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Abstract(s)
O presente relatório foi elaborado no âmbito da Prática Profissional Supervisionada II (PPSII), do 2.º ano do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Lisboa. A prática pedagógica foi realizada em contexto de Jardim de Infância, com um grupo de 25 crianças com idades compreendidas entre os 3 e os 5 anos. Durante 3 meses, entre 25 de novembro de 2022 e 6 de fevereiro de 2023, foi observada a Organização Socioeducativa (OS), que se rege pelo modelo curricular HighScope, de forma a caraterizar o meio em que se insere, a própria OS, a equipa educativa, o ambiente educativo da sala 8, as crianças pertencentes ao grupo e as suas famílias.
Foi, também, desenvolvida uma investigação em torno do tema “O papel do/a adulto/a na regulação emocional da criança”. O estudo, de natureza qualitativa, foi realizado com o recurso ao método de estudo de caso, com as seguintes técnicas de recolha de dados: i) observação direta; ii) entrevistas e iii) consulta documental. Foi realizada uma análise de conteúdo dos dados recolhidos. Foi elaborado, também, um roteiro ético que regeu toda a investigação realizada.
Os resultados obtidos apontam para a relevância da regulação emocional no desenvolvimento socio emocional das crianças, sendo o papel do/a educador/a crucial neste processo. Um dos papéis do/a educador/a é o de apresentar estratégias diversas de regulação emocional às crianças para que, de forma gradual, o peso da regulação emocional seja transferido do/a adulto/a para a criança.
ABSTRACT This report was prepared within the framework of Supervised Professional Practice II (PPSII), of the 2nd year of the master’s degree in Pre-School Education of the School of Education of Lisbon. The pedagogical practice was carried out in the context of kindergarten, with a group of 25 children aged between 3 and 5 years. For 3 months, between November 25, 2022, and February 6, 2023, the Socio-educational Organization (OS) was observed, which is governed by the HighScope curricular model, in order to characterize the environment in which it is inserted, the OS itself, the educational team, the educational environment of room 8, the children belonging to the group and their families. An investigation was also developed around the theme "The role of the adult in the emotional regulation of the child". The qualitative study was conducted using the case study method, with the following data collection techniques: i) direct observation; ii) interviews and iii) documentary consultation. A content analysis of the collected data was performed. An ethical roadmap was also elaborated that governed the entire investigation carried out. The results obtained point to the relevance of emotional regulation in the social-emotional development of children, and the role of the educator is crucial in this process. One of the roles of the educator is to present different strategies of emotional regulation to children so that, gradually, the weight of emotional regulation is transferred from the adult to the child.
ABSTRACT This report was prepared within the framework of Supervised Professional Practice II (PPSII), of the 2nd year of the master’s degree in Pre-School Education of the School of Education of Lisbon. The pedagogical practice was carried out in the context of kindergarten, with a group of 25 children aged between 3 and 5 years. For 3 months, between November 25, 2022, and February 6, 2023, the Socio-educational Organization (OS) was observed, which is governed by the HighScope curricular model, in order to characterize the environment in which it is inserted, the OS itself, the educational team, the educational environment of room 8, the children belonging to the group and their families. An investigation was also developed around the theme "The role of the adult in the emotional regulation of the child". The qualitative study was conducted using the case study method, with the following data collection techniques: i) direct observation; ii) interviews and iii) documentary consultation. A content analysis of the collected data was performed. An ethical roadmap was also elaborated that governed the entire investigation carried out. The results obtained point to the relevance of emotional regulation in the social-emotional development of children, and the role of the educator is crucial in this process. One of the roles of the educator is to present different strategies of emotional regulation to children so that, gradually, the weight of emotional regulation is transferred from the adult to the child.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Crianças Regulação emocional Papel do/a educador Jardim de Infância Children Emotional regulation Role of the kindergarten teacher Kindergarten
Citation
Benvindo, P. A. S. (2023). “Vou beber um copo de água para me acalmar” (as): o papel do/a adulto/a na regulação emocional da criança (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16231