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Eficácia das atividades pedagógicas realizadas com crianças de três anos, na promoção da sensibilização dos cuidados a ter com animais
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Abstract(s)
A área do conhecimento do mundo faz parte das orientações curriculares da educação pré-escolar fazendo-se referência à importância de abordagens que incluam a exploração do meio natural envolvente e dos seres vivos, com vista ao desenvolvimento harmonioso da criança. Um educador em sintonia com estas orientações, proporciona à criança momentos de observação e de contacto com a Natureza, ou seja, cria momentos adequados ao desenvolvimento de competências com a participação ativa da criança.
O trabalho descrito neste relatório enquadra-se na área de conhecimento do mundo e teve como principal objetivo sensibilizar as crianças para as necessidades e bem-estar dos seres vivos, recorrendo-se a estratégias pedagógicas que incluíram o contacto direto com um coelho e a realização de atividades de reconhecimento de imagens e associação e puzzles.
O estudo foi realizado com 24 crianças de 3 anos, numa amostra por conveniência. Seguiu-se uma metodologia qualitativa, valorizando mais o processo do que o produto, tendo-se enquadrado o trabalho na metodologia IBSE (Inquiry-Based Science Education), que valoriza a construção do conhecimento através das observações e reflexões que as crianças fazem durante a realização de atividades.
Após contacto físico com um coelho, observou-se que as crianças têm mais facilidade em selecionar imagens que representam partes do coelho, do que a colocá-las corretamente numa imagem representativa do animal. Destaca-se que após contacto com o animal, a maioria das crianças foi sensível às suas necessidades primárias, como a alimentação, afeto e abrigo, tendo escolhido corretamente imagens demonstrativas destes aspetos.
A realização das tarefas alusivas ao coelho parece ter sido facilitadora da construção de conhecimento que as crianças aplicaram a uma nova situação. Quando desafiadas para construir puzzles alusivos à imagem de um pato e aos cuidados a ter com o pato, todas as crianças realizaram a tarefa com sucesso
The area of world knowledge is part of the curriculum guidelines for preschool education, referring to the importance of approaches that include the exploration of the natural environment and living beings, with a view to the harmonious development of the child. An educator in line with these guidelines provides the child with moments of observation and contact with nature, i.e., creates moments suitable for the development of skills with the active participation of the child. The work described in this report falls within the area of world knowledge and its main objective was to raise children's awareness of the needs and well-being of living beings, using pedagogical strategies that included direct contact with a rabbit and performing activities of image recognition and association and puzzles. The study was carried out with 24 3-year-old children, in a convenience sample. We followed a qualitative methodology, valuing the process more than the product, having framed the work in the IBSE methodology (Inquiry-Based Science Education), which values the construction of knowledge through observations and reflections that children make during the performance of activities. After physical contact with a rabbit, it was observed that children find it easier to select images that represent parts of the rabbit, than to correctly place them in a representative image of the animal. It is noteworthy that after contact with the animal, most children were sensitive to its primary needs, such as food, affection and shelter, and correctly chose images demonstrating these aspects. The completion of the tasks alluding to the rabbit seems to have facilitated the construction of knowledge that children applied to a new situation. When challenged to build puzzles alluding to the image of a duck and the care of the duck, all children successfully completed the task.
The area of world knowledge is part of the curriculum guidelines for preschool education, referring to the importance of approaches that include the exploration of the natural environment and living beings, with a view to the harmonious development of the child. An educator in line with these guidelines provides the child with moments of observation and contact with nature, i.e., creates moments suitable for the development of skills with the active participation of the child. The work described in this report falls within the area of world knowledge and its main objective was to raise children's awareness of the needs and well-being of living beings, using pedagogical strategies that included direct contact with a rabbit and performing activities of image recognition and association and puzzles. The study was carried out with 24 3-year-old children, in a convenience sample. We followed a qualitative methodology, valuing the process more than the product, having framed the work in the IBSE methodology (Inquiry-Based Science Education), which values the construction of knowledge through observations and reflections that children make during the performance of activities. After physical contact with a rabbit, it was observed that children find it easier to select images that represent parts of the rabbit, than to correctly place them in a representative image of the animal. It is noteworthy that after contact with the animal, most children were sensitive to its primary needs, such as food, affection and shelter, and correctly chose images demonstrating these aspects. The completion of the tasks alluding to the rabbit seems to have facilitated the construction of knowledge that children applied to a new situation. When challenged to build puzzles alluding to the image of a duck and the care of the duck, all children successfully completed the task.
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Keywords
Educação pré-escolar Atividades com animais Metodologia ibse Educação em ciências