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Como incluir crianças com NE em contexto pré-escolar com a metodologia Forest School?
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Abstract(s)
Este relatório apresenta uma investigação sobre a inclusão de crianças com Necessidades Especificas (NE) em contexto Pré-Escolar através da metodologia Forest School. O estudo foi realizado no âmbito da Prática Profissional Supervisionada II do Mestrado em Educação Pré-Escolar e teve como objetivo analisar de que forma o contacto com a natureza pode promover a inclusão de crianças com NE. A metodologia adotada baseou-se num estudo de caracter qualitativo, envolvendo observação direta, entrevistas semiestruturadas e análise documental. Foram analisadas as estratégias utilizadas para adaptar o ambiente e as atividades às necessidades individuais, bem como o impacto das sessões de Forest School no seu desenvolvimento social, emocional e cognitivo. Os resultados indicam que a experiência ao ar livre proporciona um ambiente de aprendizagem inclusivo, estimulando a autonomia, a interação social e o bem-estar das crianças com NE. Além disso, evidenciam a importância da colaboração entre educadores, famílias e Forest Leaders para garantir a eficácia da abordagem inclusiva. O estudo reforça a relevância da metodologia Forest School na promoção da inclusão e do desenvolvimento das crianças, destacando a necessidade de formação continua dos profissionais de educação para uma implementação eficaz deste modelo pedagógico.
This report presents an investigation into the inclusion of children with Specific Needs (SN) in Pre-School context using the Forest School methodology. The study was carried out within the scope of Supervised Professional Practice II of the master’s degree in early childhood education and aimed to analyze how contact with nature can promote the inclusion of children with SEN. The methodology adopted was based on a qualitative study, involving direct observation, semi-structured interviews and documentary analysis. The strategies used to adapt the environment and activities to individual needs were analyzed, as well as the impact of the Forest School sessions on their social, emotional and cognitive development. The results demonstrate that the outdoor experience provides an inclusive learning environment, stimulating autonomy, social interaction and well-being of children with SEN. Furthermore, they highlight the importance of collaboration between educators, families and Forest Leaders to ensure the effectiveness of the inclusive approach. The study reinforces the relevance of the Forest School methodology in promoting inclusion and development of children, highlighting the need for continuous training of education professionals for the effective implementation of this pedagogical model.
This report presents an investigation into the inclusion of children with Specific Needs (SN) in Pre-School context using the Forest School methodology. The study was carried out within the scope of Supervised Professional Practice II of the master’s degree in early childhood education and aimed to analyze how contact with nature can promote the inclusion of children with SEN. The methodology adopted was based on a qualitative study, involving direct observation, semi-structured interviews and documentary analysis. The strategies used to adapt the environment and activities to individual needs were analyzed, as well as the impact of the Forest School sessions on their social, emotional and cognitive development. The results demonstrate that the outdoor experience provides an inclusive learning environment, stimulating autonomy, social interaction and well-being of children with SEN. Furthermore, they highlight the importance of collaboration between educators, families and Forest Leaders to ensure the effectiveness of the inclusive approach. The study reinforces the relevance of the Forest School methodology in promoting inclusion and development of children, highlighting the need for continuous training of education professionals for the effective implementation of this pedagogical model.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Inclusão Necessidades educativas especiais Educação Pré-escolar Forest School Inclusion Special educations needs Early childhood education