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Abstract(s)
O presente relatório surge no âmbito da Prática Profissional Supervisionada II (PPS II), integrada no Mestrado de Educação Pré-Escolar, e tem como principal objetivo apresentar, de uma forma reflexiva, sistemática e fundamentada, o meu percurso enquanto educadora estagiária em contexto de Jardim de Infância. A PPS II decorreu, durante aproximadamente quatro meses, numa Instituição Particular de Solidariedade Social (IPSS), com um grupo constituído por vinte crianças com idades compreendidas entre os 3 e os 6 anos. Na parte final é apresentada ainda uma reflexão crítica sobre o processo de construção da profissionalidade ao longo da minha formação académica. Ao longo da PPS II pude observar momentos de interação na rotina diária das
crianças. Consequentemente, estas interações despertaram o meu interesse em desenvolver um estudo de caso sobre o contributo da interajuda para o desenvolvimento da autonomia das crianças na sala onde me encontrava a realizar a prática. Desta forma, o presente estudo intitula-se como “Eu sou CAPAZ! Nós somos CAPAZES! – O contributo da interajuda para o desenvolvimento da autonomia das crianças em Jardim de Infância”. Neste sentido, o estudo realizado teve como objetivos: (i) conhecer a visão das crianças e da equipa educativa em relação à interajuda entre pares; (ii) analisar de que modo a interajuda pode promover relações positivas entre as crianças; (iii) compreender qual a influência dos grupos heterogéneos em idade nas relações de interajuda entre crianças de idades diferentes; (iv) analisar se a interajuda pode promover o desenvolvimento da autonomia das crianças; (v) conhecer as estratégias que a equipa educativa utiliza para promover as relações de interajuda entre as crianças. Tendo em conta os objetivos delineados adotou-se uma abordagem metodológica de natureza qualitativa. Quanto à recolha de dados recorreu-se a diferentes técnicas e instrumentos, tais como: a observação direta, através do registo de notas de campo; inquérito por questionário com perguntas de resposta de aberta à equipa educativa e inquérito por questionário, apoiado em fotografias, realizado às crianças. Para a análise dos dados das diferentes fontes recorreu-se à análise de
conteúdo e à contagem de frequências para analisar os dados das respostas fechadas ao inquérito por questionário apoiado em fotografias. Os dados recolhidos revelam que existem relações de interajuda entre os pares. As estratégias utilizadas pela equipa educativa, os momentos de brincadeira, a cooperação entre pares de diferentes idades e a interação com o meio podem ser potenciadores de relações positivas de interajuda. É de referir ainda que estas relações de interajuda fornecem às crianças ferramentas que, consequentemente, serão promotoras do seu desenvolvimento da autonomia.
ABSTRACT This report comes within the scope of Supervised Professional Practice II (PPS II), integrated in the Master of Pre-School Education, and its main objective is to present in a reflective, systematic and reasoned way, my journey as a trainee educator in the context of Kindergarten. The PPS II took place, for approximately four months, in a Private Institution of Social Solidarity (IPSS), with a group of twenty children aged between 3 and 6 years. The final part also presents a critical reflection on the process of building professionality throughout my academic training. Throughout the PPS II I was able to observe moments of interaction in the children's daily routine. Consequently, these interactions aroused my interest in developing a case study on the contribution of mutual help to the development of children's autonomy in the room where I was practicing. In this way, the present study is entitled “I am CAPAZ! We are CAPABLE! – The contribution of mutual help to the development of children’s autonomy in Kindergarten”. In this sense, the study carried out had the following objectives: (i) to know the vision of the children and the educational team in relation to mutual help between peers; (ii) analyze how mutual help can promote positive relationships between children; (iii) understand the influence of heterogeneous age groups on mutual help relationships between children of different ages; (iv) analyze whether mutual help can promote the development of children's autonomy; (v) know the strategies that the educational team uses to promote mutual help relationships among children. Taking into account the objectives outlined, a methodological approach of a qualitative nature was adopted. As for data collection, different techniques and instruments were used, such as: direct observation, through the recording of field notes; questionnaire survey with open-ended questions for the educational team and a questionnaire survey, supported by photographs, carried out with the children. For the analysis of data from different sources, content analysis and frequency counting were used to analyze data from closed responses to the questionnaire based on photographs. The data collected reveal that there are mutual help relationships between peers. The strategies used by the educational team, moments of play, cooperation between peers of different ages and interaction with the environment can enhance positive relationships of mutual help. It should also be noted that these mutually supportive relationships provide children with tools that, consequently, will promote their development of autonomy.
ABSTRACT This report comes within the scope of Supervised Professional Practice II (PPS II), integrated in the Master of Pre-School Education, and its main objective is to present in a reflective, systematic and reasoned way, my journey as a trainee educator in the context of Kindergarten. The PPS II took place, for approximately four months, in a Private Institution of Social Solidarity (IPSS), with a group of twenty children aged between 3 and 6 years. The final part also presents a critical reflection on the process of building professionality throughout my academic training. Throughout the PPS II I was able to observe moments of interaction in the children's daily routine. Consequently, these interactions aroused my interest in developing a case study on the contribution of mutual help to the development of children's autonomy in the room where I was practicing. In this way, the present study is entitled “I am CAPAZ! We are CAPABLE! – The contribution of mutual help to the development of children’s autonomy in Kindergarten”. In this sense, the study carried out had the following objectives: (i) to know the vision of the children and the educational team in relation to mutual help between peers; (ii) analyze how mutual help can promote positive relationships between children; (iii) understand the influence of heterogeneous age groups on mutual help relationships between children of different ages; (iv) analyze whether mutual help can promote the development of children's autonomy; (v) know the strategies that the educational team uses to promote mutual help relationships among children. Taking into account the objectives outlined, a methodological approach of a qualitative nature was adopted. As for data collection, different techniques and instruments were used, such as: direct observation, through the recording of field notes; questionnaire survey with open-ended questions for the educational team and a questionnaire survey, supported by photographs, carried out with the children. For the analysis of data from different sources, content analysis and frequency counting were used to analyze data from closed responses to the questionnaire based on photographs. The data collected reveal that there are mutual help relationships between peers. The strategies used by the educational team, moments of play, cooperation between peers of different ages and interaction with the environment can enhance positive relationships of mutual help. It should also be noted that these mutually supportive relationships provide children with tools that, consequently, will promote their development of autonomy.
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 de Infância Criança Relações de Interajuda Autonomia Early childhood education Child Interaid relations Autonomy
Citation
Antunes, I. M. (2023). “Eu sou capaz! Nós somos Capazes” O contributo da interajuda para o desenvolvimento da autonomia das crianças em Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16224