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Abstract(s)
Este Relatório de Prática de Ensino Supervisionada (PES) trata sobre os jogos
realizados na Creche e no Jardim de Infância. Apresenta-se uma contextualização
histórica acerca do Jogo, fazendo referência ao facto de o jogo, em séculos passados
(aproximadamente até à baixa Idade Média), ter sido entendido apenas como uma
tarefa, não como um divertimento. Os benefícios dos jogos são tantos que até hoje não
se conseguiu determinar completamente os ganhos na realização destes para as crianças.
Neste relatório são abordados os estádios de desenvolvimento das crianças e os jogos
que se devem realizar de acordo com o seu nível de aumento das faculdades itlectuais,
enquadrando-o dentro do estádio de desenvolvimento Pré-Operacional, segundo Piaget.
Relativamente à metodologia utilizada, esta procura enquadrar-se no âmbito dos estudos
sobre a educação, sendo a metodologia qualitativa a usada neste relatório. A recolha de
dados fez-se, essencialmente, pelo recurso a notas de campo, registos fotográficos,
inquéritos elaborados e simultaneamente entregues aos pais e pela análise documental.
Refletindo acerca da problemática da importância do jogo nos contextos de Creche e do
Jardim de infância, surgiu a seguinte questão orientadora do estudo desenvolvido no
presente relatório: Como utilizar os jogos no dia-a-dia da criança em contexto de
Creche e Jardim de infância? Sendo que os objetivos delimitados para a investigação
são: i) Analisar o tipo de jogos existentes em cada sala de atividades; ii) Perceber a
forma como as crianças brincam com esses jogos; ii) Identificar quais os jogos mais
usados pelas crianças; iv) Investigar quais as perceções das crianças acerca dos jogos
que realizam. Procura-se, ao longo do presente relatório, que todos eles sejam
respondidos de uma forma clara e coerente. Ao longo da PES, foram dinamizados
vários jogos. Neste relatório faz-se a descrição e análise de cinco deles. Estes jogos
surgiram por indicação dos pais/mães das crianças: eram jogos que eles jogaram na sua
infância. Deste modo, houve uma articulação com as famílias e uma valorização da
experiência pessoal dos pais que foi recriada e revivida pelas crianças. Dos jogos
indicados pelos pais/mães, foram selecionados, pelas crianças, 2 jogos para a Creche e 3
jogos pelas crianças de Jardim de infância. Verificou-se que este estratégia constitui-se
como um exelente recurso pedagógico pelo fato de envolverem e motivarem as
crianças. O uso pedagógico dos jogos instituiu-se como um fator fundamental para a
aprendizagem de regras sociais e para o desenvolvimento de competências relacionais.
Palavras chave: jogo, brincar, criança, infância, educação
This Supervised Teaching Practice Report is about games that take place in Nursery and Kindergarten. In first place it presents an historical contextualization about the Game, making reference that the Game, in the past centuries (until de Middle Age), was seen only as an assignment and not as a fun practice. There are so many benefits associated do the games that, in our days, it was not yet possible to determine the real benefits on children. This report discusses the stages of development of children and the games that are appropriated in each stages, promoting their intelectual habilities, according to Piaget's Pre-Operational Stage.The methodology used in this report fits whitin the edutcational studies, beign the qualitative methodology the one used on this report. The data collection was made, essentially, using field notes, photograph records, surveys delivered to parents and documental analysis. Reflecting on the importance of the game in the context of Nursery and Kindergarten, the guiding question of this report emerges: “How to use the games in the child’s daily life in the Nursery and Kindergarten?” The main goals of the present investigation are: i) Analyze the type of games that exists in each activity playing room, ii) Knowledge the way how the children play with these games; iii) Identify wich games the children prefer to play; iv) Knowledge the perceptions of the children about the games they play. All of this goals are answered in a clear, coherent and perceptible along this Report. Over the progress of this report, various games were developed, analyzing five of them. The games were indicated by the parents, based on the games played on their childhood. In this way, there was an articulation with the families and a valorization of the personal expericence of the parents, that was recriated and revived by the children. According with the games proposed by the parents, were selected, by the children, 2 games for the Nursery and 3 for the Kindergarten. It is concluded that this strategy is an excellent pedagogical resource because the games involve and stimulate children. The pedagogical use of the games are a fundamental factor for learning the social rules and for development of relational skills.
This Supervised Teaching Practice Report is about games that take place in Nursery and Kindergarten. In first place it presents an historical contextualization about the Game, making reference that the Game, in the past centuries (until de Middle Age), was seen only as an assignment and not as a fun practice. There are so many benefits associated do the games that, in our days, it was not yet possible to determine the real benefits on children. This report discusses the stages of development of children and the games that are appropriated in each stages, promoting their intelectual habilities, according to Piaget's Pre-Operational Stage.The methodology used in this report fits whitin the edutcational studies, beign the qualitative methodology the one used on this report. The data collection was made, essentially, using field notes, photograph records, surveys delivered to parents and documental analysis. Reflecting on the importance of the game in the context of Nursery and Kindergarten, the guiding question of this report emerges: “How to use the games in the child’s daily life in the Nursery and Kindergarten?” The main goals of the present investigation are: i) Analyze the type of games that exists in each activity playing room, ii) Knowledge the way how the children play with these games; iii) Identify wich games the children prefer to play; iv) Knowledge the perceptions of the children about the games they play. All of this goals are answered in a clear, coherent and perceptible along this Report. Over the progress of this report, various games were developed, analyzing five of them. The games were indicated by the parents, based on the games played on their childhood. In this way, there was an articulation with the families and a valorization of the personal expericence of the parents, that was recriated and revived by the children. According with the games proposed by the parents, were selected, by the children, 2 games for the Nursery and 3 for the Kindergarten. It is concluded that this strategy is an excellent pedagogical resource because the games involve and stimulate children. The pedagogical use of the games are a fundamental factor for learning the social rules and for development of relational skills.
Description
Keywords
Jogo Brincar Criança