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O espaço exterior como cenário de descoberta: brincadeiras, aprendizagens e interações no jardim de infância
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Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II e tem como finalidade retratar de forma reflexiva e fundamentada a minha prática educativa enquanto estagiária, ao longo de quinze semanas de intervenção pedagógica num
estabelecimento educativo pertencente à rede privada, na valência de Jardim de Infância, com um grupo de vinte e sete crianças com três anos Durante a PPSII, surgiu a problemática mais significativa que dá nome a este relatório: “O Espaço Exterior como
Cenário de Descoberta: Brincadeiras, Aprendizagens e Interações no Jardim de Infância”. Esta problemática surge da observação do interesse demonstrado nas brincadeiras das crianças no espaço exterior. Tornou-se, por isso, importante analisar as conceções da educadora, das famílias e das crianças em relação às brincadeiras realizadas no espaço exterior, através da qual procurei, especificamente: (i) analisar os contributos da exploração do Espaço Exterior para o brincar em JI, (ii) investigar a relevância do
Espaço Exterior no JI; (iii) identificar as brincadeiras que as crianças desenvolvem entre si, as relações de partilha durante a brincadeira e que materiais utilizam nessas interações e (iv) compreender o papel do/a educador/a e dos adultos nas brincadeiras realizadas no Espaço Exterior. Do ponto de vista metodológico, a investigação centrou-se numa abordagem qualitativa, baseada no método estudo de caso, tendo-se recorrido a diferentes técnicas e instrumentos, principalmente: observação direta participante e não participante, através de registos de observação (notas de campo), entrevista semiestruturada à Educadora Cooperante e um inquérito por questionário. Os resultados evidenciam que as experiências no espaço exterior contribuem para o desenvolvimento global das crianças e para aprendizagens significativas. O presente relatório apresenta, ainda a relevância da formação e das experiências vivenciadas nas unidades curriculares de PPSI e PPSII, relativas ao contexto de Creche e Jardim de Infância, na construção da identidade profissional enquanto futura educadora.
This report is part of Supervised Professional Practice II and its purpose is to provide a reflective and well-founded account of my educational practice as a trainee during fifteen weeks of pedagogical intervention in a private kindergarten with a group of twenty-seven three-year-olds.During the PPSII, the most significant issue that gives this report its name emerged: “The Outdoor Space as a Discovery Scenario: Play, Learning and Interactions in Kindergarten”. This problem arose from observing the interest shown in the children's outdoor play. It therefore became important to analyze the conceptions of the teacher, the families and the children in relation to play in the outdoor space, through which I specifically sought to: (i) analyze the contributions of exploring the Outdoor Space to play in the kindergarten, (ii) investigate the relevance of the Outdoor Space in the kindergarten; (iii) identify the games the children play with each other, the relationships they share during play and the materials they use in these interactions and (iv) understand the role of the teacher and the adults in the games played in the Outdoor Space. From a methodological point of view, the research focused on a qualitative approach, based on the case study method. Different techniques and instruments were used, mainly: direct participant and non-participant observation, through observation records (field notes), a semi-structured interview with the Cooperating Educator and a questionnaire survey. The results show that outdoor experiences contribute to the children's overall children's overall development and meaningful learning. This report also presents the relevance of the training and experiences gained in the PPSI and PPSII curricular units, related to the Nursery and Kindergarten context, in the construction of my professional identity as a future educator.
This report is part of Supervised Professional Practice II and its purpose is to provide a reflective and well-founded account of my educational practice as a trainee during fifteen weeks of pedagogical intervention in a private kindergarten with a group of twenty-seven three-year-olds.During the PPSII, the most significant issue that gives this report its name emerged: “The Outdoor Space as a Discovery Scenario: Play, Learning and Interactions in Kindergarten”. This problem arose from observing the interest shown in the children's outdoor play. It therefore became important to analyze the conceptions of the teacher, the families and the children in relation to play in the outdoor space, through which I specifically sought to: (i) analyze the contributions of exploring the Outdoor Space to play in the kindergarten, (ii) investigate the relevance of the Outdoor Space in the kindergarten; (iii) identify the games the children play with each other, the relationships they share during play and the materials they use in these interactions and (iv) understand the role of the teacher and the adults in the games played in the Outdoor Space. From a methodological point of view, the research focused on a qualitative approach, based on the case study method. Different techniques and instruments were used, mainly: direct participant and non-participant observation, through observation records (field notes), a semi-structured interview with the Cooperating Educator and a questionnaire survey. The results show that outdoor experiences contribute to the children's overall children's overall development and meaningful learning. This report also presents the relevance of the training and experiences gained in the PPSI and PPSII curricular units, related to the Nursery and Kindergarten context, in the construction of my professional identity as a future educator.
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
Educação pré-escolar Espaço exterior Brincadeira Aprendizagem Interação Papel do educador Ambiente educativo Pre-school education Outdoor space Play Learning Interaction Educational environment Role of the educator
Pedagogical Context
Citation
Ramires, D. M. (2025). O espaço exterior como cenário de descoberta: brincadeiras, aprendizagens e interações no 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/10400.21/22206