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Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II, em contexto de pré-escolar. Este documento tem como objetivo a realização de uma análise crítica e reflexiva de todo o trabalho desenvolvido, durante o estágio, com um grupo de crianças com idades compreendidas entre os 2 e os 5 anos.
No decorrer da ação, fui observando que as interações entre pares, com a idade, são mais complexas e que as crianças, quando escolhem a área da casinha, recorrem com grande frequência à presença do outro. Assim, desenvolveu-se um estudo de caso de natureza qualitativa, para compreender como se manifestam as interações entre pares na área da casinha. Os objetivos definidos para a investigação foram: i) Caracterizar as interações entre pares na área da casinha; (ii) Reconhecer como é que a área da casinha influencia as interações entre pares; (iii) Identificar estratégias que potenciam as interações entre pares na área da casinha. Para a recolha dos dados, recorreu-se à observação, às conversas informais com a equipa educativa, à entrevista realizada à educadora cooperante, à consulta documental e aos registos escritos efetuados.
Os resultados do estudo indicam que as crianças da sala onde estive inserida, quando escolhem a área da casinha, desenvolvem maioritariamente brincadeiras em grupo, sendo que recriam situações do seu quotidiano e recorrem aos objetos para as representarem. Nestes momentos são observados comportamentos pró-sociais e antissociais, porém, os comportamentos mais evidenciados são os pró-socias, essencialmente, os comportamentos de cooperação. Para além disto, verificou-se que a organização da área da casinha tem uma grande influência nas interações entre pares e que o adulto tem um papel fundamental para potenciar essas interações.
ABSTRACT This report appears in the context of Supervised Professional Practice II, within the scope of pre-school. This document aims to carry out a critical and reflective analysis of all the work developed, during the internship, with a group of children between the ages of 2 and 5 years old. In the course of the action, I observed that the complexity of the interactions between peers increase with age. Furthermore, when children choose the play house area, they seek the presence of other child with great frequency. Thus, a qualitative case study was developed to understand how interactions between peers manifest in the play house area. The investigation goals were: i) To characterize the interactions between peers in the play house area; (ii) Recognize how the play house area influences interactions between peers; (iii) Identify strategies that enhance interactions between peers in the play house area. The data collection were made thru observation, informal conversations with the educational team, an interview with the cooperating educator, documentary consultation and written records. The study results indicate that mostly children, in the room where I was inserted, play collectively, when they choose the play house area. They recreate everyday situations and use objects to represent that. In these moments, we observed pro-social and antisocial behaviors, however, the most evident patterns are the pro-social behaviors, essentially, the cooperative behaviors. In addition, it was found that the organization of the play house area has a great influence on interactions between peers and the adult has a fundamental role to enhance these interactions.
ABSTRACT This report appears in the context of Supervised Professional Practice II, within the scope of pre-school. This document aims to carry out a critical and reflective analysis of all the work developed, during the internship, with a group of children between the ages of 2 and 5 years old. In the course of the action, I observed that the complexity of the interactions between peers increase with age. Furthermore, when children choose the play house area, they seek the presence of other child with great frequency. Thus, a qualitative case study was developed to understand how interactions between peers manifest in the play house area. The investigation goals were: i) To characterize the interactions between peers in the play house area; (ii) Recognize how the play house area influences interactions between peers; (iii) Identify strategies that enhance interactions between peers in the play house area. The data collection were made thru observation, informal conversations with the educational team, an interview with the cooperating educator, documentary consultation and written records. The study results indicate that mostly children, in the room where I was inserted, play collectively, when they choose the play house area. They recreate everyday situations and use objects to represent that. In these moments, we observed pro-social and antisocial behaviors, however, the most evident patterns are the pro-social behaviors, essentially, the cooperative behaviors. In addition, it was found that the organization of the play house area has a great influence on interactions between peers and the adult has a fundamental role to enhance these interactions.
Description
Relatório da prática profissional supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré Escolar
Keywords
Comportamentos pró-sociais Papel do adulto Comportamentos antissociais Interações entre pares Área da casinha Peer interactions Play house area Pro-social behaviors Antisocial behaviors Adult role
Citation
Vilhena, A. R. P. (2019). Como se manifestam as interações entre pares na área da casinha? (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12830
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa