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Advisor(s)
Abstract(s)
O quotidiano de um jardim-de-infância rege-se por uma sequência de acontecimentos apelidada de rotina. É um instrumento de dinamização das aprendizagens, orientador das ações das crianças conferindo a segurança necessária pelo conforto e previsibilidade que proporciona (Hohmann & Weikart, 2003).
A presente investigação tem como objetivo (1) estudar a qualidade das rotinas percepcionada pelas educadoras e a sua associação, (2) averiguar em que medida a qualidade da inclusão das crianças com NEE nas rotinas do JI se associava à qualidade da escola, (3) observar os comportamentos das crianças e as práticas diretas das educadoras com crianças com NEE e (4) conhecer as representações de uma mãe sobre o processo de inclusão. Para o efeito, participaram 30 crianças entre os 2 e os 6 anos, respetivos educadores (do ensino regular e dos apoios educativos/especializados) e uma mãe. O critério de seleção teve como base a tipologia comunicacional, cognitiva e/ou motor da CIF, nomeadamente Perturbação do Espetro do Autismo, Paralisia Cerebral, Défice Cognitivo e Atraso Global de Desenvolvimento sem outra especificidade.
O estudo foi realizado através de um questionário direcionado aos docentes, de observações naturalistas em contexto de sala de aula, de uma entrevista a um encarregado de educação e da aplicação da escala da avaliação do ambiente em jardim-de-infância, ECERS –R (Harms, Clifford, & Cryer, 2008).
A generalidade das educadoras indicaram que incluem as crianças com NEE nas rotinas e atividades do jardim-de-infância, na observação naturalista foi possível observar que todas as educadoras adaptavam estratégias pedagogicamente diferenciadas e inclusivas. A mãe entrevistada estava desperta para estas questões e preocupada com o que considera ser “falta de apoios” para o seu filho. A inclusão das rotinas parece organizar-se em “categorias” pedagógicas. Com efeito, por exemplo as crianças tendem a ser incluídas em atividades associadas à autonomia (e.g. alimentação, higiene…), relação com pares (e.g., participação em atividades de grupo), trabalho pedagógico. Fica por compreender, se esta tendência de organização decorre da competência da criança para determinada área ou se é forma de trabalho do educador.
ABSTRACT The daily life of children’s kindergarden is governed by sequence events named routine. It is a dynamic tool of learning, children’s guiding actions giving the necessary security for the comfort and predictability it provides (Hohmann & Weikart, 2003). This research aims (1) to study the routines’ quality perceived by the teachers and their association, (2) determine to what extent the quality of inclusion of children with SN in Kindergarden routines was associated to school quality (3) observing the behavior of children and direct practices of teachers with children with SN and (4) to study a mother representation of their children inclusion process. For this purpose, 30 children between 2 and 6 years, respective teachers (regular education and educational/specialized support) and a mother were observed. The selection criteria was based on the communication type, cognitive and / or motor of CIF, including the Autism Spectrum Disorder, Cerebral Palsy, Cognitive Deficit and Development Delay without further specificity. The study was conducted through a questionnaire directed to teachers, naturalistic observations in the context of the classroom, an interview to a mother and application of environmental assessment scale in Kindergarden, ECERS-R ( Harms, Clifford, & Cryer, 2008). The majority of teachers indicated that they include children with SN in Kindergarden’ routines activities, in naturalistic observation was observed that all educators adapted pedagogically differentiated and inclusive strategies. The interviewee mother was awakened to these issues and concerned about what it considers to be "lack of support" for her child. The inclusion of routines appears to be organized into "classes" teaching. Indeed, such children tend to be included in activities associated with autonomy (e.g. food, hygiene ...), relationship with peers (e.g., participation in group activities), pedagogical work. It remains to understand if this trend of organization stems from the child's competence to certain area or if it is form of teacher work.
ABSTRACT The daily life of children’s kindergarden is governed by sequence events named routine. It is a dynamic tool of learning, children’s guiding actions giving the necessary security for the comfort and predictability it provides (Hohmann & Weikart, 2003). This research aims (1) to study the routines’ quality perceived by the teachers and their association, (2) determine to what extent the quality of inclusion of children with SN in Kindergarden routines was associated to school quality (3) observing the behavior of children and direct practices of teachers with children with SN and (4) to study a mother representation of their children inclusion process. For this purpose, 30 children between 2 and 6 years, respective teachers (regular education and educational/specialized support) and a mother were observed. The selection criteria was based on the communication type, cognitive and / or motor of CIF, including the Autism Spectrum Disorder, Cerebral Palsy, Cognitive Deficit and Development Delay without further specificity. The study was conducted through a questionnaire directed to teachers, naturalistic observations in the context of the classroom, an interview to a mother and application of environmental assessment scale in Kindergarden, ECERS-R ( Harms, Clifford, & Cryer, 2008). The majority of teachers indicated that they include children with SN in Kindergarden’ routines activities, in naturalistic observation was observed that all educators adapted pedagogically differentiated and inclusive strategies. The interviewee mother was awakened to these issues and concerned about what it considers to be "lack of support" for her child. The inclusion of routines appears to be organized into "classes" teaching. Indeed, such children tend to be included in activities associated with autonomy (e.g. food, hygiene ...), relationship with peers (e.g., participation in group activities), pedagogical work. It remains to understand if this trend of organization stems from the child's competence to certain area or if it is form of teacher work.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de
grau de mestre em Educação Especial Especialidade Intervenção Precoce
Keywords
Praticas educativas inclusivas Rotinas Jardim de infância Criança Necessidades educativas especiais Inclusive educational practices Routines Kindergarden Children Special education needs
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa