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Advisor(s)
Abstract(s)
O presente relatório, elaborado no âmbito da unidade curricular de Prática Profissional Supervisionada II (PPS II), integrada no currículo do Mestrado em Educação Pré-Escolar (MEPE), tem como principal objetivo apresentar, de uma forma reflexiva, o percurso de intervenção educativa e de investigação desenvolvidos em contexto de pré-escolar, ao longo de cerca de quatro meses, com um grupo 22 crianças entre os 3 e os 5 anos de idade. Apresenta, no seu seguimento, uma análise crítico-reflexiva sobre o processo de construção profissional desenvolvido, resultante do percurso experienciado nas Práticas Profissionais Supervisionadas.
No decorrer da PPS II, observei momentos em que as crianças afirmavam não serem capazes de realizar determinada tarefa, aliados a uma autoestima diminuída. Tendo como título “O elogio na promoção da autoestima e autonomia da criança: o papel do adulto”, o estudo realizado teve como objetivos: i) compreender as conceções que existem sobre o elogio; ii) conhecer as perceções das crianças sobre o elogio e a forma como se sentem perante essa prática; iii) identificar as vantagens e/ou desvantagens do uso do elogio para a promoção da autoestima e autonomia da criança; iv) compreender o papel do adulto na promoção da autoestima e autonomia da criança.
Considerando os objetivos apresentados, optei por uma abordagem metodológica de natureza qualitativa, especificamente o estudo de caso. As técnicas de recolha de dados foram a entrevista, o grupo de discussão e a observação direta participante, materializadas em instrumentos como notas de campo, fotografias, vídeos e os guiões das entrevistas/grupo de discussão.
Para o tratamento dos dados resultantes das diferentes fontes recorreu-se à técnica de análise de conteúdo. Os dados recolhidos sustentam que, por vezes, o elogio por si só é uma medida suficiente para a criança. No entanto, tendo em conta a unicidade de cada pessoa, compreendeu-se a existência de respostas diferentes ao elogio. Tal quer dizer que, por vezes, o elogio não é suficiente e carece da necessidade de outro tipo de estratégias na promoção da autoestima e autonomia da criança.
The main aim of this thesis which is produced as part of the Supervised Professional Practice II (PPS II) subject, a part of the Master's degree in Pre-School Education (MEPE) curriculum, is to present a reflection of the educational intervention and research carried out in a pre-school environment, for a period of four months, with a group of 22 children between the ages of 3 and 5. This presentation is a critical analysis of the constructive professional process developed as a result of the journey experienced in the subject. As part of PPS II, I observed children in multiple instances say that they were incapable of doing a certain task which was in alignment with their low self-esteem. This lead me to my study titled “Praise as a Way of Encouraging a Child's Self-esteem and Autonomy: The Role of the Adult”. The objectives of the study were: i) to understand the conceptions that exist about praise; ii) to understand perceptions that children have of praise and how they feel and react to it; iii) to identify the advantages and/or disadvantages of using praise to promote children's self-esteem and autonomy; iv) to understand the role of the adult in nurturing a child's self-esteem and autonomy. Given these objectives, I opted for a qualitative methodological approach with a specific case study. The data collection techniques were interviews, focus groups, and direct participant observation which were documented with tools such as field notes, photographs, videos, and interview/discussion groups. Content analysis was used to process the data acquired from the different sources. Final observations from the collected data indicate that sometimes praise alone is enough for a child. However, given the uniqueness of every individual, it is understandable that there are different responses to praise. So, in conclusion praise is not the only, but one of the creative and empathetic strategies required to promote a child's self-esteem and autonomy.
The main aim of this thesis which is produced as part of the Supervised Professional Practice II (PPS II) subject, a part of the Master's degree in Pre-School Education (MEPE) curriculum, is to present a reflection of the educational intervention and research carried out in a pre-school environment, for a period of four months, with a group of 22 children between the ages of 3 and 5. This presentation is a critical analysis of the constructive professional process developed as a result of the journey experienced in the subject. As part of PPS II, I observed children in multiple instances say that they were incapable of doing a certain task which was in alignment with their low self-esteem. This lead me to my study titled “Praise as a Way of Encouraging a Child's Self-esteem and Autonomy: The Role of the Adult”. The objectives of the study were: i) to understand the conceptions that exist about praise; ii) to understand perceptions that children have of praise and how they feel and react to it; iii) to identify the advantages and/or disadvantages of using praise to promote children's self-esteem and autonomy; iv) to understand the role of the adult in nurturing a child's self-esteem and autonomy. Given these objectives, I opted for a qualitative methodological approach with a specific case study. The data collection techniques were interviews, focus groups, and direct participant observation which were documented with tools such as field notes, photographs, videos, and interview/discussion groups. Content analysis was used to process the data acquired from the different sources. Final observations from the collected data indicate that sometimes praise alone is enough for a child. However, given the uniqueness of every individual, it is understandable that there are different responses to praise. So, in conclusion praise is not the only, but one of the creative and empathetic strategies required to promote a child's self-esteem and autonomy.
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
Autoestima Autonomia Elogio Papel do adulto Self-esteem Autonomy Praise Adult role
Pedagogical Context
Citation
Ferradeira, I. I. P. (2024). O elogio na promoção da autoestima e autonomia da criança: o papel do adulto (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18047