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O modelo do movimento da escola moderna e o desenvolvimento da comunicação num grupo de crianças em idade pré-escolar
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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular de Prática Profissional Supervisionada II (PPSII). O principal objetivo é apresentar de uma forma reflexiva, fundamentada e sistemática o meu percurso enquanto educadora estagiária neste contexto, bem como os processos de intervenção educativa e de investigação adotados ao longo dos meses de prática. Durante a prática, foi elaborado um portefólio do contexto, onde constam as reflexões, notas de campo, planificações de atividades e o portefólio individual de uma criança. Neste contexto, foi realizado um trabalho de projeto, cuja questão orientadora se designava “Como se formam as montanhas?”. Ao longo do processo, foi possível observar evidências de atividades e experiências realizadas com as crianças, bem como o seu desenvolvimento e o resultado final. A investigação explora o impacto do Modelo Pedagógico do Movimento da Escola Moderna (MEM) no desenvolvimento da comunicação de crianças em idade pré-escolar. O MEM valoriza a voz das crianças, promovendo um ambiente onde podem expressar livremente as suas ideias e sentimentos. Os educadores desempenham um papel crucial, facilitando os diálogos e promovendo comportamentos comunicativos eficazes. A diversidade de recursos pedagógicos torna a comunicação mais acessível e interessante. O feedback contínuo e construtivo dado pelos educadores ajuda as crianças a desenvolverem autoconfiança e competências comunicativas de forma gradual e consistente. Além do desenvolvimento comunicativo, as práticas do MEM contribuem significativamente para o crescimento socioemocional das crianças, ensinando empatia, solidariedade e competências de resolução de conflitos. Este relatório constitui um reflexo do meu percurso enquanto futura profissional de educação, ilustrando não só os conhecimentos adquiridos e aplicados ao longo da prática, mas também o impacto positivo do Modelo Pedagógico do MEM no desenvolvimento global das crianças.
This report is part of the Supervised Professional Practice II (PPSII) curricular unit. The main objective is to present, in a reflective, well-founded and systematic way, my journey as a trainee educator in this context, as well as the educational intervention and research processes adopted throughout the months of practice. During the practice, a portfolio of the context was prepared, which included reflections, field notes, activity plans and the individual portfolio of a child. In this context, a project work was carried out, whose guiding question was called “How are mountains formed?”. Throughout the process, it was possible to observe evidence of activities and experiences carried out with the children, as well as their development and the final result. The research explores the impact of the Modern School Movement Pedagogical Model (MEM) on the development of communication in preschool children. The MEM values the voice of children, promoting an environment where they can freely express their ideas and feelings. Educators play a crucial role, facilitating dialogues and promoting effective communicative behaviors. The diversity of pedagogical resources makes communication more accessible and interesting. Continuous and constructive feedback provided by educators helps children develop self-confidence and communication skills gradually and consistently. In addition to communication development, MEM practices contribute significantly to children's socio-emotional growth, teaching empathy, solidarity and conflict resolution skills. This report is a reflection of my journey as a future education professional, illustrating not only the knowledge acquired and applied throughout my practice, but also the positive impact of the MEM Pedagogical Model on children's overall development.
This report is part of the Supervised Professional Practice II (PPSII) curricular unit. The main objective is to present, in a reflective, well-founded and systematic way, my journey as a trainee educator in this context, as well as the educational intervention and research processes adopted throughout the months of practice. During the practice, a portfolio of the context was prepared, which included reflections, field notes, activity plans and the individual portfolio of a child. In this context, a project work was carried out, whose guiding question was called “How are mountains formed?”. Throughout the process, it was possible to observe evidence of activities and experiences carried out with the children, as well as their development and the final result. The research explores the impact of the Modern School Movement Pedagogical Model (MEM) on the development of communication in preschool children. The MEM values the voice of children, promoting an environment where they can freely express their ideas and feelings. Educators play a crucial role, facilitating dialogues and promoting effective communicative behaviors. The diversity of pedagogical resources makes communication more accessible and interesting. Continuous and constructive feedback provided by educators helps children develop self-confidence and communication skills gradually and consistently. In addition to communication development, MEM practices contribute significantly to children's socio-emotional growth, teaching empathy, solidarity and conflict resolution skills. This report is a reflection of my journey as a future education professional, illustrating not only the knowledge acquired and applied throughout my practice, but also the positive impact of the MEM Pedagogical Model on children's overall development.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-escolar
Keywords
Educação pré-escolar Comunicação Movimento da Escola Moderna Pre-school education Communication Modern school movement
Citation
Ferreira, A. A. T. (2024). O lugar das artes plásticas no contexto de um jardim de infância Waldorf (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/21333
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa