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Abstract(s)
O presente relatório surge no âmbito da unidade curricular Prática Profissional Supervisionada II (PPSII), que decorreu num jardim de infância com crianças de idades compreendidas entre os três e os seis anos desde o dia 17 de outubro de 2022 até 6 de fevereiro de 2023. O relatório reflete a minha prática desenvolvida durante estes quatro meses. Começo por apresentar a caracterização da ação educativa e as intenções definidas para a prática, considerando os seguintes eixos de intervenção: as crianças, as famílias e a equipa educativa. É exposto a investigação realizada no âmbito da PPS II, a qual se centra numa área de interesse presente nas salas da OS, os espaços mini-ateliê e “Atelier” frequentados pelas crianças. A problemática definida para a investigação “Contributos do espaço “Atelier” para o desenvolvimento das crianças em idade de jardim de infância” tem como objetivos: (i) Conhecer as características materiais e funcionais do espaço “Atelier” à luz da abordagem Reggio Emilia; (ii) Caracterizar o modo como as crianças exploram o “Atelier” e (iii) Compreender os contributos do “Atelier” para o desenvolvimento de crianças em idade de JI. A investigação de natureza qualitativa, consistiu num estudo de caso e procurou responder às seguintes questões de partida: Quais as características do espaço, dos materiais e das atividades desenvolvidas no mini-ateliê e no “Atelier”?; Quais os benefícios/contributos do mini-ateliê e do “Atelier” para o desenvolvimento de crianças em idade pré-escolar? e; Como é que as crianças exploram o espaço e reagem aos materiais e às atividades dinamizadas no mini-ateliê e no “Atelier”?. Participaram no estudo 24 crianças (17 meninos e 7 meninas) com as quais realizei a prática e também a educadora cooperante e a coordenadora pedagógica. Os dados foram recolhidos através: da observação e do questionário com questões abertas realizado à educadora cooperante e à coordenadora pedagógica. Os dados recolhidos foram analisados através da análise de conteúdo, permitindo retirar as seguintes conclusões: as crianças demonstram recetividade à dinâmica dos espaços mini-ateliê e “Atelier” e evidenciam autonomia na realização das várias propostas. Verificou-se ainda interesse por parte das crianças na exploração de materiais estruturados e não estruturados. Por fim, no relatório é também apresentada uma análise do percurso, que realizei nos dois módulos da PPS, desenvolvidos em contexto de creche e de jardim de infância, que tiveram impacto positivo na construção da minha profissionalidade docente.
ABSTRACT The current report comes up withing the scope of the curricular unit Supervised Professional Practice II (PPS II), which occurred in a kindergarten with children aged between 3 and 6 years old from October 17th, 2022, until February 6th, 2023. This report reflects my own experience developed for four months. I begin by presenting a characterization of the educative action, and the defined intentions to the practice, considering the following axis of the intervention: the children, the families, and the education team. It is also exposed the investigation preformed within the scope of the PPS II, the one which is centred in an area of interest present in the classrooms of the OS, the mini-atliê and the "Atelier", spaces attended by the children. The problematic defined for the investigation “Contributions to the space “Atelier” to the development of children in kindergarten age” has the objective of: (i) Getting to know the material characteristics and functions of the space “Atelier” within the Reggio Emilia approach; (ii) Characterizing the way which children explore the “Atelier”; (iii) Comprehending the contribution of the “Atelier” to the development of children of JI age. The investigation of qualitative nature consisted of a case study that seeks answers to the following questions: What are the characteristics of the space, the materials and activities developed in the “Atelier”?; Which are the benefits/contributions of the “Atelier” to the development of children in pre-school age? And; How do the children explore the space and react to the materials and activities dynamized in the “Atelier”?. 24 children (17 boys and 7 girls) took part in this study, with which I made the practice and the cooperative educator and the pedagogic coordinator. The data was retrieved through the observation and the questionnaire with open questions held to the cooperative educator and to the pedagogic coordinator. The data retrieved was analysed through the analysis of content, allowing the retrieval of the following conclusions: children show receptiveness to the dynamic of the mini-ateliê and "Atelier" spaces and evidenced autonomy in the realization of the multiple proposals. It was also verified the children's interest in the exploration of structured material and non-structured materials. At last, in the report there is an route analysis, that I realized in the two modules of the PPS, developed in context of nursery and kindergarten, that had positive impact in the construction of my professional career.
ABSTRACT The current report comes up withing the scope of the curricular unit Supervised Professional Practice II (PPS II), which occurred in a kindergarten with children aged between 3 and 6 years old from October 17th, 2022, until February 6th, 2023. This report reflects my own experience developed for four months. I begin by presenting a characterization of the educative action, and the defined intentions to the practice, considering the following axis of the intervention: the children, the families, and the education team. It is also exposed the investigation preformed within the scope of the PPS II, the one which is centred in an area of interest present in the classrooms of the OS, the mini-atliê and the "Atelier", spaces attended by the children. The problematic defined for the investigation “Contributions to the space “Atelier” to the development of children in kindergarten age” has the objective of: (i) Getting to know the material characteristics and functions of the space “Atelier” within the Reggio Emilia approach; (ii) Characterizing the way which children explore the “Atelier”; (iii) Comprehending the contribution of the “Atelier” to the development of children of JI age. The investigation of qualitative nature consisted of a case study that seeks answers to the following questions: What are the characteristics of the space, the materials and activities developed in the “Atelier”?; Which are the benefits/contributions of the “Atelier” to the development of children in pre-school age? And; How do the children explore the space and react to the materials and activities dynamized in the “Atelier”?. 24 children (17 boys and 7 girls) took part in this study, with which I made the practice and the cooperative educator and the pedagogic coordinator. The data was retrieved through the observation and the questionnaire with open questions held to the cooperative educator and to the pedagogic coordinator. The data retrieved was analysed through the analysis of content, allowing the retrieval of the following conclusions: children show receptiveness to the dynamic of the mini-ateliê and "Atelier" spaces and evidenced autonomy in the realization of the multiple proposals. It was also verified the children's interest in the exploration of structured material and non-structured materials. At last, in the report there is an route analysis, that I realized in the two modules of the PPS, developed in context of nursery and kindergarten, that had positive impact in the construction of my professional career.
Description
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Prática profissional supervisionada Jardim de infância Mini-ateliê Atelier Espaço e materiais Profissionalidade Supervised professional practice Kindergarten Space and materials
Citation
Delgado, C. P. P. (2023). Contributos do espaço “Atelier” para o desenvolvimento das crianças em idade de jardim de infância (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16007