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Authors
Advisor(s)
Abstract(s)
O presente relatório, realizado no âmbito da Unidade Curricular Prática Profissional Supervisionada II, integrada no mestrado em Educação Pré-Escolar apresenta, como principal intuito conhecer a importância do storytelling no contacto com a pré-leitura e com a escrita em idade Pré-Escolar, temática esta emergente do interesse e da curiosidade do grupo de crianças pela literatura para a infância. Este percurso ocorreu na valência de Pré-Escolar, com um grupo de 21 crianças com idades compreendidas entre os 3 a 5 anos, equivalentes ao início do período de intervenção. Trata-se de uma Organização Socioeducativa sem fins lucrativos, localizada em Lisboa, que adota o Modelo Movimento Escola Moderna (MEM) como modelo pedagógico. Metodologicamente, a investigação centra-se num estudo de caso, de natureza mista, no qual foram utilizadas diferentes técnicas e instrumentos de recolha de dados: observação participante, metodologias visuais de registo fotográfico, entrevistas estruturadas a duas educadoras e à auxiliar de ação educativa e inquéritos por questionário às famílias. Realizada a recolha de dados, procedi à sua análise de forma a poder retirar as principais conclusões do estudo, sendo estas a importância do storytelling para o desenvolvimento integral das crianças, sobretudo no âmbito da pré-leitura e da escrita. Por fim, destaco, ainda, de que forma as experiências nas PPS permitiram o desenvolvimento de competências e da minha identidade profissional.
The present report, conducted as part of the Supervised Professional Practice II curricular unit the Master’s degree in Early Childhood Education, aims to explore the relevance of storytelling in the early contact with the pre-reading and writing stages among pre-school children. This topic emerged from the interest and curiosity the group of children expressed towards children’s literature. This study took place in a pre-school setting with a group of 21 children aged between 3 and 5 at the beginning of the intervention period. The setting is a non-profit socio-educational organization located in Lisbon, which follows the Modern School Movement as its pedagogical model. Methodologically, the research is centered on a mixed-method case study, employing various data collection techniques and instruments, including participant observation, visual methodologies such as photographic documentation, structured interviews with two kindergarten teachers and one educational assistant, and questionnaire surveys with families. After collecting the data, an analysis was conducted to draw the main conclusions of the study, emphasizing the importance of storytelling for the comprehensive development of children, particularly in the context of pre-reading and writing skills. Finally, the report highlights how the experiences in the Supervised Professional Practice contributed to the development of skills and professional identity.
The present report, conducted as part of the Supervised Professional Practice II curricular unit the Master’s degree in Early Childhood Education, aims to explore the relevance of storytelling in the early contact with the pre-reading and writing stages among pre-school children. This topic emerged from the interest and curiosity the group of children expressed towards children’s literature. This study took place in a pre-school setting with a group of 21 children aged between 3 and 5 at the beginning of the intervention period. The setting is a non-profit socio-educational organization located in Lisbon, which follows the Modern School Movement as its pedagogical model. Methodologically, the research is centered on a mixed-method case study, employing various data collection techniques and instruments, including participant observation, visual methodologies such as photographic documentation, structured interviews with two kindergarten teachers and one educational assistant, and questionnaire surveys with families. After collecting the data, an analysis was conducted to draw the main conclusions of the study, emphasizing the importance of storytelling for the comprehensive development of children, particularly in the context of pre-reading and writing skills. Finally, the report highlights how the experiences in the Supervised Professional Practice contributed to the development of skills and professional identity.
Description
Relatório da Prática Profissional Supervisionada II, apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Stoytelling Literatura para a infância Desenvolvimento e aprendizagem Histórias Children’s literature Development and learning Stories
Citation
França, I. P. (2024). A importância do Storytelling no contacto da pré-leitura e da escritaem idade de Pré-Escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18049