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Abstract(s)
O presente relatório foi realizado no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES) para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. A PES foi desenvolvida em dois contextos distintos. No caso da Educação Pré-Escolar com um grupo de crianças de 4 anos e no 1.º Ciclo de Ensino Básico com um grupo de crianças de 6, 7 e 8 anos, a frequentarem o 2.º ano de escolaridade. Do ponto de vista metodológico, a investigação insere-se numa metodologia de investigação-ação, onde se valorizou a ação educativa e investigativa, procurando algumas respostas para as questões que iam emergindo da nossa prática profissional. Assim, em contexto de Prática de Ensino Supervisionada, pretendeu-se melhorar a intervenção pedagógica e compreender quais as atividades que tinham mais impacto no desenvolvimento afetivo das crianças. Neste sentido, propusemo-nos a dar resposta(s) à seguinte questão: Que envolvimento revelam as crianças, face às atividades que realizam no jardim de infância/na escola e quais as que têm mais impacto no seu desenvolvimento afetivo, tendo em conta que os educadores/professores promovem atividades de iniciativa da criança e de iniciativa do adulto? Na sequência desta questão estipulamos como objetivos: (i) Compreender o papel das atividades de iniciativa da criança para o desenvolvimento afetivo da criança, em contexto de Educação Pré-escolar e em contexto do 1.º Ciclo do Ensino Básico; e, (ii) Compreender o papel das atividades de iniciativa do adulto para o desenvolvimento afetivo da criança, em contexto de Educação Pré-escolar e em contexto do 1.º Ciclo do Ensino Básico. A investigação incidiu sobre o envolvimento de dois grupos de crianças nas atividades de iniciativa da criança e nas atividades de iniciativa do adulto e, para tal, recorremos à escala de envolvimento da criança, proposta por Laevers (1994) como instrumento de recolha de dados. Um dos desafios que se nos impôs foi o de propiciar experiências de aprendizagem em que se verificasse um elevado nível de envolvimento, numa perspetiva de complementaridade entre atividades de iniciativa da criança e de iniciativa do adulto. As observações efetuadas permitiram verificar que as crianças tinham um elevado nível de envolvimento em atividades de iniciativa da criança, evidenciavam elevados índices de bem-estar na sua concretização e desenvolviam competências sociais. As atividades de iniciativa do adulto contribuíram igualmente para as suas aprendizagens, ainda que a abordagem fosse mais formal e estruturada. Os resultados do estudo apontam ainda no sentido de considerarmos que as crianças que mais se envolviam nas atividades tendiam a obter melhores resultados e evocavam, com mais regularidade, aprendizagens anteriores.
This report was carried out within the course of Supervised Teaching Practice (PES) for obtaining a master's degree in Pre-School Education and Training of the 1st cycle of basic education. The PES was developed in two distinct contexts. In the case of pre-school education, with a group of children aged 4 years and in the 1st basic education cycle with a group of children aged 6, 7 and 8, that attended the 2nd grade. From a methodological point of view, the research used was part of a research-action methodology, which valued the educational and investigative action, looking for some answers to the questions that were emerging from our professional practice. Thus, in the context of Supervised Teaching Practice, was intended to improve the educational intervention and understand what activities had more impact on cognitive and emotional development of children. In this sense, we set out to answer the following question: What involvement reveal children, given the activities they perform in kindergarten / school and which have more impact on their cognitive and emotional development, with a account that educators / teachers promote free choice and oriented activities? Following this question we'd stipulated the following objectives: (i) Understanding the role of free choice of activities for cognitive and emotional development of children in the context of pre-school education and in the context of the 1st cycle of basic education; and (ii) Understand the role of activities targeting the cognitive and emotional development of the child, in the context of pre-school education and in the context of the 1st cycle of basic education. The research focused on the involvement of two groups of children in the free choice activities and in the planned activities and for that, we turn to the child's involvement scale proposed by Laevers (1994) as a data collection instrument. One of the challenges that we faced was to provide learning experiences that appeared to have a high level of involvement in a perspective of complementarity between free choice and oriented activities. The observations made allowed us to verify that the children had a high level of involvement in free choice activities, evidenced high levels of well-being in its implementation and developed social skills. Oriented activities also contributed to their learning, although the approach was more formal and structured. The findings also pointed out that children who are more involved in the activities tended to achieve better results and evoked, more regularly, prior learning.
This report was carried out within the course of Supervised Teaching Practice (PES) for obtaining a master's degree in Pre-School Education and Training of the 1st cycle of basic education. The PES was developed in two distinct contexts. In the case of pre-school education, with a group of children aged 4 years and in the 1st basic education cycle with a group of children aged 6, 7 and 8, that attended the 2nd grade. From a methodological point of view, the research used was part of a research-action methodology, which valued the educational and investigative action, looking for some answers to the questions that were emerging from our professional practice. Thus, in the context of Supervised Teaching Practice, was intended to improve the educational intervention and understand what activities had more impact on cognitive and emotional development of children. In this sense, we set out to answer the following question: What involvement reveal children, given the activities they perform in kindergarten / school and which have more impact on their cognitive and emotional development, with a account that educators / teachers promote free choice and oriented activities? Following this question we'd stipulated the following objectives: (i) Understanding the role of free choice of activities for cognitive and emotional development of children in the context of pre-school education and in the context of the 1st cycle of basic education; and (ii) Understand the role of activities targeting the cognitive and emotional development of the child, in the context of pre-school education and in the context of the 1st cycle of basic education. The research focused on the involvement of two groups of children in the free choice activities and in the planned activities and for that, we turn to the child's involvement scale proposed by Laevers (1994) as a data collection instrument. One of the challenges that we faced was to provide learning experiences that appeared to have a high level of involvement in a perspective of complementarity between free choice and oriented activities. The observations made allowed us to verify that the children had a high level of involvement in free choice activities, evidenced high levels of well-being in its implementation and developed social skills. Oriented activities also contributed to their learning, although the approach was more formal and structured. The findings also pointed out that children who are more involved in the activities tended to achieve better results and evoked, more regularly, prior learning.
Description
Keywords
Atividades de iniciativa da criança Atividades de iniciativa do adulto Envolvimento Prática de ensino supervisionada