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Abstract(s)
O presente relatório objetiva apresentar uma reflexão contextualizada e detalhada sobre a ação desenvolvida durante a Prática Profissional Supervisionada II (PPS II) que se realizou numa Instituição Particular de Solidariedade Social (IPSS) cuja ação é norteada pelos valores cristãos e fortemente influenciada pelo modelo pedagógico de Reggio Emília, numa sala com um grupo de 23 crianças com idades compreendidas entre os três e os quatro anos.
Durante o estágio foi realizada uma investigação sobre a sesta no Jardim de infância (JI) com contornos de um estudo de caso, de carácter qualitativo, recorrendo à observação direta e indireta, como técnica preferencial de recolha de dados. O presente estudo apresenta relevância académica e social, por se tratar de um tema pouco abordado, mas de elevada relevância para o desenvolvimento harmonioso da criança e por se afigurar a possibilidade de sensibilizar os profissionais de educação para a temática e facultar dados relevantes ao contexto onde decorreu a investigação, que possam potenciar uma reformulação na rotina da sesta.
O estudo apresentado objetivou, assim, identificar a forma como as crianças e a equipa educativa vivenciavam a sesta, cartografar as conceções das crianças e da equipa educativa sobre a rotina da sesta em (JI), analisar os contributos da sesta para o desenvolvimento harmonioso da criança e identificar os fatores que influenciam a qualidade do sono durante a sesta.
Os dados obtidos e analisados demonstram: (i) a concordância geral quanto à valorização da sesta por parte dos participantes, identificando as vantagens e a estrutura da rotina; (ii) a contribuição da sesta para o desenvolvimento de competências motoras, cognitivas e sociais nas crianças e (iii) a existência de fatores que influenciam negativamente a qualidade do sono durante a sesta, nomeadamente, a agitação das crianças, a falta de recursos humanos para acompanhar as crianças com Necessidades de Saúde Específicas (NSE), o excesso de ruído e um ambiente agitado e distrativo.
O relatório apresenta, ainda, uma reflexão crítica sobre a construção identitária e da profissionalidade docente enquanto educadora de infância, que espelham a formação académica e profissional e o crescimento pessoal.
The aim of this report is to present a contextualized and detailed reflection on the action carried out during Supervised Professional Practice II (SPP II), which took place in a Private Social Solidarity Institution (PSSI) whose action is guided by Christian values and strongly influenced by the Reggio Emilia pedagogical model, in a room with a group of 23 children aged between three and four. During the internship, an investigation was carried out into napping in kindergarten with the outline of a case study, of a qualitative nature, using direct and indirect observation as the preferred data collection technique. This study is academically and socially relevant because it is a little-covered topic, but one that is highly relevant to the harmonious development of the child, and because it has the potential to sensitizing education professionals to the issue and provide relevant data to the context where the research took place, which could encourage a reformulation of the nap routine. Therefore, this study aimed to identify how children and staff experienced naps, to map children's and staff's conceptions of the nap routine in kindergarten, to analyze the contributions of naps to children's harmonious development and to identify the factors that influence the quality of sleep during naps. The data obtained and analyzed shows: (i) general agreement that the participants value naps, identifying the advantages and structure of the routine; (ii) the contribution of naps to the development of motor, cognitive and social skills in children; and (iii) the existence of factors that negatively influence the quality of sleep during naps, namely the restlessness of the children, the lack of human resources to accompany children with Specific Health Needs (SHN), excessive noise and a hectic and distracting environment. The report also presents a critical reflection on the construction of identity and teaching professionalism as a kindergarten teacher, which reflects academic and professional training and personal growth.
The aim of this report is to present a contextualized and detailed reflection on the action carried out during Supervised Professional Practice II (SPP II), which took place in a Private Social Solidarity Institution (PSSI) whose action is guided by Christian values and strongly influenced by the Reggio Emilia pedagogical model, in a room with a group of 23 children aged between three and four. During the internship, an investigation was carried out into napping in kindergarten with the outline of a case study, of a qualitative nature, using direct and indirect observation as the preferred data collection technique. This study is academically and socially relevant because it is a little-covered topic, but one that is highly relevant to the harmonious development of the child, and because it has the potential to sensitizing education professionals to the issue and provide relevant data to the context where the research took place, which could encourage a reformulation of the nap routine. Therefore, this study aimed to identify how children and staff experienced naps, to map children's and staff's conceptions of the nap routine in kindergarten, to analyze the contributions of naps to children's harmonious development and to identify the factors that influence the quality of sleep during naps. The data obtained and analyzed shows: (i) general agreement that the participants value naps, identifying the advantages and structure of the routine; (ii) the contribution of naps to the development of motor, cognitive and social skills in children; and (iii) the existence of factors that negatively influence the quality of sleep during naps, namely the restlessness of the children, the lack of human resources to accompany children with Specific Health Needs (SHN), excessive noise and a hectic and distracting environment. The report also presents a critical reflection on the construction of identity and teaching professionalism as a kindergarten teacher, which reflects academic and professional training and personal growth.
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
Sesta Estudo de caso Jardim de infância kindergarten Napping Case study
Citation
Cunha, A. R. C. (2024). “Nós temos de dormir porque as professoras precisam de ir almoçar”: conceções das crianças e da equipa educativa sobre a sesta no jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18032