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Orientador(es)
Resumo(s)
Este relatório enquadra-se no Mestrado em Educação Pré-Escolar e descorre
da Prática Profissional Supervisionada desenvolvida nos contextos socioeducativos de
Creche e de Jardim-de-infância.
É objetivo deste trabalho fazer uma análise crítica e reflexiva da intervenção
desenvolvida em ambos os contextos educativos, enunciando as intenções
subjacentes e ilustrando a ação pedagógica levada a cabo.
O trabalho foi desenvolvido com os grupos de crianças, respetivas famílias e
equipas educativas e decorreu de um processo que teve início com a PPS em Creche,
durante o período de tempo de 6 a 31 de janeiro de 2014, com um grupo de dezassete
crianças com dois anos de idade e que terminou com a PPS em Jardim-de-Infância,
durante o período de tempo de 17 de fevereiro a 23 de maio de 2014, com um grupo
de dezassete crianças de três anos de idade.
Ao longo da prática profissional supervisionada nos dois contextos surgiu uma
problemática mais significativa – Crianças mais autónomas são crianças mais felizes –
que é também explorada neste relatório. A reflexão inicia-se no sentido de evidenciar:
o que é a autonomia, como é que a criança se sente quando é capaz de fazer as
coisas sozinha, e qual o papel do educador. Ao longo do desenvolvimento deste tema,
são sempre ilustradas situações e atividades reais, que ocorreram nos dois contextos
e que permitiram desenvolver aprendizagens integradas e significativas para as
crianças
ABSTRACT This report arises from a master degree in Preschool Education and is the result of a period of supervised professional practice in nursery and kindergarten contexts. The main goal of this assignment is to make a critic and reflexive analysis of the intervention developed in both of the contexts above referred, stating the underlying intentions and illustrating the pedagogical action. The study was conducted with two groups of children, their families and the educational teams. The first group was from a nursery context, during the period between the 6th and the 31st of January 2014, and it had a total of 17 children with the age of two. The second group was from a kindergarten, during the period between the 17th of February and the 23rd of may 2014 composed by 17 children of three years old. During the supervised professional practice in the two contexts a significant problematic emerged – More autonomous children are happier children – that is explored in this report. The reflection started in order to reveal: what is autonomy, how does a child feels like when she is able to do things on her own, and which is the educator’s roll. Through out the evolution of this project all the situations and activities used to illustrate a topic are real and occurred in the contexts of the supervised practice. These situations allowed the development of integrated and meaningful learning for the children.
ABSTRACT This report arises from a master degree in Preschool Education and is the result of a period of supervised professional practice in nursery and kindergarten contexts. The main goal of this assignment is to make a critic and reflexive analysis of the intervention developed in both of the contexts above referred, stating the underlying intentions and illustrating the pedagogical action. The study was conducted with two groups of children, their families and the educational teams. The first group was from a nursery context, during the period between the 6th and the 31st of January 2014, and it had a total of 17 children with the age of two. The second group was from a kindergarten, during the period between the 17th of February and the 23rd of may 2014 composed by 17 children of three years old. During the supervised professional practice in the two contexts a significant problematic emerged – More autonomous children are happier children – that is explored in this report. The reflection started in order to reveal: what is autonomy, how does a child feels like when she is able to do things on her own, and which is the educator’s roll. Through out the evolution of this project all the situations and activities used to illustrate a topic are real and occurred in the contexts of the supervised practice. These situations allowed the development of integrated and meaningful learning for the children.
Descrição
Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar
Palavras-chave
Autonomia Criança Competência Papel do educador Autonomy Children Pre-school Competence Educator’s role