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Abstract(s)
Nos primeiros anos de vida, o desenvolvimento da criança é rápido e afetado pelas experiências (físicas, motoras e sensoriais) e pelas interações sociais. Os estudos Tandem demonstram que a forma como o adulto interage e comunica influencia a ação e a participação da criança de idade pré-escolar. Neste estudo pretendemos pesquisar sobre o papel do adulto enquanto modelo social e pedagógico para as crianças mais novas, de 2 a 3 anos, durante uma atividade lúdica de construção conjunta, e perceber se os modelos dos adultos são transferidos para as crianças destas idades.
Nesta pesquisa participaram 20 crianças, entre os 2 e os 3 anos, e 10 educadores/auxiliares, distribuídos por 10 díades adulto-criança e 10 díades criança-criança. Cada díade foi filmada durante 15 minutos numa atividade livre com materiais pré-definidos, seguindo o protocolo original do Estudo Tandem. O estudo decorreu em 2 fases: na primeira fase, um adulto e uma criança foram filmados na situação Tandem. Na segunda fase, a criança participante na fase 1 repetiu a experiência, com outra criança.
Os participantes foram cotados nas tipologias Tandem relativamente à participação, desafio e relação. A análise e cotação do comportamento verbal do adulto e da criança abrangeu 8 categorias: perguntas de conteúdo, perguntas de processo, sugestões, direções, ordens, ensino, elogios e desaprovação. O comportamento interativo da criança foi analisado através da Escala Tandem de Observação do Comportamento da Criança, que contempla 3 categorias: participação, interação e cooperação.
Na nossa investigação não encontramos evidências da transferência do modelo do adulto para muitas das crianças. A maioria das crianças de 2/3 anos fez a sua atividade em paralelo com outra criança, embora, na primeira fase, a tenha desenvolvido em parceria ou em colaboração com um adulto. A nossa pesquisa demonstra que o adulto assumiu com maior frequência um modelo de participação colaborativo, desafiador e caloroso, incentivando o desenvolvimento potencial das crianças mais pequenas. Assim, parece sugerir que a sensibilidade verbal e não verbal do adulto, a capacidade de desafiar a criança, partindo dos seus interesses e opiniões, num clima de apoio baseado na empatia, pode abrir espaços de participação para as crianças mais novas.
Early child development is greatly influenced by individual experiences (physical, motor, and sensory) and social interactions. Tandem studies show that the way in which the adult interacts and communicates influences the preschool child's action and participation. In this study, we investigate the role of the adult as a social and pedagogical model for younger children, aged between 2 and 3 years, during a joint construction play activity, and to understand whether adult models are transferred to children of this age. The current study investigated the behavior of 20 children aged between 2 and 3 years and 10 educators/assistants, distributed in 10 adult-child dyads and 10 child-child dyads. Each dyad was filmed for 15 minutes in a free activity with predefined materials, following the original protocol of the Tandem Study. The study had 2 phases: in the first phase, one adult and one child were filmed in the Tandem situation. In the second phase, the child who took part in phase 1 repeated the experiment, by interacting with another child. Each participant was rated according to the Tandem typologies in terms of participation, challenge, and relationship. The analysis and rating of the verbal behavior of the adult and the child covered eight categories: content questions, process questions, suggestions, directions, orders, teaching, praise, and disapproval. The interactive behavior of the child was analyzed using the Tandem child behavior observation scale, which covers three categories: participation, interaction, and cooperation. The results showed that the adult model was not transferred to many of the children. Most of the 2/3-year-old children carried out their activity in parallel with another child, although they had developed it in the first phase of the experiment in a partnership or collaboration with an adult. Our results also showed that adults often assumed a collaborative, challenging, and warm model of participation, encouraging the development of younger children. The adult's verbal and non-verbal sensitivity, the ability to challenge the child, including their interests and opinions, in a supportive climate based on empathy, can open up spaces of participation in interactions for younger children.
Early child development is greatly influenced by individual experiences (physical, motor, and sensory) and social interactions. Tandem studies show that the way in which the adult interacts and communicates influences the preschool child's action and participation. In this study, we investigate the role of the adult as a social and pedagogical model for younger children, aged between 2 and 3 years, during a joint construction play activity, and to understand whether adult models are transferred to children of this age. The current study investigated the behavior of 20 children aged between 2 and 3 years and 10 educators/assistants, distributed in 10 adult-child dyads and 10 child-child dyads. Each dyad was filmed for 15 minutes in a free activity with predefined materials, following the original protocol of the Tandem Study. The study had 2 phases: in the first phase, one adult and one child were filmed in the Tandem situation. In the second phase, the child who took part in phase 1 repeated the experiment, by interacting with another child. Each participant was rated according to the Tandem typologies in terms of participation, challenge, and relationship. The analysis and rating of the verbal behavior of the adult and the child covered eight categories: content questions, process questions, suggestions, directions, orders, teaching, praise, and disapproval. The interactive behavior of the child was analyzed using the Tandem child behavior observation scale, which covers three categories: participation, interaction, and cooperation. The results showed that the adult model was not transferred to many of the children. Most of the 2/3-year-old children carried out their activity in parallel with another child, although they had developed it in the first phase of the experiment in a partnership or collaboration with an adult. Our results also showed that adults often assumed a collaborative, challenging, and warm model of participation, encouraging the development of younger children. The adult's verbal and non-verbal sensitivity, the ability to challenge the child, including their interests and opinions, in a supportive climate based on empathy, can open up spaces of participation in interactions for younger children.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Intervenção Precoce
Keywords
Projeto Tandem Modelos de participação e relacionais Atividade construtiva Primeiros anos Comportamento e comunicação do adulto. Tandem project Participation and relational models Constructive activity Early years Adult behavior and communication
Citation
Morais, I. M. A. (2023). Projeto tandem: estudo sobre os contributos do adulto como modelo social e pedagógico na aprendizagem adulto-criança e a pares em creche (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17107