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Abstract(s)
O presente estudo, intitulado “Análise das potencialidades do espaço exterior: proposta de exploração com crianças em idade pré-escolar”, decorreu no ano letivo 2019/2020, sendo concretizado no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), numa sala de jardim de infância do distrito de Faro, com um grupo de 15 crianças entre os 3 e os 4 anos.
No sentido de analisar e refletir acerca dessas potencialidades, recorreu-se a uma metodologia qualitativa, tendo-se efetuado observação não participante dos comportamentos das crianças em momento de brincadeira livre; entrevistas semiestruturadas às educadoras e às auxiliares de ação educativa da referida instituição, com o intuito de compreender as suas perceções sobre este espaço; e uma atividade teste efetuada com as crianças. O espaço exterior foi dividido em quatro áreas comportamentais e, a partir da observação destas, definiram-se quatro situações de aprendizagem e de desenvolvimento. Posteriormente, procedeu-se a uma análise das perceções de aprendizagem das crianças, relativamente ao que foi desenvolvido, de modo a constatar a importância deste espaço enquanto promotor de desenvolvimento e de aprendizagens significativas.
Concluiu-se que todos os participantes atribuem uma significativa importância a este espaço e que cada uma das atividades permitiu o desenvolvimento de inúmeras competências relevantes para o desenvolvimento motor das crianças. Além disso, este estudo permitiu conhecer a relevância atribuída a este espaço, evidenciando as suas possibilidades de aprendizagem e desenvolvimento, partindo da curiosidade inata característica de crianças em idade pré-escolar.
This investigation entitled “Analysis of the potential of outdoor space: exploration proposal with children of preschool age”, took place in the academic year of 2019/2020, being carried out within the curricular unit of Supervised Teaching Practice (PES), in a kindergarten class in the district of Faro, with a group of 15 children between 3 and 4 years old. In order to analyse and reflect on these potentialities, a qualitative methodology was used, with non-participant observation of the children's behaviour as they engage in free play; semi-structured interviews with the pre-school teachers and educational assistants of the referred institution, in order to understand their perceptions about this space; and a test activity carried out with the children. The outdoor space was divided into four behavioural areas and based on their observation, four situations of learning and development were defined. Subsequently, an analysis of the children's learning perceptions was carried out, in relation to what was developed, in order to verify the importance of this space as a promoter of development and meaningful learning. It was concluded that all participants attach significant importance to this space and that each of the activities allowed the development of innumerable relevant competences to the motor development of children. In addition, this investigation allowed to know the relevance attributed to this space, showing its possibilities of learning and development, starting from the innate curiosity characteristic of children at a preschool age.
This investigation entitled “Analysis of the potential of outdoor space: exploration proposal with children of preschool age”, took place in the academic year of 2019/2020, being carried out within the curricular unit of Supervised Teaching Practice (PES), in a kindergarten class in the district of Faro, with a group of 15 children between 3 and 4 years old. In order to analyse and reflect on these potentialities, a qualitative methodology was used, with non-participant observation of the children's behaviour as they engage in free play; semi-structured interviews with the pre-school teachers and educational assistants of the referred institution, in order to understand their perceptions about this space; and a test activity carried out with the children. The outdoor space was divided into four behavioural areas and based on their observation, four situations of learning and development were defined. Subsequently, an analysis of the children's learning perceptions was carried out, in relation to what was developed, in order to verify the importance of this space as a promoter of development and meaningful learning. It was concluded that all participants attach significant importance to this space and that each of the activities allowed the development of innumerable relevant competences to the motor development of children. In addition, this investigation allowed to know the relevance attributed to this space, showing its possibilities of learning and development, starting from the innate curiosity characteristic of children at a preschool age.
Description
Keywords
Espaço exterior Educação pré-escolar Desenvolvimento motor Affordances Ciências físicas e naturais