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Literatura para a infância e o desenvolvimento emocional em contexto de jardim-de-infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 12.94 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de investigação surge no âmbito da Prática de Ensino
Supervisionada, do Mestrado em Educação Pré-escolar, com o intuito de apresentar aspetos
importantes da prática educativa em contexto de jardim-de-infância.
A questão que motivou a presente investigação foi: “Em que medida a promoção da
literatura para a infância é facilitadora do desenvolvimento emocional em educação préescolar?”.
Perante esta questão e o diagnóstico realizado inicialmente, houve necessidade de
procurar estratégias educativas que permitissem atingir o objetivo principal: “Promover o
desenvolvimento emocional através da literatura para a infância”.
O relatório que agora se apresenta «Literatura para a infância e o desenvolvimento
emocional em contexto de jardim-de-infância» descreve a investigação realizada, a qual resulta
num trabalho de natureza qualitativa e interpretativa, cujos métodos de recolha de dados
consistiram numa conversa informal com a educadora cooperante, na pesquisa bibliográfica, na
observação direta e participante, na tomada de notas de campo, numa entrevista semiestruturada
realizada à educadora cooperante, numa entrevista semiestruturada de grupo realizada aos
encarregados de educação e, por fim na análise de conteúdo.
Este estudo contou com a participação de 24 crianças, com idades compreendidas entre
os 3 e os 4 anos. Contou ainda com a participação da educadora de infância, responsável pelo
grupo, e com os encarregados de educação.
A investigação foi realizada em contexto de pandemia, devido ao COVID-19, portanto,
é um relatório essencialmente descritivo. Os resultados apurados mostram que a literatura para
a infância promove o desenvolvimento emocional das crianças, no que se refere às emoções da
tristeza, do medo e da raiva. Porém, dadas as limitações impostas, não foi possível concluir a
investigação, isto é, apurar se a literatura para a infância ajuda as crianças a gerirem as suas
emoções e as dos outros.
This research report comes within the scope of Supervised Teaching Practice, within the scope of the Master´s Degree in Preschool Education, to present important aspects of educational practice in the context of kindergarten. The question that motivated this investigation was: "To what extent is the promotion of literature for childhood a facilitator of emotional development in preschool education?". Faced with this issue and the diagnosis initially made, there was a need to investigate educational strategies that would allow to achieve the main objective: "Promoting emotional development through literature for childhood". In view of this, the present report, entitled "Literature for childhood and emotional development in the context of kindergarten" emerged. This investigation is qualitative and based on the following methods of data collection: conversation the cooperating educator, bibliographic research, direct observation and participant, field notes, semi-structured interview with the cooperative educator, in a semi-structured group interview conducted with the parents and, finally, in the content analysis. This study included the participation of 24 children, aged between 3 and 4 years. It also included the participation of the kindergarten teacher, responsible for the group, and the children’s parents. This investigation was carried out in the context of a pandemic due to COVID-19, so this is a more descriptive report. The results achieved show that the use of literature for childhood promotes the emotional development of children, but it was not possible, due to restrictions related to the COVID 19 pandemic situation, to understand if it helps to manage the students’ emotions and those of others.
This research report comes within the scope of Supervised Teaching Practice, within the scope of the Master´s Degree in Preschool Education, to present important aspects of educational practice in the context of kindergarten. The question that motivated this investigation was: "To what extent is the promotion of literature for childhood a facilitator of emotional development in preschool education?". Faced with this issue and the diagnosis initially made, there was a need to investigate educational strategies that would allow to achieve the main objective: "Promoting emotional development through literature for childhood". In view of this, the present report, entitled "Literature for childhood and emotional development in the context of kindergarten" emerged. This investigation is qualitative and based on the following methods of data collection: conversation the cooperating educator, bibliographic research, direct observation and participant, field notes, semi-structured interview with the cooperative educator, in a semi-structured group interview conducted with the parents and, finally, in the content analysis. This study included the participation of 24 children, aged between 3 and 4 years. It also included the participation of the kindergarten teacher, responsible for the group, and the children’s parents. This investigation was carried out in the context of a pandemic due to COVID-19, so this is a more descriptive report. The results achieved show that the use of literature for childhood promotes the emotional development of children, but it was not possible, due to restrictions related to the COVID 19 pandemic situation, to understand if it helps to manage the students’ emotions and those of others.
Description
Keywords
Desenvolvimento emocional Literatura para a infância Educação pré-escolar.