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Advisor(s)
Abstract(s)
O presente relatório tem como principal objetivo apresentar o meu percurso realizado durante a Prática Profissional Supervisionada II (PPS II), e refletir acerca do mesmo. A PPS II teve início a 17 de outubro de 2022, tendo terminado no dia 31 de janeiro de 2023. A presente prática decorreu em contexto de Jardim de Infância (JI), numa sala mista, com vinte e cinco crianças, nascidas entre os anos civis de 2016 e 2017.
No presente documento é também possível encontrar a investigação realizada durante o período de estágio, intitulada “Inteligência socioemocional na Educação Pré-Escolar: O papel dos cuidadores na promoção da (auto-)regulação das emoções”. A investigação realizada assume uma abordagem de natureza qualitativa, para a qual selecionei o método de estudo de caso. Os objetivos para esta definidos consistem em: (i) compreender o papel/contributo das famílias e dos/as educadores/as na promoção da inteligência socioemocional das crianças; (ii) analisar as estratégias e os métodos utilizados em sala, pelos/as educadores/as, na promoção e no estímulo de competências socioemocionais nas crianças; e (iii) indagar as estratégias e os métodos utilizados pelas famílias, na promoção e no estímulo de competências socioemocionais das crianças. Após a análise e triangulação dos dados é possível aferir que ambos os cuidadores – família e escola – reconhecem o papel das emoções no desenvolvimento de competências socioemocionais das crianças e, acima de tudo, reconhecem o seu papel no estímulo/promoção de tais competências. Além do mais, e de acordo com a análise dos resultados, verifica-se que a estratégia mais eficaz para a promoção de competências socioemocionais na criança, seja no contexto familiar ou escolar, é o reconhecimento e a validação, acolhendo o sentir da criança (nomear as emoções) e, ao seu lado, encontrar estratégias para esta se regular, promovendo uma progressiva passagem da regulação através de um elemento externo (adulto) para a autorregulação e o desenvolvimento equilibrado de competências socioemocionais.
ABSTRACT The main goal of this report is to present and reflect about my journey during Supervised Professional Practice II (PPS II). The PPS II began on the 17th of October 2022 and ended on the 31st of January 2023. This activity took place in the context of a Kindergarten (JI), in a mixed room, with twenty-five children, born between the calendar years 2016 and 2017. In this document it is also possible to find the investigation carried out during the internship period, entitled “Social-emotional intelligence in Preschool Education: The role of caregivers in promoting the (self-)regulation of emotions”. The investigation carried out assumes a qualitative approach, for which I selected the case study method. The objectives defined for these consist: (i) understanding the role/contribution of families and educators in promoting children's socio-emotional intelligence; (ii) analyze the strategies and methods used in the classroom, by the educators, both in the promotion and stimulation of socio-emotional skills in children; and (iii) investigate the strategies and methods used by families in promoting and stimulating children's socio-emotional skills. After analyzing and triangulating the data, it is possible to verify that both caregivers – family and school – recognize the role of emotions in the development of children's socio-emotional skills and, above all, recognize their role in stimulating/promoting such skills. Furthermore, and according to the analysis of the results, it appears that the most effective strategy for promoting socio-emotional skills in children, whether in the family or school context, is recognition and validation, embracing the child's feelings (naming emotions) and, by their side, find strategies to regulate it, promoting a progressive passage from regulation through an external element (adult) to self-regulation and the development of balanced socio-emotional skills.
ABSTRACT The main goal of this report is to present and reflect about my journey during Supervised Professional Practice II (PPS II). The PPS II began on the 17th of October 2022 and ended on the 31st of January 2023. This activity took place in the context of a Kindergarten (JI), in a mixed room, with twenty-five children, born between the calendar years 2016 and 2017. In this document it is also possible to find the investigation carried out during the internship period, entitled “Social-emotional intelligence in Preschool Education: The role of caregivers in promoting the (self-)regulation of emotions”. The investigation carried out assumes a qualitative approach, for which I selected the case study method. The objectives defined for these consist: (i) understanding the role/contribution of families and educators in promoting children's socio-emotional intelligence; (ii) analyze the strategies and methods used in the classroom, by the educators, both in the promotion and stimulation of socio-emotional skills in children; and (iii) investigate the strategies and methods used by families in promoting and stimulating children's socio-emotional skills. After analyzing and triangulating the data, it is possible to verify that both caregivers – family and school – recognize the role of emotions in the development of children's socio-emotional skills and, above all, recognize their role in stimulating/promoting such skills. Furthermore, and according to the analysis of the results, it appears that the most effective strategy for promoting socio-emotional skills in children, whether in the family or school context, is recognition and validation, embracing the child's feelings (naming emotions) and, by their side, find strategies to regulate it, promoting a progressive passage from regulation through an external element (adult) to self-regulation and the development of balanced socio-emotional skills.
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
Emoções Inteligência socioemocional Competências socioemocionais Cuidadores Emotions Socioemotional intelligence Socioemotional skills Caregivers
Citation
Oliveira, J. A. G. (2023). Inteligência Socioemocional na Educação Pré-Escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16038