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O presente relatório de Prática de Ensino Supervisionada, intitulado "Educar com Amor: Práticas para fazer uma criança feliz", insere-se no âmbito do Mestrado em Educação Pré-Escolar e foi desenvolvido numa instituição de solidariedade social (IPSS) em Faro (Portugal), com um grupo de crianças entre os quatro e os cinco anos. Esta investigação pretende compreender e valorizar o papel das relações afetivas e sociais no desenvolvimento integral da criança, com especial foco nas práticas pedagógicas orientadas pelo amor, empatia e escuta ativa, tendo como objetivo geral analisar e compreender de que forma as práticas pedagógicas orientadas pela afetividade contribuem para o desenvolvimento emocional, social e cognitivo, felicidade e bem-estar da criança em idade pré-escolar. Recorrendo à observação direta, entrevistas e atividades desenvolvidas no contexto educativo, procurou-se identificar estratégias que promovem o bem-estar emocional, a autoestima e a construção de relações positivas entre pares. Os resultados demonstram que a afetividade e o respeito mútuo se revelam fundamentais para o desenvolvimento harmonioso da criança, evidenciando o papel central do educador enquanto figura de referência e facilitador de aprendizagens significativas.
This report, entitled “Educating with Love: Practices to Make a Child Happy”, was carried out within the scope of the Supervised Teaching Practice for the Master’s Degree in Preschool Education. The study took place in a private social solidarity institution (IPSS) in Faro, Portugal, with a group of children aged four to five years. The research aimed to explore and highlight the importance of affective and social relationships in the holistic development of young children, with a particular emphasis on pedagogical practices guided by love, empathy, and active listening. Its overarching goal was to analyze how affectivity-based pedagogical practices contribute to preschool children’s emotional, social, and cognitive development, as well as to their happiness and overall well-being. Data were collected through direct observation, interviews, and educational activities implemented in the classroom. These approaches helped identify strategies that foster emotional well-being, self-esteem, and the construction of positive peer relationships. Findings suggest that affectivity and mutual respect are fundamental to children’s harmonious development, while also underscoring the central role of the
This report, entitled “Educating with Love: Practices to Make a Child Happy”, was carried out within the scope of the Supervised Teaching Practice for the Master’s Degree in Preschool Education. The study took place in a private social solidarity institution (IPSS) in Faro, Portugal, with a group of children aged four to five years. The research aimed to explore and highlight the importance of affective and social relationships in the holistic development of young children, with a particular emphasis on pedagogical practices guided by love, empathy, and active listening. Its overarching goal was to analyze how affectivity-based pedagogical practices contribute to preschool children’s emotional, social, and cognitive development, as well as to their happiness and overall well-being. Data were collected through direct observation, interviews, and educational activities implemented in the classroom. These approaches helped identify strategies that foster emotional well-being, self-esteem, and the construction of positive peer relationships. Findings suggest that affectivity and mutual respect are fundamental to children’s harmonious development, while also underscoring the central role of the
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Educação pré-escolar Relações afetivas Desenvolvimento infantil Práticas pedagógicas Felicidade da criança