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Abstract(s)
O presente relatório tem como objetivo evidenciar o processo vivido durante a intervenção em contextos educativos formais, ilustrando, analisando e fundamentando de forma reflexiva o trabalho realizado durante a prática profissional supervisionada.
Numa primeira fase de intervenção, a prática foi realizada em contexto de creche com um grupo de 16 crianças com idades compreendidas entre os 16 meses e 34 meses, tendo, numa segunda fase, realizado o estágio em jardim-de-infância, com um grupo de 20 crianças com idades compreendidas entre os três e os cinco anos de idade.
Durante a prática profissional supervisionada em creche deparei-me com uma sala heterogénea em relação à idade, o que me suscitou um grande interesse e levou a questionar se a composição de um grupo heterogéneo traria benefícios para o desenvolvimento da criança. Já em jardim-de-infância, deparei-me igualmente com um grupo heterogéneo em idades e em níveis de desenvolvimento, onde era privilegiado pela educadora a cooperação e entreajuda entre as crianças com idades diferentes. A partir daqui, e tendo a temática já sido abordada em creche, tornou-se pertinente perceber diferentes pontos de vista e opiniões sobre quais as vantagens de grupos heterogéneos no desenvolvimento da criança.
Com a investigação realizada, suportada por uma metodologia qualitativa, pela análise de dados e pelo referencial teórico consultado e revisto, foi possível concluir que a existência de grupos heterogéneos, no que concerne ao fator idade, apresenta benefícios para o desenvolvimento da criança, tendo em conta as opiniões das famílias e das equipas educativas. Tornou-se percetível que esta ideia é partilhada entre as famílias e as equipas educativas, ainda que possam ser referidas diferentes áreas de desenvolvimento no que toca às vantagens/benefícios visíveis para o desenvolvimento da criança. Para além disso, foi possível perceber qual o papel do educador perante um grupo heterogéneo em idade, no que diz respeito às dificuldades e desafios que encontra na sua prática educativa e no processo de planeamento.
ABSTRACT This report is intended to exhibit the process experienced in formal educational contexts, illustrating, analyzing and justifying the work accomplished during supervised professional practice, reflectively. Initially, the work was conducted in a day care context, with a group of sixteen children with ages between sixteen and thirty four months. Furthermore, an internship was carried out in kindergarten, with a group of twenty children with ages between three and five years old. During my work in daycare, I came across an heterogeneous class, in terms of age, which was something that stimulated great interest and made me wonder if the configuration of an heterogeneous group would bring benefits for a child’s development. Additionally, in kindergarten, I also encountered an heterogeneous group in terms of age and development levels, where cooperation and mutual aid was encouraged between children with different ages by the educator. From this point on, having this matter also been addressed in daycare, it became relevant to understand different point of views and opinions on what are the advantages of heterogeneous groups in a child’s development. Having done this investigation, which was held by a qualitative methodology, data analysis and consulting theoretical references, we can conclude that the existence of heterogeneous groups, concerning the age factor, shows benefits to the child's development, taking into account the opinions of families and educational teams. The family’s and educational teams shared this conclusion, even though there are other different areas of development concerning advantages/benefits noticeable in a child's development that can be considered. Besides, it was possible to realize what was the educator's role before an heterogeneous group in age, which regards difficulties and challenges that crosses it's educational practice and planning process.
ABSTRACT This report is intended to exhibit the process experienced in formal educational contexts, illustrating, analyzing and justifying the work accomplished during supervised professional practice, reflectively. Initially, the work was conducted in a day care context, with a group of sixteen children with ages between sixteen and thirty four months. Furthermore, an internship was carried out in kindergarten, with a group of twenty children with ages between three and five years old. During my work in daycare, I came across an heterogeneous class, in terms of age, which was something that stimulated great interest and made me wonder if the configuration of an heterogeneous group would bring benefits for a child’s development. Additionally, in kindergarten, I also encountered an heterogeneous group in terms of age and development levels, where cooperation and mutual aid was encouraged between children with different ages by the educator. From this point on, having this matter also been addressed in daycare, it became relevant to understand different point of views and opinions on what are the advantages of heterogeneous groups in a child’s development. Having done this investigation, which was held by a qualitative methodology, data analysis and consulting theoretical references, we can conclude that the existence of heterogeneous groups, concerning the age factor, shows benefits to the child's development, taking into account the opinions of families and educational teams. The family’s and educational teams shared this conclusion, even though there are other different areas of development concerning advantages/benefits noticeable in a child's development that can be considered. Besides, it was possible to realize what was the educator's role before an heterogeneous group in age, which regards difficulties and challenges that crosses it's educational practice and planning process.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para a obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Heterogeneidade Grupos heterogéneos Desenvolvimento da criança Diferenciação pedagógica Papel do educador. Heterogeneity Heterogeneous group Child development Pedagogic differentiation Educator’s role
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação