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A diversidade de brincadeiras com peças soltas: explorando possibilidades do brincar em jardim de infância
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Abstract(s)
O presente relatório de Prática Profissional Supervisionada II (PPS II), realizado no âmbito do Mestrado em Educação Pré-Escolar na Escola Superior de Educação de Lisboa, descreve, de forma sistemática, fundamentada e reflexiva, a intervenção e investigação desenvolvidas, ao longo de 15 semanas, numa sala de Jardim de Infância, com um grupo de crianças com idades compreendidas entre os 3 e os 5 anos. Numa primeira parte, oferece-se uma caracterização detalhada do contexto educativo, abrangendo o meio envolvente, o contexto socioeducativo, a equipa e o ambiente educativos da sala, o grupo de crianças e as suas famílias, refletindo,
seguidamente, sobre as intenções definidas para a ação educativa, bem como sobre o processo de intervenção vivenciado. A segunda parte do relatório apresenta a investigação realizada com vista à compreensão dos diferentes tipos de brincadeiras passíveis de surgirem a partir do uso de peças soltas, mediante os seguintes objetivos: (i) Analisar a diversidade de tipos de brincadeiras que as crianças desenvolvem ao brincar com peças soltas; (ii) Identificar diferenças nos formatos e nas dinâmicas de brincadeiras com peças soltas em função do espaço (interior e exterior), do tipo de interação (individual e coletiva) e da idade das
crianças; (iii) Explorar as características específicas dos materiais das peças soltas que influenciam as brincadeiras com as mesmas; (iv) Compreender de que forma a equipa educativa pode otimizar a exploração de peças soltas através da ação lúdica da criança.
Apoiada num estudo de caso, a metodologia, de natureza mista, incluiu procedimentos variados de recolha de dados, tais como a observação direta participante (e respetivas notas de campo) e a aplicação de inquéritos por entrevista. A análise dos resultados, por sua vez efetuada a partir da análise de conteúdo e/ou quantitativa dos mesmos, foi complementada pela interpretação triangulada das respostas obtidas às entrevistas com as observações realizadas e a literatura revisitada, de modo a garantir a validade e uma maior confiabilidade dos dados. Os resultados obtidos indicam que o contexto educativo em causa atribui uma significativa importância à utilização de peças soltas. Observa-se que a forma de brincadeira mais predominante entre as crianças é o 6 brincar construtivo, sendo a madeira e a cortiça os materiais mais frequentemente usados, e que a maioria das brincadeiras teve lugar em contexto coletivo. O relatório encerra com uma reflexão sobre a construção da profissionalidade docente, enfatizando o trabalho colaborativo/cooperativo em equipa e a adaptação das práticas educativas aos interesses e necessidades das crianças. As considerações finais consolidam as aprendizagens e competências adquiridas para uma prática educativa fundamentada e adequada.
This present report of Supervised Professional Practice II (PPS II), carried out within the scope of Preschool Education master's degree in Escola Superior de Educação de Lisboa, describes, in a systematic, reasoned and reflective way, the intervention and investigation developed over 15 weeks, in a kindergarten classroom, with a group of children aged between 3 and 5 years old. In a first part, it offers a detailed characterization of educational context, embracing the surrounding environment, the socio-educational context, the team and educational classroom environment, the group of children and their families, reflecting, then, about the defined intentions for educative action, as well as the lived intervention process. The second part of the report presents a research carried out with a view to comprehension of different types of plays that can arise from the use of loose parts, by means of the following objectives: (i) Analyse the several types of plays that children developed playing with loose parts; (ii) Identify differences in formats and dynamics of playing with loose parts depending on the space (interior and exterior), the type of interaction (individual and collective), and the age of children; (iii) Explore the specific characteristics of loose parts materials that influence the play with them; (iv) Understand how the educative team can improve the loose parts exploration through children’s playful action. Based on study case, the mixed nature methodology includes varied data collection procedures, like direct participant observation (and respective field notes), and application of inquiries by interview. The analyses results, made by content analyse and/or statistics of the same, was complemented by triangulated interpretation of the answers, obtained from interviews with the observations made and the revisited literature, in order to guarantee the validity and more trustful data. The obtained results indicate that the educational context in cause assign a significant importance of loose parts utilization. It is observed that the most predominant form of play between children is the constructive 8 play, being wood and cork the most often used, anda that most of the plays took place in collective context. The report ends with a reflexion about construction of teaching professionality, emphasizing the team collaborative/cooperative work and the adaptation of educational practices to the children’s interests and necessities. The final considerations consolidate the acquired learnings and skills to a reasoned and appropriate educational practice.
This present report of Supervised Professional Practice II (PPS II), carried out within the scope of Preschool Education master's degree in Escola Superior de Educação de Lisboa, describes, in a systematic, reasoned and reflective way, the intervention and investigation developed over 15 weeks, in a kindergarten classroom, with a group of children aged between 3 and 5 years old. In a first part, it offers a detailed characterization of educational context, embracing the surrounding environment, the socio-educational context, the team and educational classroom environment, the group of children and their families, reflecting, then, about the defined intentions for educative action, as well as the lived intervention process. The second part of the report presents a research carried out with a view to comprehension of different types of plays that can arise from the use of loose parts, by means of the following objectives: (i) Analyse the several types of plays that children developed playing with loose parts; (ii) Identify differences in formats and dynamics of playing with loose parts depending on the space (interior and exterior), the type of interaction (individual and collective), and the age of children; (iii) Explore the specific characteristics of loose parts materials that influence the play with them; (iv) Understand how the educative team can improve the loose parts exploration through children’s playful action. Based on study case, the mixed nature methodology includes varied data collection procedures, like direct participant observation (and respective field notes), and application of inquiries by interview. The analyses results, made by content analyse and/or statistics of the same, was complemented by triangulated interpretation of the answers, obtained from interviews with the observations made and the revisited literature, in order to guarantee the validity and more trustful data. The obtained results indicate that the educational context in cause assign a significant importance of loose parts utilization. It is observed that the most predominant form of play between children is the constructive 8 play, being wood and cork the most often used, anda that most of the plays took place in collective context. The report ends with a reflexion about construction of teaching professionality, emphasizing the team collaborative/cooperative work and the adaptation of educational practices to the children’s interests and necessities. The final considerations consolidate the acquired learnings and skills to a reasoned and appropriate educational practice.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Peças soltas Brincar Educação pré-escolar Prática profissional supervisionada Loose parts Play Preschool education Supervised professional practice
Pedagogical Context
Citation
Figueiredado, C. S. C. (2025). A diversidade de brincadeiras com peças soltas: explorando possibilidades do brincar em 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/10400.21/22197