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Literacia emocional na educação pré-escolar: saber sentir
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Abstract(s)
É no âmbito da unidade de Prática de Ensino Supervisionada, do Mestrado em Educação Pré-escolar, que o presente relatório de investigação surge com o propósito de expor aspetos importantes decorrentes da minha prática educativa, em contexto de jardim-de-infância, com um grupo de dez crianças com três e quatro anos de idade.
A questão que motivou esta investigação foi: «Em que medida a promoção da literacia emocional é facilitadora do desenvolvimento da inteligência emocional em crianças de 3/4 anos?». Face a esta questão, e perante o inicial diagnóstico do grupo de crianças, houve a necessidade de procurar estratégias que possibilitassem atingir o objetivo principal: «promover o reconhecimento e a gestão das emoções com vista ao desenvolvimento da inteligência emocional», de modo a compreender de que forma esta pode ser trabalhada e, por outro lado, que repercussões tem nas próprias crianças.
Assim, surge o tema do presente estudo: «Literacia emocional na educação pré-escolar: saber sentir», o qual dá visibilidade e retrata de forma fidedigna toda esta investigação, de natureza qualitativa, cujos métodos consistiram na análise documental, na observação direta, numa conversa informal com a educadora e nos registos escritos (notas e diários de campo).
Concluiu-se, então, que os resultados obtidos confirmam e evidenciam a importância que o trabalho feito ao nível da inteligência emocional tem no desenvolvimento holístico das crianças, nomeadamente, no domínio do saber sentir.
It is within the scope of the Supervised Teaching Practice Unit of the Master's in Pre-school Education that this research report arises with the purpose of exposing important aspects arising from my educational practice, in the context of kindergarten, with a group of children with three and four years old. The question that motivated this research was: «In which extent do the promotion of emotional literacy enables the development of emotional intelligence in children aged three and four?». Faced this question, and given the initial diagnosis of the group of children, there was a need to look for strategies that could achieve the main objective: "promote the recognition and management of emotions for the development of emotional intelligence", in order to understand how this can be worked out and, on the other hand, what repercussions it has on themselves. Thus, the theme of the present study is: "Emotional Literacy in Preschool Education: Know how to feel", which gives visibility and portrays in a real way all this research, based on qualitative properties, which the methods consisted in documentary analysis, direct observation, informal conversation with the kindergarten teacher and in written records (field notes and journals). In conclusion, the results obtained confirm and highlight the importance that the work done on emotional intelligence has on the holistic development of children, namely in the field of knowing how to feel.
It is within the scope of the Supervised Teaching Practice Unit of the Master's in Pre-school Education that this research report arises with the purpose of exposing important aspects arising from my educational practice, in the context of kindergarten, with a group of children with three and four years old. The question that motivated this research was: «In which extent do the promotion of emotional literacy enables the development of emotional intelligence in children aged three and four?». Faced this question, and given the initial diagnosis of the group of children, there was a need to look for strategies that could achieve the main objective: "promote the recognition and management of emotions for the development of emotional intelligence", in order to understand how this can be worked out and, on the other hand, what repercussions it has on themselves. Thus, the theme of the present study is: "Emotional Literacy in Preschool Education: Know how to feel", which gives visibility and portrays in a real way all this research, based on qualitative properties, which the methods consisted in documentary analysis, direct observation, informal conversation with the kindergarten teacher and in written records (field notes and journals). In conclusion, the results obtained confirm and highlight the importance that the work done on emotional intelligence has on the holistic development of children, namely in the field of knowing how to feel.
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Keywords
Inteligência emocional Educação pré-escolar Emoções Desenvolvimento