| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 54.86 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório decorre da Prática Profissional Supervisionada (Módulo II) realizada em Jardim de Infância. Visa apresentar de forma reflexiva e fundamentada, as ideias, motivações, intenções e os processos vividos durante a intervenção educativa. Este relatório aborda ainda uma problemática emergente no contexto submetida a um processo de investigação. A problemática surgiu após alguns momentos de análise relativamente ao recreio exterior das crianças. Apercebi-me que era um espaço que provocava inúmeros conflitos entre as crianças, pois apresentava uma pobreza de equipamentos e materiais. Em conversa com a educadora cooperante e com as crianças, compreendi que o espaço exterior necessitava da introdução de objetos, tendo sido selecionados materiais semiestruturados e soltos, para que as crianças pudessem brincar como entendessem.
A investigação assumiu como pergunta de partida: Como é que a introdução de materiais semiestruturados influencia as ações das crianças no recreio exterior? Do ponto de vista metodológico, optou-se por uma investigação-ação de abordagem qualitativa com o principal objetivo de analisar e compreender as ações e reações das crianças aquando a introdução de materiais semiestruturados. Para a interpretação e análise dos dados foi feita uma árvore categorial com os registos do antes e depois da introdução dos novos materiais. Com esta investigação depreendeu-se que a introdução de materiais semiestruturados no recreio exterior influencia positivamente as ações das crianças. Com as observações realizadas compreende-se que os conflitos diminuíram ligeiramente, interligando-se esta situação ao facto de existirem mais objetos no espaço e não ser necessário lutar pela sua posse. Para além disto, o grupo de crianças também demonstrou resolver os conflitos de forma mais autónoma após a introdução destes materiais. Os comportamentos de brincadeira de faz-de-conta foram desenvolvidos, tendo-se intensificado as interações de cooperação nas brincadeiras funcionais e de faz-de-conta. O grupo de crianças aumentou o seu reportório de movimentos, tendo percecionado inúmeras affordances.
ABSTRACT The present report occurs from the Supervised Professional Practice (Module II) held in Kindergarten. It presents in a reflective and substantiated manner, the ideas, motivations, intentions and the processes lived during the educational intervention. This report also approaches an emerging problematic in the context submitted to a process of investigation. This problematic emerged after some moments of analysis relatively to the children's outdoor playground. I realized that it was a space that caused numerous conflicts among children, because it presented a poverty of equipment and materials. In a conversation with the cooperative educator and with the children, I realized that the outer space needed the introduction of objects, so it was selected semi-structured and loose materials so that the children could play as they wished. The investigation assumed as the starting question: How the introduction of semi-structured materials could influence the actions of the children in the outdoor playground? In the methodologic point of view, it was opted for an action-investigation of qualitative approach with the main objective of analyzing and understanding the actions and reactions of children when introduced to semi-structured materials. For the interpretation and analysis of the data was made a categorical tree with the records of the before and after the introduction of the new materials. With this investigation it was understood that the introduction of the semi-structed materials in the outdoor playground influences positively the children actions. With the observations made it is understood that the conflicts have slightly declined, this situation is interconnected to the fact that there are more objects in the outdoor playground and that it is not necessary to fight for their possession. Besides this, the group of children also have demonstrated to solve their problems in a more autonomous way after the introduction of the new materials. The playful behaviors of pretend were developed, and the cooperation interactions in functional and pretend play increased. The group of children increased their movement repertoire, having perceived innumerable affordances.
ABSTRACT The present report occurs from the Supervised Professional Practice (Module II) held in Kindergarten. It presents in a reflective and substantiated manner, the ideas, motivations, intentions and the processes lived during the educational intervention. This report also approaches an emerging problematic in the context submitted to a process of investigation. This problematic emerged after some moments of analysis relatively to the children's outdoor playground. I realized that it was a space that caused numerous conflicts among children, because it presented a poverty of equipment and materials. In a conversation with the cooperative educator and with the children, I realized that the outer space needed the introduction of objects, so it was selected semi-structured and loose materials so that the children could play as they wished. The investigation assumed as the starting question: How the introduction of semi-structured materials could influence the actions of the children in the outdoor playground? In the methodologic point of view, it was opted for an action-investigation of qualitative approach with the main objective of analyzing and understanding the actions and reactions of children when introduced to semi-structured materials. For the interpretation and analysis of the data was made a categorical tree with the records of the before and after the introduction of the new materials. With this investigation it was understood that the introduction of the semi-structed materials in the outdoor playground influences positively the children actions. With the observations made it is understood that the conflicts have slightly declined, this situation is interconnected to the fact that there are more objects in the outdoor playground and that it is not necessary to fight for their possession. Besides this, the group of children also have demonstrated to solve their problems in a more autonomous way after the introduction of the new materials. The playful behaviors of pretend were developed, and the cooperation interactions in functional and pretend play increased. The group of children increased their movement repertoire, having perceived innumerable affordances.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Materiais semiestruturados Recreio exterior Comportamentos Conflitos Pré-Escolar Semi-structed materials Outdoor playground Behaviors Conflicts Preschool
Citation
Coelho, P. A. W. (2018). “Para que são as caixas”: a introdução de materiais semiestruturadas no recreio exterior da valência de educação pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9434