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Perceções das educadoras de infância sobre a promoção do desenvolvimento da linguagem através da exploração ativa de elementos da natureza
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Authors
Abstract(s)
O presente relatório de investigação, com o título Perceções das educadoras de
infância sobre a promoção do desenvolvimento da linguagem através da exploração
ativa de elementos da natureza, realizou-se no âmbito da unidade curricular de Prática de
Ensino Supervisionada (PES), numa Instituição Particular de Solidariedade Social (IPSS)
no distrito de Faro, numa sala de jardim de infância com crianças com idades
compreendidas entre os cinco e seis anos de idade, no ano letivo de 2020/2021.
O estudo inicial tinha como metodologia a recolha de dados junto de uma sala de
jardim de infância, no entanto, em virtude da situação pandémica e de forma a dar
continuidade ao tema em estudo, repensou-se a metodologia.
Para responder à questão de investigação Qual a influência da exploração ativa
dos elementos da natureza no desenvolvimento léxico-semântico de um grupo de crianças
de 5 e 6 anos?, estabeleceram-se dois objetivos: (1) perceber qual a perspetiva das
educadoras de infância na promoção do desenvolvimento da linguagem através da
exploração ativa de elementos da natureza; (2) perceber quais as perceções e conhecer as
práticas das educadoras de infância na área da linguagem e exploração dos elementos da
natureza com as crianças.
O estudo é de natureza qualitativa, cujas técnicas utilizadas incidiram numa
entrevista semiestruturada realizada de forma presencial e, numa recolha de áudio
previamente autorizada pelas educadoras do jardim de infância. Os resultados obtidos
permitiram compreender quais as perspetivas das educadoras de infância, qual a posição
que tomam em relação aos temas abordados e, ainda, exemplos práticos de como colocar
em prática atividades e/ou momentos de reflexão com o grupo de crianças.
Em resposta aos resultados obtidos, verificou-se a importância atribuída ao
desenvolvimento léxico-semântico pelas educadoras, assim como, do impacto positivo da
brincadeira livre com os elementos da natureza.
The present research, entitled Perceções das educadoras de infância sobre a promoção do desenvolvimento da linguagem através da exploração ativa de elementos da natureza, took place within the scope of the Supervised Teaching Practice (PES) curricular unit, in a Private Institution of Social Solidarity (IPSS) in the district of Faro, in a kindergarten room with children aged between five and six years old, in the 2020/2021 school year. The initial study had the methodology of collecting data from a kindergarten room, however, due to the pandemic situation and to continue the topic under study, the methodology was rethought. To answer the following research question: What is the influence of the active exploration of the elements of nature on the lexical-semantic development of a group of 5 and 6-year-old children?, two objectives were established: (1) to understand the perspective of the teachers of the kindergarten in promoting language development through active exploration of the elements of nature; (2) understand what are the perceptions and know the practices of kindergarten teachers in the area of language and exploration of the elements of nature with children. The study has qualitative nature, whose techniques focused on a semi-structured interview conducted in person and on audio collection previously authorized by the kindergarten teachers. The results obtained allowed us to understand the perspectives of kindergarten teachers, what position they take concerning the topics covered, and practical examples of how to put into practice activities and/or moments of reflection with the group of children. In response to the results obtained, the importance attributed to lexical-semantic development by the educators was verified, as well as the positive impact of free play with the elements of nature.
The present research, entitled Perceções das educadoras de infância sobre a promoção do desenvolvimento da linguagem através da exploração ativa de elementos da natureza, took place within the scope of the Supervised Teaching Practice (PES) curricular unit, in a Private Institution of Social Solidarity (IPSS) in the district of Faro, in a kindergarten room with children aged between five and six years old, in the 2020/2021 school year. The initial study had the methodology of collecting data from a kindergarten room, however, due to the pandemic situation and to continue the topic under study, the methodology was rethought. To answer the following research question: What is the influence of the active exploration of the elements of nature on the lexical-semantic development of a group of 5 and 6-year-old children?, two objectives were established: (1) to understand the perspective of the teachers of the kindergarten in promoting language development through active exploration of the elements of nature; (2) understand what are the perceptions and know the practices of kindergarten teachers in the area of language and exploration of the elements of nature with children. The study has qualitative nature, whose techniques focused on a semi-structured interview conducted in person and on audio collection previously authorized by the kindergarten teachers. The results obtained allowed us to understand the perspectives of kindergarten teachers, what position they take concerning the topics covered, and practical examples of how to put into practice activities and/or moments of reflection with the group of children. In response to the results obtained, the importance attributed to lexical-semantic development by the educators was verified, as well as the positive impact of free play with the elements of nature.
Description
Keywords
Brincadeira livre Desenvolvimento léxico-semântico Educação pré-escolar Exploração dos elementos da natureza Papel do/a educador/a de infância.