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Abstract(s)
O presente relatório de estágio foi elaborado no âmbito da Unidade Curricular (UC) de Prática Profissional Supervisionada - Módulo II (PPS II) que decorreu num jardim de infância da rede pública, no distrito de Lisboa, com um grupo de crianças entre os 3 e os 6 anos.
Este relatório compreende a análise crítica e reflexiva do processo de intervenção em contexto de jardim de infância e uma investigação sobre a forma como a organização do ambiente educativo influencia o brincar.
A investigação, de natureza qualitativa, seguiu a metodologia do estudo de caso, uma vez que o intuito era aprofundar a reflexão sobre o ambiente educativo e sobre o brincar, bem como a forma como estes conceitos são percecionados e vivenciados no contexto específico da PPS II.
A análise e discussão dos dados evidenciou que o ambiente educativo, suporte do desenvolvimento curricular, tem influência no brincar. A brincadeira é a atividade espontânea das crianças e, apesar de ser muitas vezes colocada em segundo plano, representa uma forma natural de desenvolvimento e aprendizagem. Cada participante do contexto educativo perceciona o ambiente educativo de forma singular e pode participar nas tomadas de decisão acerca da sua organização, sendo mais favorável ao brincar um ambiente educativo organizado com a participação das crianças.
ABSTRACT This internship report was developed within the scope of the Supervised Professional Practice - Module II (PPS II) course that took place in a public kindergarten in the district of Lisbon, with a group of children aged between 3 and 6 years old. This report includes a critical and reflective analysis of the intervention process in a kindergarten context and an investigation on how the organization of the educational environment influences play. The research, qualitative in nature, followed the case study methodology, since the intention was to deepen the reflection on the educational environment and on play, as well as on how these concepts are perceived and experienced in the specific context of PPS II. The analysis and discussion of the data showed that the educational environment, which supports curriculum development, has an influence on play. Play is the spontaneous activity of children, and although it is often put in the background, it represents a natural way of development and learning. Each participant in the educational context perceives the educational environment in a unique way and can participate in decision-making about its organization, being more conducive to play an educational environment organized with the participation of children.
ABSTRACT This internship report was developed within the scope of the Supervised Professional Practice - Module II (PPS II) course that took place in a public kindergarten in the district of Lisbon, with a group of children aged between 3 and 6 years old. This report includes a critical and reflective analysis of the intervention process in a kindergarten context and an investigation on how the organization of the educational environment influences play. The research, qualitative in nature, followed the case study methodology, since the intention was to deepen the reflection on the educational environment and on play, as well as on how these concepts are perceived and experienced in the specific context of PPS II. The analysis and discussion of the data showed that the educational environment, which supports curriculum development, has an influence on play. Play is the spontaneous activity of children, and although it is often put in the background, it represents a natural way of development and learning. Each participant in the educational context perceives the educational environment in a unique way and can participate in decision-making about its organization, being more conducive to play an educational environment organized with the participation of children.
Description
Keywords
Educação de infância Ambiente educativo Participação das crianças. Brincar Early childhood education Educational environment Play Children's participation
Citation
Santos, J. I. L. (2021). “Como é que a organização do ambiente educativo influencia o brincar numa sala de Jardim de Infância?” (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14505