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O desenvolvimento da consciência fonológica num grupo de crianças de 4 e 5 anos
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Advisor(s)
Abstract(s)
O presente relatório foi elaborado no Âmbito da Unidade Curricular de Prática Profissional Supervisionada II, que se insere no 2.º Semestre do 2.º Ano do Mestrado em Educação Pré-Escolar, na Escola Superior de Educação de Lisboa. Este relatório diz respeito à minha intervenção em Jardim de Infância (JI). Foi-me assim proposta, durante a intervenção, a implementação de um projeto com o grupo, a realização de um portfólio de desenvolvimento e aprendizagem de uma criança do grupo e a investigação de uma problemática. A prática decorreu com um grupo de 24 crianças, dos 3 aos 5 anos, numa instituição pública. A problemática definida para a investigação foi “O desenvolvimento da Consciência Fonológica num grupo de crianças de 4 e 5 anos” e surgiu do interesse verificado em sala pelas letras e sons e construção de palavras e frases por parte das crianças do grupo, assim como da implementação de atividades que trabalham estes aspetos por parte da Educadora. É, igualmente, premente referir que fui desenvolvendo bastante interesse pela área da linguística, ao longo do meu percurso no ensino superior, pelo que muito me satisfaz estudar com mais profundidade o tema em questão e os objetivos traçados. Neste sentido, a investigação surgiu do interesse e vontade de compreender a importância do educador de infância na promoção do trabalho da consciência fonológica, sendo este fundamental para a posterior aprendizagem da leitura e da escrita. Refiro também a rima e o conhecimento de letras, aspetos relacionados com a CF e mobilizados pelas crianças do grupo. Para dar resposta aos objetivos definidos, foram fundamentais a observação direta e as notas de campo efetuadas. Foi também importante a entrevista realizada à Educadora Cooperante. Concretizei a apresentação e discussão dos dados, em que procedi à triangulação da informação, considerando a entrevista, as notas de campo registadas e a fundamentação teórica pesquisada. O método utilizado foi o estudo de caso, especificamente, o estudo de caso descritivo, sendo a natureza de investigação qualitativa. As técnicas utilizadas foram a observação direta (originando as notas de campo), conversas informais, registos fotográficos e a entrevista. As conclusões deste relatório proporcionam ao leitor diversas informações e conhecimentos relevantes para a prática educativa em sala de JI, revelando a importância do educador de infância na promoção do trabalho da consciência fonológica.
This report was produced within the scope of the Supervised Professional Practice Curricular Unit, which is part of the 2nd Semester of the 2nd Year of the Master's Degree in Preschool Education, at the Lisbon School of Education. This report is related to my intervention in Kindergarten (KJ). During the intervention, I was asked to implement a project with the group, create a development and learning portfolio for a child in the group and investigate a problem. The practice took place with a group of 24 children, aged 3 to 5, in a public institution. The problem defined for the investigation was “The development of Phonological Awareness in a group of children aged 4 and 5” and arose from the interest observed in the classroom in letters and sounds and the construction of words and sentences by the children in the group, as well as from the implementation of activities that work on these aspects by the Educator. It is also important to mention that I have shown a great interest in the field of linguistics throughout my higher education, which is why I am very pleased to study the topic in question and the objectives set in more depth. In this sense, the research arose from the interest and desire to understand the importance of the early childhood educator in promoting the work of phonological awareness, which is fundamental for the subsequent learning of reading and writing. I also mention rhyme and knowledge of letters, aspects related to CF and mobilized by the children in the group. To meet the defined objectives, direct observation and field notes were essential. The interview with the Cooperating Educator was also important. I presented and discussed the data, in which I triangulated the information, considering the interview conducted, the field notes recorded and the theoretical basis researched. The method used was the case study, specifically, the descriptive case study, with a qualitative research nature. The techniques used were direct observation (originating field notes), informal conversations, photographic records and interviews. The conclusions of this report provide the reader with a range of information and knowledge relevant to educational practice in the kindergarten classroom, revealing the importance of the kindergarten teacher in promoting phonological awareness work.
This report was produced within the scope of the Supervised Professional Practice Curricular Unit, which is part of the 2nd Semester of the 2nd Year of the Master's Degree in Preschool Education, at the Lisbon School of Education. This report is related to my intervention in Kindergarten (KJ). During the intervention, I was asked to implement a project with the group, create a development and learning portfolio for a child in the group and investigate a problem. The practice took place with a group of 24 children, aged 3 to 5, in a public institution. The problem defined for the investigation was “The development of Phonological Awareness in a group of children aged 4 and 5” and arose from the interest observed in the classroom in letters and sounds and the construction of words and sentences by the children in the group, as well as from the implementation of activities that work on these aspects by the Educator. It is also important to mention that I have shown a great interest in the field of linguistics throughout my higher education, which is why I am very pleased to study the topic in question and the objectives set in more depth. In this sense, the research arose from the interest and desire to understand the importance of the early childhood educator in promoting the work of phonological awareness, which is fundamental for the subsequent learning of reading and writing. I also mention rhyme and knowledge of letters, aspects related to CF and mobilized by the children in the group. To meet the defined objectives, direct observation and field notes were essential. The interview with the Cooperating Educator was also important. I presented and discussed the data, in which I triangulated the information, considering the interview conducted, the field notes recorded and the theoretical basis researched. The method used was the case study, specifically, the descriptive case study, with a qualitative research nature. The techniques used were direct observation (originating field notes), informal conversations, photographic records and interviews. The conclusions of this report provide the reader with a range of information and knowledge relevant to educational practice in the kindergarten classroom, revealing the importance of the kindergarten teacher in promoting phonological awareness work.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Consciência fonológica Papel do educador/a de infância Rima Conhecimento de letras Phonological awareness Role of the Early Childhood Educator rhyme knowledge of letters
Pedagogical Context
Citation
Cardoso, J. B. M. (2025). O desenvolvimento da consciência fonológica num grupo de crianças de 4 e 5 anos [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22307