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Abstract(s)
O presente relatório realiza-se no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), integrada no plano de estudos do Mestrado em Educação Pré-escolar. A PES foi realizada em contexto de Creche numa Instituição Particular de Solidariedade Social,com um grupo de vinte crianças de dois anos de idade,em contexto de Educação Pré-escolar, numa instituição pertencente à rede pública de jardins de infância com um grupo de catorze crianças de três anos de idade. Os objetivos deste relatório são refletir, investigar e dar a conhecer o trabalho realizado em ambos os contextos e esclarecer o impacto das rotinas no desenvolvimento da autonomia e iniciativa das crianças. A prática foi centrada em respeitar a individualidade da criança, considerando as suas necessidades e vontades. As experiências de aprendizagem apresentavam como principal objetivo desenvolver a autonomia e iniciativa da criança. A questão-problema do trabalho levantada foi: “Será que a existência de rotina diária favorece o desenvolvimento da autonomia e iniciativa da criança?”. Esta questão constitui o ponto de partida para esta investigação, a partir da qual foram propostos os seguintes objetivos: (i) refletir sobre a importância da rotina diária na Creche/jardim de infância; (ii) identificar os momentos da rotina diária que melhor favorecem o desenvolvimento da autonomia e iniciativa da criança; (iii) observar a existência ou ausência de rotinas de qualidade na Creche/jardim de infância; (iv) criar momentos da rotina diária; A metodologia utilizada foi a investigação qualitativa de natureza interpretativa, recolhendo dados sobre as rotinas das crianças com recurso à observação participante, notas de campo, entrevista e fotografia. Apresento resultados através de narrativa com descrições contextuais e citações dos participantes em experiências de aprendizagem significativas que favoreceram as rotinas diárias da criança tornando-as mais autonómas, com iniciativa e criatividade.
This report is carried out within the scope of the Supervised Teaching Practice (PES) curriculum, integrated in the Master's Program in Pre-school Education. PES was carried out in a day-care setting at a Private Social Solidarity Institution, located in a neighborhood of the city of Bragança, with a group of twenty two-year-old children. In the context of pre-school education, PES was carried out in an institution belonging to the public network of kindergartens with a group of fourteen three-year-old children. The objectives of this report are to reflect, to investigate and to make known the work accomplished in both contexts and to clarify the impact of the routines in the development of the autonomy and initiative of the children. The practice was focused on respecting the individuality of the child, considering their needs and wants. The main objective of the learning experiences was to develop the autonomy and initiative of the child. The problem question of the work raised was: "Does the existence of daily routines favor the development of the autonomy and initiative of the child?". This question is the starting point for this research, from which the following objectives were proposed: (i) to reflect on the importance of daily routines in kindergarten; (ii) identify the moments of the daily routine that best favor the development of the autonomy and initiative of the child; (iii) to observe the existence or absence of quality routines in kindergarten / kindergarten; (iv) create moments of daily routine; The methodology used was the qualitative research of an interpretative nature, as well as the use of data collection on children's routines and using participant observation, field notes, interview and photography. I present results through narrative contextual descriptions and quotations from participants in meaningful learning experiences that favored the child's daily routines by making them more autonomous, with initiative and creativity.
This report is carried out within the scope of the Supervised Teaching Practice (PES) curriculum, integrated in the Master's Program in Pre-school Education. PES was carried out in a day-care setting at a Private Social Solidarity Institution, located in a neighborhood of the city of Bragança, with a group of twenty two-year-old children. In the context of pre-school education, PES was carried out in an institution belonging to the public network of kindergartens with a group of fourteen three-year-old children. The objectives of this report are to reflect, to investigate and to make known the work accomplished in both contexts and to clarify the impact of the routines in the development of the autonomy and initiative of the children. The practice was focused on respecting the individuality of the child, considering their needs and wants. The main objective of the learning experiences was to develop the autonomy and initiative of the child. The problem question of the work raised was: "Does the existence of daily routines favor the development of the autonomy and initiative of the child?". This question is the starting point for this research, from which the following objectives were proposed: (i) to reflect on the importance of daily routines in kindergarten; (ii) identify the moments of the daily routine that best favor the development of the autonomy and initiative of the child; (iii) to observe the existence or absence of quality routines in kindergarten / kindergarten; (iv) create moments of daily routine; The methodology used was the qualitative research of an interpretative nature, as well as the use of data collection on children's routines and using participant observation, field notes, interview and photography. I present results through narrative contextual descriptions and quotations from participants in meaningful learning experiences that favored the child's daily routines by making them more autonomous, with initiative and creativity.
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Keywords
Creche Educação Pré-escolar Rotinas Autonomia Iniciativa