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Authors
Advisor(s)
Abstract(s)
O relatório apresentado surge no decurso da Prática Profissional Supervisionada II (PPS II), em contexto de jardim-de-infância (JI), com um grupo de crianças heterogéneo (entre os três e os seis anos). Os objetivos da PPS II e deste relatório são: refletir sobre o trabalho realizado na PPS II, a construção da identidade profissional dos discentes que terminam agora a formação em Educação Pré-Escolar, bem como, o desenvolvimento de uma investigação em contexto educativo.
A definição da temática para a realização da investigação surgiu na recorrência de episódios de chamadas de atenção, disputa de objetos, frustração pessoal e com os pares, acrescentando a incapacidade de autorregulação perante estes episódios, por parte de algumas crianças. Muitos deles desencadearam conflitos intrapessoais e interpessoais que foram registados em formato de Incidentes Críticos (IC). Considerando que a autorregulação é fundamental para o autocontrolo e para a construção de relações saudáveis com os indivíduos que nos rodeiam tornou-se pertinente a realização de uma investigação-ação centrada em promover o desenvolvimento desta competência em algumas crianças do grupo.
Perante a necessidade de se criar um clima de bem-estar e fornecer ferramentas de autorregulação às crianças surgiu a questão: Será que a meditação pode fornecer ferramentas promotoras da autorregulação e do bem-estar das crianças em JI?. Decorrente desta questão surgiu a seguinte hipótese de ação: A meditação pode ser uma ferramenta promotora de autorregulação e bem-estar para as crianças em JI.
A investigação pretendeu: (i) compreender o contributo da introdução de momentos de relaxamento na rotina das crianças no seu bem-estar e na sua capacidade de autorregulação; (ii) identificar os benefícios do relaxamento e da meditação na perspetiva das crianças; (iii) perceber quais os benefícios da sua introdução nas práticas educativas, nomeadamente para as crianças com maior dificuldade em se autorregular. Os resultados obtidos foram positivos para a introdução da meditação como uma ferramenta de bem-estar e autorregulação. No entanto, para que fossem mais expressivos era necessário que
a investigação tivesse ocorrido num período mais alargado para que os dados fossem mais evidentes.
Além da apresentação das diferentes etapas e resultados da investigação, também, consta neste relatório o impacto que a formação académica e às Práticas Profissionais Supervisionadas I e II, em contexto de creche e de JI, tiveram para a construção da minha identidade profissional.
ABSTRACT The report presented appears during Supervised Professional Practice II (PPS II), in the context of kindergarten (JI), with a heterogeneous group of children (between three and six years old). The objectives of PPS II and this report are: to reflect on the work carried out at PPS II, the construction of the professional identity of students who are now finishing their training in Pre-School Education, as well as the development of research in an educational context. The definition of the theme for carrying out the investigation emerged in the recurrence of episodes of attention calls, object disputes, personal and peer frustration, adding to the inability of some children to self-regulate these episodes. Many of them triggered intrapersonal and interpersonal conflicts that were recorded in the form of Critical Incidents (CI). Considering that self-regulation is fundamental for self-control and for building healthy relationships with the individuals around us, it has become pertinent to carry out an action investigation focused on promoting the development of this competence in some children in the group. Given the need to create a climate of well-being and provide tools for self-regulation for children, the question arose: Can meditation provide tools that promote self-regulation and the well-being of children in JI ?. As a result of this question, the following action hypothesis emerged: Meditation can be a tool that promotes self-regulation and well-being for children in JI. The research aimed to: (i) understand the contribution of the introduction of moments of relaxation in the children's routine in their well-being and in their capacity for self-regulation; (ii) identify the benefits of relaxation and meditation from the children's perspective; (iii) understand the benefits of its introduction in educational practices, namely for children with greater difficulty in self-regulation. The results obtained were positive for the introduction of meditation as a tool for well-being and self-regulation. However, for them to be more expressive, it was necessary that the investigation took place over a longer period so that the data were more evident. In addition to the presentation of the different stages and results of the investigation, this report also includes the impact that academic training and Supervised Professional Practices I and II, in the context of day care and JI, had on the construction of my professional identity.
ABSTRACT The report presented appears during Supervised Professional Practice II (PPS II), in the context of kindergarten (JI), with a heterogeneous group of children (between three and six years old). The objectives of PPS II and this report are: to reflect on the work carried out at PPS II, the construction of the professional identity of students who are now finishing their training in Pre-School Education, as well as the development of research in an educational context. The definition of the theme for carrying out the investigation emerged in the recurrence of episodes of attention calls, object disputes, personal and peer frustration, adding to the inability of some children to self-regulate these episodes. Many of them triggered intrapersonal and interpersonal conflicts that were recorded in the form of Critical Incidents (CI). Considering that self-regulation is fundamental for self-control and for building healthy relationships with the individuals around us, it has become pertinent to carry out an action investigation focused on promoting the development of this competence in some children in the group. Given the need to create a climate of well-being and provide tools for self-regulation for children, the question arose: Can meditation provide tools that promote self-regulation and the well-being of children in JI ?. As a result of this question, the following action hypothesis emerged: Meditation can be a tool that promotes self-regulation and well-being for children in JI. The research aimed to: (i) understand the contribution of the introduction of moments of relaxation in the children's routine in their well-being and in their capacity for self-regulation; (ii) identify the benefits of relaxation and meditation from the children's perspective; (iii) understand the benefits of its introduction in educational practices, namely for children with greater difficulty in self-regulation. The results obtained were positive for the introduction of meditation as a tool for well-being and self-regulation. However, for them to be more expressive, it was necessary that the investigation took place over a longer period so that the data were more evident. In addition to the presentation of the different stages and results of the investigation, this report also includes the impact that academic training and Supervised Professional Practices I and II, in the context of day care and JI, had on the construction of my professional identity.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Bem-estar Identidade profissional Autorregulação Prática profissional supervisionada Mediação Jardim de infância Supervised professional practice Meditation Kindergarten Self-regulation Well-being Professional identity
Citation
Caridade, M. H. S. (2019). Contributo da meditação como uma ferramenta promotora de autorregulação e bem-estar para as crianças em JI (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12933
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa