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Advisor(s)
Abstract(s)
O presente relatório resulta da realização da Prática Profissional Supervisionada (PPS) na valência de Jardim de Infância (JI), no âmbito da obtenção de grau de Mestre em Educação Pré-Escolar, e espelha todo o trabalho desenvolvido no decorrer da mesma. Este trabalho contempla duas dimensões: (i) a descrição e análise do trabalho pedagógico desenvolvido entre 01 de outubro de 2018 até 21 de janeiro de 2019 na sala 2 de um jardim de infância público; e (ii) a componente investigativa, que emergiu de uma observação cuidada e atenta em relação ao contexto socioeducativo onde estive inserida, centrada nas conceções das crianças sobre a amizade e as interações que estabeleciam entre si. Esta temática procurou, ainda, ajudar-me e, à equipa educativa, a estabelecer a relação entre estas interações e a valorização e adequação da prática pedagógica na promoção de comportamentos sociais entre as crianças. Desta forma, apresento um estudo de caso exploratório de natureza qualitativa – “Quem é amigo brinca com os outros” (Micael): A amizade entre crianças num Jardim de Infância”.
A análise dos dados obtidos em prol da presente investigação permite assegurar uma clara relação entre a noção de amigo/a e a manifestação de comportamentos sociais entre crianças, tais como: cooperação, entreajuda, reconhecimento, partilha, entre outras e, com igual relevância, o ofício de brincar, no qual a(s) criança(s) associam os/as amigos/as a parceiros ativos e assíduos de brincadeiras, dentro e fora da sala de atividades. A noção de não ser amigo/a é associada à ausência de comportamentos sociais, incapacidade de regular emoções, ouvir o outro e comportamentos agressivos – conflitos físicos e verbais. Destaca-se, finalmente, o papel crucial da ação das adultas da sala na promoção da coesão do grupo e no reconhecimento, pelas crianças, como fazendo parte desse grupo.
ABSTRAT This report results from the Supervised Professional Practice in kindergarten, in the scope of obtaining a master’s degree in Pre-School Education, and reflects all the work developed during it. This work contemplates two dimensions: (i) the description and analysis of the pedagogical work developed between October 1, 2018 until January 21, 2019 in classroom 4 of a public kindergarten; and (ii) an investigative component that emerged from a careful and attentive observation regarding the socio-educational context in which I was inserted, focussed on children’s conceptions of friendship and the interactions they established between them. This theme also sought to help me and the educational team to establish the relationship between those interactions and the valuation and adequacy of pedagogical practice in promoting social behaviours among children. Therefore, I present an exploratory case study of a qualitative nature – “Who is a friend plays with others” (Micael): Friendship among children in kindergarten. The analysis of the data obtained from this investigation allows to assure a clear relation between the notion of friend and the manifestation of social behaviour between children, such as: cooperation, mutual aid, recognition, sharing, among others, and, likewise, the craft of playing, in which children associate their friends to active and assiduous play-partners, both inside and outside the classroom. The notion of not being a friend is associated with an absence of social behaviour, inability to regulate emotions, to listen to others and aggressive behaviours – physical and verbal conflicts. Finally, the crucial role of the adults in the classroom in promoting group cohesion and recognizing the children as part of this group is highlighted.
ABSTRAT This report results from the Supervised Professional Practice in kindergarten, in the scope of obtaining a master’s degree in Pre-School Education, and reflects all the work developed during it. This work contemplates two dimensions: (i) the description and analysis of the pedagogical work developed between October 1, 2018 until January 21, 2019 in classroom 4 of a public kindergarten; and (ii) an investigative component that emerged from a careful and attentive observation regarding the socio-educational context in which I was inserted, focussed on children’s conceptions of friendship and the interactions they established between them. This theme also sought to help me and the educational team to establish the relationship between those interactions and the valuation and adequacy of pedagogical practice in promoting social behaviours among children. Therefore, I present an exploratory case study of a qualitative nature – “Who is a friend plays with others” (Micael): Friendship among children in kindergarten. The analysis of the data obtained from this investigation allows to assure a clear relation between the notion of friend and the manifestation of social behaviour between children, such as: cooperation, mutual aid, recognition, sharing, among others, and, likewise, the craft of playing, in which children associate their friends to active and assiduous play-partners, both inside and outside the classroom. The notion of not being a friend is associated with an absence of social behaviour, inability to regulate emotions, to listen to others and aggressive behaviours – physical and verbal conflicts. Finally, the crucial role of the adults in the classroom in promoting group cohesion and recognizing the children as part of this group is highlighted.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Amizade Crianças Jardim de infância Comportamentos sociais Friendship Children Kindergarten Social behaviour
Citation
Menem, A. C. M. (2019). "Quem é amigo brinca com os outros” (Micael). A amizade entre crianças num Jardim de Infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10416
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa