve-se num processo dinâmico de interação e relação com o meio, sendo, tanto produto, como produtora do seu desenvolvimento; nessas ações afeta-se a si mesma e ao que a envolve, conferindo sentido ao seu universo social. Na educação pré-escolar, é a natureza e qualidade das interações do Educador que distingue a autenticidade e compromisso na sua ação pedagógica (Bronfenbrenner, 1979; Bhering & Sarkis, 2009; Bertam & Pascal, 2009; Portugal, 2011). A investigação Tandem procura descrever os comportamentos interativos de educadores/as, evocando os diferentes modelos educativos e influências dos vários contextos de vida das crianças (Brandes et al., 2015). Os estudos Tandem portugueses (2015, 2016, 2017, 2018 & 2022) apontam para a implicação direta dos modelos de interação do adulto na participação, envolvimento e comunicação da criança.
A presente investigação segue as diretrizes da metodologia Tandem. Assenta num estudo observacional com medidas quantitativas e descritivas e visa estudar o modelo de atuação de 3 profissionais de educação com 6 crianças em idade pré-escolar, em termos colaborativos, desafio pedagógico e envolvimento e a transferência desses modelos para a interação criança-criança na situação Tandem – uma sessão de atividade lúdica de construção conjunta com materiais pré-definidos, durante 20 minutos, realizadas em contexto de JI. Neste estudo, participaram 2 Educadoras de Infância, uma Psicomotricista e 12 crianças em idade pré-escolar.
Os resultados apontam divergências e semelhanças quanto aos aferidos nos estudos Tandem portugueses; apontam, sobretudo, para o impacto positivo de Modelos de Interação parceiros, desafiantes e positivos, por parte do adulto, na sua interação com a criança. Apenas perante Modelos e Comportamentos Interativos de verdadeira qualidade interativa e de contexto relacional efetivamente positivo – em termos de Participação, Desafio Pedagógico, Envolvimento, Empatia, Atenção, Reciprocidade e Tipo de Colaboração – por parte do profissional de educação, ocorreu efetiva transferência para a interação criança-criança. Neste contexto, os resultados sugerem que a criança aprende melhor e de forma mais significativa perante Modelos e Comportamentos Interativos mais adequados. Não obstante, perante Modelos e Comportamentos Interativos de menor qualidade, as crianças revelaram-se dispostas e competentes para selecionar os modelos éticos mais atraentes e modelá-los ou modificá-los no contexto de interação com os seus pares.
Partindo da experiência vivida nas Práticas Supervisionadas em Creche e Jardim de Infância, como futura Educadora de Infância, pretendo olhar e entender a criança como ser de necessidades e interesses próprios; de tempos, espaços e contextos; como detentor de um papel ativo nas interações que estabelece consigo, com os outros e com o meio; ser curioso, disponível ao que é novo, sujeito de saber, construtivo e detentor de teorias explícitas sobre o que o rodeia; um ser de expectativas, de valores, com voz e saberes a transmitir, a ouvir e respeitar, bem como a responder e a acolher. Em paralelo, reconheço a importância de estabelecer, com cada grupo e com cada criança, uma relação adequada através de uma cadeia interativa responsiva, com base na reciprocidade, na relação afetiva, no equilíbrio de poder e na escuta ativa, procurando atender ao seu bem-estar físico e emocional.
The present report emerges within the scope of Supervised Professional Practice II, conducted over four months in a Kindergarten context, with a group of children aged between 5 and 6 years old. The report's main objective is to present and critically reflect on the intervention and research process in Kindergarten. It also includes a personal reflection on the contributions of the experiences gained in Early Childhood Education training to the construction of my professional identity as a future Early Childhood Educator. The reflective characterization of the contexts and agents of the educational process has allowed for the delineation of educational intentions that guided and gave meaning to my educational action, intending to intervene according to a responsive and empathetic practice, characterized by affective relationships of security, proximity, and trust towards the children, their families, and the educational team. Children develop in a dynamic process of interaction and relationship with their environment, being both a product and a producer of their development; in these actions, they affect themselves and their surroundings, giving meaning to their social universe. In preschool education, it is the nature and quality of the educator's interactions that distinguish authenticity and commitment in their pedagogical action. The Tandem research seeks to describe the interactive behaviors of educators, evoking different educational models and influences from the various contexts of children's lives. Portuguese Tandem studies (2015, 2016, 2017, 2018 & 2022) point to the direct implication of adult interaction models in children's participation, involvement, and communication. The present research follows the guidelines of the Tandem methodology. It is based on an observational study with quantitative and descriptive measures and aims to study the model of action of 3 education professionals with 6 preschool children, in terms of collaboration, pedagogical challenge, and involvement, and the transfer of these models to child-child interaction in the Tandem situation - a session of joint construction activity with predefined materials, for 20 minutes, conducted in the kindergarten context. In this study, 2 Early Childhood Educators, a Psychomotor Therapist, and 12 preschool children participated. The results indicate divergences and similarities regarding those found in Portuguese Tandem studies; they point primarily to the positive impact of challenging and positive Interaction Models by adults on their interaction with children. Effective transfer to child-child interaction occurred only in the presence of truly interactive and contextually positive Interaction Models and Behaviors – in terms of Participation, Pedagogical Challenge, Involvement, Empathy, Attention, Reciprocity, and Type of Collaboration – by the education professional. In this context, the results suggest that children learn better and more meaningfully in the presence of more appropriate Interaction Models and Behaviors. However, in the face of lower-quality Interaction Models and Behaviors, children demonstrated willingness and competence to select the most attractive ethical models and mold or modify them in the context of interaction with their peers. Drawing from the experience gained in Supervised Practices in Nursery and Kindergarten, as a future Early Childhood Educator, I aim to perceive and understand the child as a being with their own needs and interests, within their own times, spaces, and contexts; as an active participant in the interactions they establish with themselves, others, and the environment; curious, open to the new, knowledgeable, constructive, and possessing explicit theories about their surroundings; a being with expectations, values, with a voice and knowledge to transmit, listen to, respect, respond to, and embrace. In parallel, I recognize the importance of establishing, with each group and each child, an appropriate relationship through a responsive interactive chain, based on reciprocity, affective relationships, power balance, and active listening, aiming to attend to their physical and emotional well-being.
The present report emerges within the scope of Supervised Professional Practice II, conducted over four months in a Kindergarten context, with a group of children aged between 5 and 6 years old. The report's main objective is to present and critically reflect on the intervention and research process in Kindergarten. It also includes a personal reflection on the contributions of the experiences gained in Early Childhood Education training to the construction of my professional identity as a future Early Childhood Educator. The reflective characterization of the contexts and agents of the educational process has allowed for the delineation of educational intentions that guided and gave meaning to my educational action, intending to intervene according to a responsive and empathetic practice, characterized by affective relationships of security, proximity, and trust towards the children, their families, and the educational team. Children develop in a dynamic process of interaction and relationship with their environment, being both a product and a producer of their development; in these actions, they affect themselves and their surroundings, giving meaning to their social universe. In preschool education, it is the nature and quality of the educator's interactions that distinguish authenticity and commitment in their pedagogical action. The Tandem research seeks to describe the interactive behaviors of educators, evoking different educational models and influences from the various contexts of children's lives. Portuguese Tandem studies (2015, 2016, 2017, 2018 & 2022) point to the direct implication of adult interaction models in children's participation, involvement, and communication. The present research follows the guidelines of the Tandem methodology. It is based on an observational study with quantitative and descriptive measures and aims to study the model of action of 3 education professionals with 6 preschool children, in terms of collaboration, pedagogical challenge, and involvement, and the transfer of these models to child-child interaction in the Tandem situation - a session of joint construction activity with predefined materials, for 20 minutes, conducted in the kindergarten context. In this study, 2 Early Childhood Educators, a Psychomotor Therapist, and 12 preschool children participated. The results indicate divergences and similarities regarding those found in Portuguese Tandem studies; they point primarily to the positive impact of challenging and positive Interaction Models by adults on their interaction with children. Effective transfer to child-child interaction occurred only in the presence of truly interactive and contextually positive Interaction Models and Behaviors – in terms of Participation, Pedagogical Challenge, Involvement, Empathy, Attention, Reciprocity, and Type of Collaboration – by the education professional. In this context, the results suggest that children learn better and more meaningfully in the presence of more appropriate Interaction Models and Behaviors. However, in the face of lower-quality Interaction Models and Behaviors, children demonstrated willingness and competence to select the most attractive ethical models and mold or modify them in the context of interaction with their peers. Drawing from the experience gained in Supervised Practices in Nursery and Kindergarten, as a future Early Childhood Educator, I aim to perceive and understand the child as a being with their own needs and interests, within their own times, spaces, and contexts; as an active participant in the interactions they establish with themselves, others, and the environment; curious, open to the new, knowledgeable, constructive, and possessing explicit theories about their surroundings; a being with expectations, values, with a voice and knowledge to transmit, listen to, respect, respond to, and embrace. In parallel, I recognize the importance of establishing, with each group and each child, an appropriate relationship through a responsive interactive chain, based on reciprocity, affective relationships, power balance, and active listening, aiming to attend to their physical and emotional well-being.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa
para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Interação adulto-criança Interação criança-criança Modelos e comportamentos Interativos Educador como modelo Transferência de modelos Adult-child interaction Interaction between children Interactive models and behaviors Educator as a model Models transfer
Citation
Bugalhão, C. L. (2024). Educador e criança: da interação adulto-criança à interação entre pares (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17989