Loading...
Publication
Desenvolvimento socioemocional em crianças de 3 anos
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.91 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório elaborado no âmbito da Prática Profissional Supervisionada II, pertencente ao plano de estudos do Mestrado em Educação Pré-Escolar, surge com o principal intuito de narrar, de forma crítica e reflexiva, as vivências e aprendizagens que
contribuíram para a construção da identidade pessoal e profissional. Tem também como objetivo a apresentação da investigação realizada em contexto de jardim de infância durante um período de quatro meses, intitulada “Desenvolvimento socioemocional em
crianças de 3 anos”. A investigação surge da importância da formação pessoal e social para o processo de desenvolvimento e aprendizagem da criança enquanto indivíduo competente e pertencente à sociedade. Para tal, segue uma abordagem qualitativa através do método de estudo de caso que envolve um grupo constituído por 26 participantes. O principal objetivo consiste em cartografar as competências socioemocionais evidenciadas por crianças com 3 anos de idade no contexto de jardim de infância, assim como compreender o papel do adulto na promoção do desenvolvimento das competências socioemocionais. Para tal, recorri a um conjunto de técnicas e instrumentos tendo por base o modelo Social and Emotional Learning (SEL) apresentado no Manual para a Promoção de Competências Socioemocionais em Meio Escolar, desenvolvido pela Direção-Geral da Saúde em parceria com a Direção-Geral da Educação. As metodologias aplicadas permitiram alcançar um conjunto de dados que foram descritos, analisados e interpretados do ponto de vista do investigador. Os resultados obtidos apontam para a importância da promoção do desenvolvimento das competências socioemocionais enquanto ferramentas que contribuem para o bem-estar pessoal e relacional da criança.
This report, drawn up as part of Supervised Professional Practice II, which is part of the Master's programme in Pre-School Education, is intended to provide a critical and reflective account of the experiences and learning that have contributed to the construction of personal and professional identity. It also aims to present the research carried out in a kindergarten setting over a four-month period, entitled “Socio-emotional development in 3-year-olds”. The research arises from the importance of personal and social training for the child's development and learning process as a competent individual belonging to society. To this end, it follows a qualitative approach using the case study method involving a group of 26 participants. The main objective is to map the socioemotional competences shown by 3-year-olds in a kindergarten setting, as well as to understand the role of the adult in promoting the development of socio-emotional competences. To do this, I used a set of techniques and instruments based on the Social and Emotional Learning (SEL) model presented in the Manual for Promoting Socioemotional Competences in Schools, developed by the Directorate-General for Health in partnership with the Directorate-General for Education.The methodologies applied made it possible to obtain a set of data that was described, analysed and interpreted from the researcher's point of view. The results obtained point to the importance of promoting the development of socio-emotional competences as tools that contribute to the child's personal and relational well-being.
This report, drawn up as part of Supervised Professional Practice II, which is part of the Master's programme in Pre-School Education, is intended to provide a critical and reflective account of the experiences and learning that have contributed to the construction of personal and professional identity. It also aims to present the research carried out in a kindergarten setting over a four-month period, entitled “Socio-emotional development in 3-year-olds”. The research arises from the importance of personal and social training for the child's development and learning process as a competent individual belonging to society. To this end, it follows a qualitative approach using the case study method involving a group of 26 participants. The main objective is to map the socioemotional competences shown by 3-year-olds in a kindergarten setting, as well as to understand the role of the adult in promoting the development of socio-emotional competences. To do this, I used a set of techniques and instruments based on the Social and Emotional Learning (SEL) model presented in the Manual for Promoting Socioemotional Competences in Schools, developed by the Directorate-General for Health in partnership with the Directorate-General for Education.The methodologies applied made it possible to obtain a set of data that was described, analysed and interpreted from the researcher's point of view. The results obtained point to the importance of promoting the development of socio-emotional competences as tools that contribute to the child's personal and relational 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
Saúde mental Competências socioemocionais Papel do adulto Estratégias Prática profissional supervisionada Mental health Socio-emotional skills Role of the adult Strategies Supervised Professional Practice
Pedagogical Context
Citation
Veiga, B. M. G. (2025). Desenvolvimento socioemocional em crianças de 3 anos [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22185