| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.4 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório insere-se no âmbito da Prática Profissional Supervisionada II (PPS II), do 2.º ano do Mestrado em Educação Pré-Escolar, da Escola Superior de Educação de Lisboa (ESELx) e pretende apresentar de forma reflexiva a prática vivenciada em contexto de Jardim de Infância, que decorreu entre 2 de outubro de 2023 e 2 de fevereiro de 2024, numa sala de “finalistas”, com 19 crianças entre os 4 e os 6 anos de idade.
Para além de apresentar o contexto, caracterizar a ação, retratar as aprendizagens adquiridas e refletir a profissionalidade que tem vindo a ser construída, o presente relatório contém, ainda, um capítulo de natureza investigativa sobre a problemática identificada em contexto: “Acompanhar o grupo da creche ao jardim de infância - qual o impacto do tempo e da afetividade na relação entre equipa educativa e crianças?”.
Através da investigação, procurou-se compreender se o tempo que a equipa educativa acompanha o grupo de crianças e a afetividade têm impacto na relação pedagógica estabelecida.
O estudo, de natureza mista (qualitativa e quantitativa), foi desenvolvido com o recurso ao método de estudo de caso com as seguintes técnicas de recolha de dados: observação direta, entrevistas semiestruturadas à equipa educativa, conversas informais com 8 crianças que são acompanhadas pela educadora e auxiliar desde a creche, e um inquérito por questionário às famílias de 8 crianças, obedecendo ao critério anterior.
Os resultados indicam que, tanto o tempo como a afetividade, têm impacto na relação pedagógica que se estabelece entre crianças e equipa educativa, configurando-se importantes para o desenvolvimento holístico das crianças, oferecendo-lhes confiança, segurança e aprendizagens várias.
This report is part of the Supervised Professional Practice II (SPP II), of the 2nd year of the Master's Degree in Pre-School Education, at the Escola Superior de Educação de Lisboa (ESELx) and aims to present, in a reflective way, the practice experienced in the context of Kindergarten, which took place between October 2nd, 2023 and February 2nd, 2024, in a “finalists” room, with 19 children between 4 and 6 years old. In addition to presenting the context, characterizing the action, portraying the learning acquired and reflecting the professionalism that has been built, this report also contains a research nature chapter entitled “Accompanying the group since daycare to kindergarten - what is the impact of time and affection on the relationship between the educational team and children?”. Through the investigation, it’s aimed to understand if the time that the educational team accompanies the group of children and affection have impact on the pedagogical relationship established and if any of these factors have a greater impact on it. The study, of a mixed nature (qualitative and quantitative), was developed using the case study method with the following data collection techniques: direct observation, semi-structured interviews with the educational team, informal conversations with 8 children who are accompanied by the educator and assistant from daycare, and a questionnaire survey with the families of 8 children, following the previous criteria. The results indicate that both, time, and affection, have an impact on the pedagogical relationship that is established between children and the educational team, becoming important for the holistic development of children, offering them confidence, security, and multiple learning experiences.
This report is part of the Supervised Professional Practice II (SPP II), of the 2nd year of the Master's Degree in Pre-School Education, at the Escola Superior de Educação de Lisboa (ESELx) and aims to present, in a reflective way, the practice experienced in the context of Kindergarten, which took place between October 2nd, 2023 and February 2nd, 2024, in a “finalists” room, with 19 children between 4 and 6 years old. In addition to presenting the context, characterizing the action, portraying the learning acquired and reflecting the professionalism that has been built, this report also contains a research nature chapter entitled “Accompanying the group since daycare to kindergarten - what is the impact of time and affection on the relationship between the educational team and children?”. Through the investigation, it’s aimed to understand if the time that the educational team accompanies the group of children and affection have impact on the pedagogical relationship established and if any of these factors have a greater impact on it. The study, of a mixed nature (qualitative and quantitative), was developed using the case study method with the following data collection techniques: direct observation, semi-structured interviews with the educational team, informal conversations with 8 children who are accompanied by the educator and assistant from daycare, and a questionnaire survey with the families of 8 children, following the previous criteria. The results indicate that both, time, and affection, have an impact on the pedagogical relationship that is established between children and the educational team, becoming important for the holistic development of children, offering them confidence, security, and multiple learning experiences.
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
Relação pedagógica Tempo Afetividade Creche Jardim de infância Desenvolvimento Pedagogical relationship Time Affection Daycare Kindergarten Development
Citation
Marques, I. M. O. (2024). Acompanhar o grupo da creche ao jardim de infância: qual o impacto do tempo e da afetividade na relação entre equipa educativa e crianças? (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18048