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Abstract(s)
Este relatório espelha o percurso de intervenção e reflexão desenvolvidos ao longo da Prática Profissional Supervisionada II (PPS II), realizada num contexto de Jardim de Infância (JI). Durante cerca de quatro meses, a prática decorreu com um grupo de 25 crianças, entre os quatro e os seis anos, uma educadora de infância cooperante e uma assistente operacional, que em conjunto facilitaram a imersão na prática educativa. Este período foi crucial para a construção da minha identidade profissional decorrente da prática reflexiva e da investigação realizada, de que o presente relatório dá conta. A fundamentação desta intervenção educativa começou com uma caracterização
detalhada do contexto socioeducativo onde a prática foi implementada. Esta fase permitiu uma integração gradual e informada, essencial para a compreensão das dinâmicas do contexto. A partir desta compreensão, desenvolvi uma investigação intitulada “O papel e as potencialidades dos jogos para a interação e aprendizagem no pré-escolar, com os seguintes objetivos: (i) mapear os jogos existentes na sala e aqueles a que as crianças recorrem com maior frequência; (ii) analisar o lugar e o papel que os jogos ocupam no dia a dia do grupo; (iii) identificar potencialidades dos jogos para as interações e para a aprendizagem em contexto de pré-escolar. Esta escolha emergiu da observação da importância dos jogos de mesa no quotidiano das crianças e da “filosofia pedagógica” preconizada pelo jardim de infância. A investigação assentou numa abordagem qualitativa, tendo sido norteada pela metodologia de estudo de caso. Para a recolha de dados, recorri a diversas técnicas, incluindo observação direta participante e não participante, entrevista semiestruturada
com a educadora cooperante e questionários aplicados ao grupo de crianças em dois momentos diferentes da prática. Os resultados evidenciam que a estruturação pedagógica e a implementação dos jogos de mesa na sala de referência apoiaram a promoção da interação social e o desenvolvimento cognitivo das crianças. Exemplos disso incluem a construção espontânea de padrões matemáticos em atividades de enfiamentos de cores ou a colaboração na criação de um
puzzle coletivo. Além disso, o envolvimento das crianças na negociação de regras e na entreajuda durante os jogos evidencia como estas dinâmicas promovem o desenvolvimento da autonomia e da cooperação. Tais interações reforçam a importância do brincar como elemento central na construção de aprendizagens significativas e na formação de relações sociais positivas. Este estudo dá pistas de como os jogos de mesa podem ser estrategicamente utilizados para enriquecer o processo educativo, sendo esta potencialidade confirmada pela participação ativa das crianças e pelo ambiente estimulante proporcionado pelos jogos.
This report reflects the intervention and reflective process developed during the Supervised Professional Practice II – Prática Profissional Supervisionada II (PPS II) conducted in a preschool setting. Over the course of approximately four months, the practice was carried out with a group of 25 children, aged between four and six years, under the guidance of a cooperating early childhood educator and supported by an operational assistant. Together, they facilitated a meaningful immersion into the educational context. Through reflective practice and research, this experience proved fundamental in shaping my professional identity. The foundation of this educational intervention began with a detailed characterization of the socio-educational context in which the practice was embedded. This phase allowed for a gradual and informed integration, which was essential for understanding the dynamics of the setting. Once familiar with the context, I developed a research project titled “The Role and Potential of Games in Interaction and Learning in Preschool Education”, with the following objectives: (i) to identify the games available in the classroom and those most frequently chosen by the children; (ii) to explore the presence and role of games in the group’s daily routine; and (iii) to examine the potential of games in fostering interaction and learning in a preschool context. This focus emerged from observing the significance of board games in the children’s daily lives and the pedagogical philosophy embraced by the institution. The research followed a qualitative approach, guided by Case Study Methodology. Data collection involved various techniques, including participant and non-participant direct observation, a semi-structured interview with the cooperating educator, and questionnaires administered to the children at two different points during the practice. Findings indicate that the intentional structuring and integration of board games within the preschool environment can significantly promote children’s social interaction and cognitive development. Notable examples include the spontaneous formation of mathematical patterns during color-threading activities and cooperative efforts in assembling a collective puzzle. Moreover, the negotiation of rules and mutual assistance among peers illustrate the role of games in fostering autonomy and cooperation, emphasizing the vital importance of play in both learning and socialization. This study offers valuable insights into how board games can be purposefully integrated to enrich the educational process, an impact evidenced by the children’s active participation and the dynamic learning environment created through play.
This report reflects the intervention and reflective process developed during the Supervised Professional Practice II – Prática Profissional Supervisionada II (PPS II) conducted in a preschool setting. Over the course of approximately four months, the practice was carried out with a group of 25 children, aged between four and six years, under the guidance of a cooperating early childhood educator and supported by an operational assistant. Together, they facilitated a meaningful immersion into the educational context. Through reflective practice and research, this experience proved fundamental in shaping my professional identity. The foundation of this educational intervention began with a detailed characterization of the socio-educational context in which the practice was embedded. This phase allowed for a gradual and informed integration, which was essential for understanding the dynamics of the setting. Once familiar with the context, I developed a research project titled “The Role and Potential of Games in Interaction and Learning in Preschool Education”, with the following objectives: (i) to identify the games available in the classroom and those most frequently chosen by the children; (ii) to explore the presence and role of games in the group’s daily routine; and (iii) to examine the potential of games in fostering interaction and learning in a preschool context. This focus emerged from observing the significance of board games in the children’s daily lives and the pedagogical philosophy embraced by the institution. The research followed a qualitative approach, guided by Case Study Methodology. Data collection involved various techniques, including participant and non-participant direct observation, a semi-structured interview with the cooperating educator, and questionnaires administered to the children at two different points during the practice. Findings indicate that the intentional structuring and integration of board games within the preschool environment can significantly promote children’s social interaction and cognitive development. Notable examples include the spontaneous formation of mathematical patterns during color-threading activities and cooperative efforts in assembling a collective puzzle. Moreover, the negotiation of rules and mutual assistance among peers illustrate the role of games in fostering autonomy and cooperation, emphasizing the vital importance of play in both learning and socialization. This study offers valuable insights into how board games can be purposefully integrated to enrich the educational process, an impact evidenced by the children’s active participation and the dynamic learning environment created through play.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Jogos de mesa Pré-escolar Aprendizagem Interação social Desenvolvimento infantil Board games Preschool Learning Social interaction Child development
Pedagogical Context
Citation
Pinto, A. F. C. (2025). O papel e as potencialidades dos jogos na interação e aprendizagem no pré-escolar [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22292