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Advisor(s)
Abstract(s)
O presente relatório tem como objetivos descrever, analisar e refletir sobre o trabalho desenvolvido ao longo da Prática Profissional Supervisionada II, apresentando uma divisão em vários pontos que clarificam a intervenção em Jardim de Infância.
No decorrer deste relatório é apresentada a problemática que foi investigada e que emergiu do contexto da prática, com o título A Autorregulação: O papel do Educador de Infância. A Investigação é um Estudo de Caso de natureza qualitativa. Este estudo, relaciona-se com os processos de autorregulação sofridos pela criança em idade de pré-escolar e a forma como o educador pode ser corregulador nestes mesmos processos, através da definição e desenvolvimento de estratégias após a caracterização da situação.
Os dados recolhidos possibilitaram a perceber que as estratégias implementadas foram benéficas para desenvolver os processos autorregulatórios na criança e alterar comportamentos de pouca autorregulação, ainda que estas não devam ser generalizadas para outros casos uma vez que cada criança tem as suas próprias especificidades e características. Por outro lado, foi também possível perceber que este é um processo de avanços e recuos que necessitaria de mais tempo de observação para ver uma regularização de comportamentos.
ABSTRACT This report intends to describe, analyse and reflect about the work developed throughout the Supervised Professional Practice II, being divided in several points which clarify the intervention in Kindergarten. Throughout this report, it is presented the problematic that was investigated and that emerged from the context of the practice, with the title The Self-regulation: the Kindergarten Teacher’s role. The investigation is a Case Study of qualitative nature. This study is related with the processes of self-regulation suffered by the children in pre-school age and the way in which the kindergarten teacher can be a co-regulator in these processes, through the definition and the development of strategies after the situation characterisation. On the one hand, the data collected have enabled us to understand that the implemented strategies were beneficial for the development of the child’s self-regulatory processes and to change behaviours of low self-regulation. Nevertheless, this data shouldn’t be generalised to other cases, since each child has its own specificities and characteristics. On the other hand, it was also possible to understand that this is a process of advancements and retreats that would need extra observation time in order to observe a regularization of behaviours.
ABSTRACT This report intends to describe, analyse and reflect about the work developed throughout the Supervised Professional Practice II, being divided in several points which clarify the intervention in Kindergarten. Throughout this report, it is presented the problematic that was investigated and that emerged from the context of the practice, with the title The Self-regulation: the Kindergarten Teacher’s role. The investigation is a Case Study of qualitative nature. This study is related with the processes of self-regulation suffered by the children in pre-school age and the way in which the kindergarten teacher can be a co-regulator in these processes, through the definition and the development of strategies after the situation characterisation. On the one hand, the data collected have enabled us to understand that the implemented strategies were beneficial for the development of the child’s self-regulatory processes and to change behaviours of low self-regulation. Nevertheless, this data shouldn’t be generalised to other cases, since each child has its own specificities and characteristics. On the other hand, it was also possible to understand that this is a process of advancements and retreats that would need extra observation time in order to observe a regularization of behaviours.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Papel do educador Corregulador Autorregulação Autorregulação emocional Autorregulação comportamental Estratégias Kindergarten Teacher’s role Co-regulator Self-regulation Emotional self-regulation Behavioural self-regulation Strategies
Citation
Martins, S. C. S. (2018). A auto-regulação: o papel do educador de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9489