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Trabalhar a autonomia de crianças em idade pré-escolar: estudo numa sala de 5 anos
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| 1.49 MB | Adobe PDF |
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Abstract(s)
Este relatório centra-se em compreender o modo como podemos promover a autonomia em crianças em contexto de educação pré-escolar e foi realizado no âmbito da Prática de Ensino Supervisionada (PES), do Mestrado em Educação Pré-escolar. É essencial promover a autonomia desde cedo nas crianças, para que estas se tornem mais confiantes e capazes de acreditar em si mesmas. A autonomia é a capacidade de desempenhar determinadas tarefas, mas também de ser capaz de pensar e exprimir opiniões.
O presente estudo partiu das questões de investigação “como desenvolver a autonomia em crianças em idade pré-escolar?” e “qual a influencia das rotinas na promoção da autonomia?”. O objetivo geral da investigação é como pode ser desenvolvida a autonomia em crianças em idade pré-escolar.
O estudo de caráter qualitativo, na forma de investigação-ação, na recolha de dados recorreu à observação participante, ao registo em grelhas, à análise documental, à entrevista semiestruturada e entrevista estruturada, respetivamente, à educadora cooperante e às crianças. O estudo realizou-se numa instituição de educação pré-escolar do distrito de Faro e contou com a participação de 19 crianças. Os dados recolhidos foram objeto de tratamento, análise e interpretação para responder aos objetivos definidos.
Dos resultados infere-se que a autonomia pode ser desenvolvida através das rotinas diárias, promovendo oportunidades de aprendizagem através da experimentação e, que a rotina contribui para a autoconfiança das crianças, pois estas conseguem prever o momento que se segue e desempenhar as tarefas com mais certeza e confiança. Ao longo do estudo foi possível compreender a importância da organização do espaço e do tempo focado nos interesses do grupo, que só assim permitirão à criança tornar-se mais autónoma no seu quotidiano. Do mesmo modo, é essencial que o/a educador/a de infância compreenda a necessidade de dar tempo às crianças, para tentarem e falharem, num processo que as tornará mais confiantes em si.
This report focuses on understanding how we can promote autonomy in children in the context of preschool education and was carried within the scope of the Supervised Teaching Practice (PES), of the Master in Preschool Education. It is essential to promote autonomy in children from an early age so that they become more confident and capable of believing in themselves. Autonomy is the ability to perform certain tasks, but also to be able to think and express opinions The present study departed from the research questions “how to develop autonomy in preschool children?” and “what is the influence of routines in promoting autonomy?”. The general objective of the investigation is how autonomy can be developed in preschool children. The qualitative study, in the form of action research, collected data using participant observation, recording in grids, document analysis, semi-structured interview and structured interview, respectively, with the cooperating educator and the children. The study was carried out in a preschool education institution in the district of Faro and had the participation of 19 children. The collected data was treated, analysed and interpreted in order to respond to the defined objectives. From the results, it is inferred that autonomy can be developed through daily routines, promoting learning opportunities via experimentation, and that routine contributes to children's self-confidence, as they are able to predict the moment that follows and perform tasks with more certainty and confidence. Throughout the study, it was possible to understand the importance of organizing space and time focusing on the interests of the group, which is the only way to allow the child to become more autonomous in their daily lives. Likewise, it is essential that the kindergarten teacher understands the need to give children time to try and fail, in a process that will make them more confident in themselves.
This report focuses on understanding how we can promote autonomy in children in the context of preschool education and was carried within the scope of the Supervised Teaching Practice (PES), of the Master in Preschool Education. It is essential to promote autonomy in children from an early age so that they become more confident and capable of believing in themselves. Autonomy is the ability to perform certain tasks, but also to be able to think and express opinions The present study departed from the research questions “how to develop autonomy in preschool children?” and “what is the influence of routines in promoting autonomy?”. The general objective of the investigation is how autonomy can be developed in preschool children. The qualitative study, in the form of action research, collected data using participant observation, recording in grids, document analysis, semi-structured interview and structured interview, respectively, with the cooperating educator and the children. The study was carried out in a preschool education institution in the district of Faro and had the participation of 19 children. The collected data was treated, analysed and interpreted in order to respond to the defined objectives. From the results, it is inferred that autonomy can be developed through daily routines, promoting learning opportunities via experimentation, and that routine contributes to children's self-confidence, as they are able to predict the moment that follows and perform tasks with more certainty and confidence. Throughout the study, it was possible to understand the importance of organizing space and time focusing on the interests of the group, which is the only way to allow the child to become more autonomous in their daily lives. Likewise, it is essential that the kindergarten teacher understands the need to give children time to try and fail, in a process that will make them more confident in themselves.
Description
Keywords
Educação pré-escolar Autonomia Independência Rotinas diárias