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O papel do educador na promoção da autorregulação comportamental da criança: um estudo de caso numa sala de jardim de infância
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O presente relatório, desenvolvido no âmbito da Prática Profissional Supervisionada II (PPS II), do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa, reflete a minha experiência de estágio em Jardim de Infância, com um grupo de 25 crianças com idades compreendidas entre os 3 e os 5 anos. Descrevendo e refletindo, de forma sistemática e fundamentada, os processos vivenciados ao longo de 15 semanas, o trabalho reflete duas dimensões fundamentais articuladas: a prática pedagógica e a prática investigativa. Organizado em seis capítulos principais, o relatório oferece, nos dois primeiros, a Caracterização da Ação Contextualizada e a Análise Reflexiva da Intervenção em Jardim de Infância, respetivamente. O quarto capítulo centra-se na Investigação em Jardim de Infância, apresentando a problemática, a revisão da literatura sobre a temática estudada, o roteiro metodológico e ético, e a análise dos dados. Incidindo sobre O papel do educador na promoção da autorregulação comportamental da criança: um estudo de caso numa sala de jardim de infância, a investigação visou compreender as conceções e práticas da educadora cooperante relativamente à autorregulação comportamental das crianças do grupo, bem como conhecer as representações destas últimas acerca das regras da sala e das estratégias da educadora para a sua (auto-)regulação. O estudo de caso previu diferentes fontes de recolha dos dados (i.e., a observação participante e respetivas notas de campo; e a realização de inquéritos por entrevistas), tratados com recurso à análise de conteúdo/categorial. Os resultados evidenciam o papel do educador como corregulador dos processos de autorregulação comportamental das crianças, promovendo-a através de uma organização cooperada com as crianças do ambiente educativo, incluindo a definição de regras e de consequências para o seu cumprimento/incumprimento. As conclusões contribuíram, também, para a Construção da [minha] Profissionalidade Docente como educadora de infância, dimensão aprofundada no penúltimo capítulo do relatório, a anteceder as Considerações Finais.
This report was developed within the scope of the Supervised Professional Practice II (PPS II) course, part of the Master's Degree in Preschool Education at the Lisbon School of Education. It reflects my internship experience in a kindergarten setting, working with a group of 25 children aged between 3 and 5 years. Through a systematic and well-grounded description and reflection on the processes experienced over 15 weeks, the report addresses two interrelated dimensions: pedagogical practice and research practice. Organized into six main chapters, the report begins with the Characterization of the Contextualized Action and a Reflective Analysis of the Intervention in Kindergarten. The fourth chapter focuses on Research in Kindergarten, presenting the research problem, the literature review on the studied topic, the methodological and ethical framework, and the data analysis. Focusing on The role of the educator in promoting children’s behavioral selfregulation: a case study in a kindergarten classroom, the research aimed to understand the cooperating educator’s conceptions and practices regarding children's behavioral selfregulation, as well as to explore the children’s own representations about classroom rules and the educator’s strategies to support their (self-)regulation. The case study included different data collection sources (i.e., participant observation and corresponding field notes, as well as semi-structured interview surveys), which were analyzed using content/category analysis. The findings highlight the educator’s role as a co-regulator of children’s self-regulatory processes, promoting self-regulation through a collaboratively organized educational environment, including the definition of rules and corresponding consequences for their compliance or violation. The conclusions also contributed to the development of my Professional Identity as a Preschool Educator, a dimension further explored in the penultimate chapter, which precedes the Final Considerations.
This report was developed within the scope of the Supervised Professional Practice II (PPS II) course, part of the Master's Degree in Preschool Education at the Lisbon School of Education. It reflects my internship experience in a kindergarten setting, working with a group of 25 children aged between 3 and 5 years. Through a systematic and well-grounded description and reflection on the processes experienced over 15 weeks, the report addresses two interrelated dimensions: pedagogical practice and research practice. Organized into six main chapters, the report begins with the Characterization of the Contextualized Action and a Reflective Analysis of the Intervention in Kindergarten. The fourth chapter focuses on Research in Kindergarten, presenting the research problem, the literature review on the studied topic, the methodological and ethical framework, and the data analysis. Focusing on The role of the educator in promoting children’s behavioral selfregulation: a case study in a kindergarten classroom, the research aimed to understand the cooperating educator’s conceptions and practices regarding children's behavioral selfregulation, as well as to explore the children’s own representations about classroom rules and the educator’s strategies to support their (self-)regulation. The case study included different data collection sources (i.e., participant observation and corresponding field notes, as well as semi-structured interview surveys), which were analyzed using content/category analysis. The findings highlight the educator’s role as a co-regulator of children’s self-regulatory processes, promoting self-regulation through a collaboratively organized educational environment, including the definition of rules and corresponding consequences for their compliance or violation. The conclusions also contributed to the development of my Professional Identity as a Preschool Educator, a dimension further explored in the penultimate chapter, which precedes the Final Considerations.
Descrição
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Palavras-chave
Educador de infância Autorregulação Comportamento Educação pré- escolar Prática profissional supervisionada Preschool educator Self-regulation Behavior Preschool education Supervised professional practice
Contexto Educativo
Citação
Dias, M. O. C. (2025). O papel do educador na promoção da autorregulação comportamental da criança: um estudo de caso numa sala de jardim de infância [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22231