| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.12 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório tem como objetivo a apresentação, de forma reflexiva e fundamentada, da minha investigação e intervenção educativa durante todo o período da Prática Profissional e Supervisionada II (PPS II) num contexto de Jardim de Infância (JI), mais especificamente, num grupo de crianças com 4 anos de idade.
As comunicações do adulto em relação às crianças podem promover a participação e a autoestima das mesmas. Neste estudo, é analisado o tipo de verbalizações do adulto (Número de Perguntas de conteúdo, Perguntas de Processo, Pedidos, Sugestões, Dirige, Ordens, Ensino, Feedback Positivo e Negativo) durante uma atividade colaborativa com uma criança. Neste estudo de caso participaram 12 crianças em idade pré-escolar e 3 adultos, numa atividade de construção conjunta ligada à situação Tandem, com materiais pré-definidos, durante 20 minutos, para que fosse possível ver se existia transferência do modelo de comunicação do adulto para a criança e desta para outras crianças. Após análise dos resultados verificou-se que a transferência dos comportamentos verbais do adulto para a criança foi baixa, tendo sido observado apenas algumas evidências de transferência de comportamento comunicativos ligados à categoria de Dirige e dos Elogios. Este estudo procura contribuir para a pesquisa científica e aprimorar as práticas da Educação de Infância, com maior ênfase na importância do adulto enquanto modelo para as crianças.
This report has the objective, in a reflexive and fundamented way, of presenting my educative investigation and intervention during the period of the Professional Supervision Practice II in the kindergarten context, more specifically in a group of children with the age of 4 years old. The adults communications in relation to the children can promote their participation and self-estime. In this research it is analysed the type of verbalisation of the adult (Number of content questions, Process questions, Requests, Suggestions, Direct, Orders, Teaching, Positive and Negative Feedback) during a collaborative activity with a child. In this study 12 children participated with pre-school ages and 3 adults, in a constructive joint activity connected to the Tandem Situation, with pre-defined materials, during 20 minutes, so that it was possible to see if if the communication model transfer existed from the adult to the child and from the child to the other children. After analysing the results, it was possible to see that the verbal behaviour transfer from the adult to the child was low, being that only a few evidences of the communicational behaviour connected to the category Direct and Complements were observed. This study looks to contribute for the scientific research and to improve the practice of Childhood Education, with a bigger emphasis on the importance of the adult as a model for the children.
This report has the objective, in a reflexive and fundamented way, of presenting my educative investigation and intervention during the period of the Professional Supervision Practice II in the kindergarten context, more specifically in a group of children with the age of 4 years old. The adults communications in relation to the children can promote their participation and self-estime. In this research it is analysed the type of verbalisation of the adult (Number of content questions, Process questions, Requests, Suggestions, Direct, Orders, Teaching, Positive and Negative Feedback) during a collaborative activity with a child. In this study 12 children participated with pre-school ages and 3 adults, in a constructive joint activity connected to the Tandem Situation, with pre-defined materials, during 20 minutes, so that it was possible to see if if the communication model transfer existed from the adult to the child and from the child to the other children. After analysing the results, it was possible to see that the verbal behaviour transfer from the adult to the child was low, being that only a few evidences of the communicational behaviour connected to the category Direct and Complements were observed. This study looks to contribute for the scientific research and to improve the practice of Childhood Education, with a bigger emphasis on the importance of the adult as a model for the children.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino Pré-Escolar
Keywords
Educação de Infância Comportamentos verbais Transferência de modelos Adulto/criança Verbal behaviours Module transfers Adult/child interactions
Citation
Palminha, F. I. S. (2024). A comunicação com e entre crianças em idade pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18040