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Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, integrada no curso de Mestrado em Educação Pré-escolar, desenvolvida em contexto de Creche com crianças de 2 anos de idade e em Jardim-de-infância, com crianças de 4 anos de idade. No decorrer da prática, as atividades que desenvolvemos foram pensadas no sentido de darmos resposta(s) a uma questão-problema: Como organizar o espaço em Creche e em Educação Pré-escolar de modo a incentivar a autonomia e a iniciativa da criança. O espaço é um conceito bastante amplo, neste sentido com esta investigação pretendemos demonstrar não só a importância da organização do espaço, mas também a importância que este tem no desenvolvimento da criança. Na sala as crianças têm muitos “espaços” por onde escolher, e todo esse processo requer uma atenção por parte do educador, o mesmo se passa com todos os espaços na instituição. Este relatório é norteado pela questão de pesquisa e a metodologia de trabalho utilizada, fundamento teoricamente que explica em certa parte a questão inicial e para dar resposta a esta mesma questão ao longo da investigação foram enunciados objetivos entre os quais: i) fomentar e valorizar a participação das crianças; ii) promover aprendizagens pela descoberta procurando despertar a curiosidade da criança; iii) verificar como estava organizado o espaço em Creche e em Educação Pré-escolar; iv) proporcionar experiências de exploração sensorial através de atividades diversificadas; v) investigar o papel da organização do espaço na autonomia e iniciativa da criança; vi) enriquecer o ambiente educativo com materiais que permitam a exploração pela criança, que para se tornar mais coeso, foi fundamentado tendo como base numa bibliografia alargada e em alguns modelos pedagógicos para a Educação de Infância, nomeadamente, o modelo High-Scope, o Movimento da Escola Moderna e o modelo Reggio Emilia. Neste sentido é fundamental o educador conhecer quais as áreas de preferência de cada uma das crianças. Os resultados foram a realização de Experiências de Ensino e Aprendizagem que tornaram a sala de atividades mais organizadas e adaptadas aos interesses e necessidades das crianças, onde gostassem de estar, que lhes proporcionou múltiplas e diversificadas experiências e que, de certo modo, foram ao encontro das suas preferências, pois cada criança tem gostos e interesses diferentes.
This report was carried out within the Supervised Teaching Practice Course, integrated in the Master's Course in Pre-school Education, developed in the context of Nursery school with 2-year-old children and in pre-school, 4 years old children. In the course of the practice, the activities we developed were designed in order to answer the following question: How to organize the space in nursery school in order to encourage the autonomy and initiative of the child. Space is a very broad concept, with this research I wanted to demonstrate not only the importance of space organization, but also the importance it has in the child development. In the classroom, children have many "spaces" to choose from, and all of this process requires attention, the same applies to all of the spaces in the intitution applied to all of the areas. The educators pact is guided by the research question and the methodology of work used, theoretically based that explains to a certain extent the initial question and to answer this same question throughout the investigation were stated objectives among which: i) to foster and value the participation of children; ii) promote learning through discovery, seeking to arouse the curiosity of the child; ii) to establish relationships based on affection, affection and safety; iv) provide sensory exploration experiences through diversified activities; v) promote the storage of materials; vi) enrich the educational environment with materials that allow the child to explore, which in order to become more cohesive, was based on a broad bibliography and some pedagogical models for Early Childhood Education, namely the High-Scope model, the Movement of the Modern School and the model Reggio Emilia. Thus, we present the data collected and analyzed and their main conclusions. in this sense it is fundamental the educator to know the areas of preference of each of the children. The results were the realization of Experiences of Teaching and Learning that made the classroom more organized and adapted to the interests and needs of the children, where they would like to be, that gave them multiple and diversified experiences and that, in a certain way, met their preferences, since each child has different tastes and interests.
This report was carried out within the Supervised Teaching Practice Course, integrated in the Master's Course in Pre-school Education, developed in the context of Nursery school with 2-year-old children and in pre-school, 4 years old children. In the course of the practice, the activities we developed were designed in order to answer the following question: How to organize the space in nursery school in order to encourage the autonomy and initiative of the child. Space is a very broad concept, with this research I wanted to demonstrate not only the importance of space organization, but also the importance it has in the child development. In the classroom, children have many "spaces" to choose from, and all of this process requires attention, the same applies to all of the spaces in the intitution applied to all of the areas. The educators pact is guided by the research question and the methodology of work used, theoretically based that explains to a certain extent the initial question and to answer this same question throughout the investigation were stated objectives among which: i) to foster and value the participation of children; ii) promote learning through discovery, seeking to arouse the curiosity of the child; ii) to establish relationships based on affection, affection and safety; iv) provide sensory exploration experiences through diversified activities; v) promote the storage of materials; vi) enrich the educational environment with materials that allow the child to explore, which in order to become more cohesive, was based on a broad bibliography and some pedagogical models for Early Childhood Education, namely the High-Scope model, the Movement of the Modern School and the model Reggio Emilia. Thus, we present the data collected and analyzed and their main conclusions. in this sense it is fundamental the educator to know the areas of preference of each of the children. The results were the realization of Experiences of Teaching and Learning that made the classroom more organized and adapted to the interests and needs of the children, where they would like to be, that gave them multiple and diversified experiences and that, in a certain way, met their preferences, since each child has different tastes and interests.
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Keywords
Práticas de Ensino Supervisionada Creche Educação Pré-escolar Organização do espaço