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Implementação da meditação criativa em contexto de jardim de infância
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Abstract(s)
Esta investigação foi realizada no âmbito da unidade curricular de Prática de Ensino Supervisionada, do mestrado em educação pré-escolar, no ano letivo de 2020-2021, num jardim de infância localizado no concelho de Faro, com um grupo de 25 crianças, com idades compreendidas entre os 4 e os 6 anos.
Assim sendo, o objetivo da investigação foi promover o contributo da implementação de práticas de meditação criativa, de modo a observar, a mudança de comportamentos da criança ao nível da atenção e da concentração.
Este estudo é de natureza qualitativa e na recolha de dados foram utilizadas as técnicas de: observação direta e participante, observação indireta nomeadamente, gravações de vídeo, fotografias e áudio gravação, notas de campo, inquérito por questionário aos(às) encarregados(às) de educação e inquérito por entrevista à educadora cooperante.
A aplicação do estudo careceu de alterações e adaptações, decorrentes dos constrangimentos associados à epidemia do SARS-CoV-2. Depois de todas as mudanças, receios, medos e incertezas existenciais, fizeram com que a investigadora quisesse introduzir e explorar a temática da meditação de uma forma criativa, lúdica e original, optando assim, por eleger a meditação criativa como ferramenta essencial aplicada ao interesse e necessidade do grupo em questão.
Desta forma, foram realizadas oito sessões de meditação criativa em modo remoto. Durante este período a participação foi variável, de 9 a 18 crianças.
Após serem analisadas as evidências e os dados recolhidos, concluiu-se ser viável executar sessões de meditação criativa com crianças, independentemente da realização em modo remoto. Ainda que, não tendo promovido alterações significativas nos comportamentos, registram-se mudanças na atenção e na concentração do grupo, bem como, é de realçar o interesse, a participação e a adesão das crianças às tarefas, mesmo que realizadas a distância e fora da sala de atividades.
This research was conducted during 2020-2021 in the context of the Masters of Pre-School Education Degree- ‘Supervised Teaching Practice’ Subject at a local kindergarten in the locality of Faro with a group of 25 children between 4 and 6 years of age. The objective of this investigation was to assess whether the implementation of creative meditation practices affect children’s attention and concentration levels at a behavioural level. The study focuses on qualitative observations. Data gathering focused on: direct and participative observation, indirect observation – particularly video and audio recording, photography, field notes and questionnaires (written) to parents and/or caregivers as well as educators (in the form of an interview). The study required adjustments during its application due to the impact of the SARS-CoV2 pandemic resulting in a series of alterations, worries, fears and existential doubts. These triggered a desire to use and explore the technique of creative meditation, in an entertaining and innovative way, as an essential tool applied to the interests of this particular group of children. Consequently, eight sessions of creative meditation were carried out remotely. The participation varied from 9 to 18 children in total. After gathering and analysing data from these sessions, it was concluded that remote meditation session with children of this age is viable. Whilst the sessions did not significantly impact behavioural changes, a notable influence was observed in the attention span, group concentration, as well as participation and commitment of children to the tasks proposed, even if performed remotely, outside of the classroom
This research was conducted during 2020-2021 in the context of the Masters of Pre-School Education Degree- ‘Supervised Teaching Practice’ Subject at a local kindergarten in the locality of Faro with a group of 25 children between 4 and 6 years of age. The objective of this investigation was to assess whether the implementation of creative meditation practices affect children’s attention and concentration levels at a behavioural level. The study focuses on qualitative observations. Data gathering focused on: direct and participative observation, indirect observation – particularly video and audio recording, photography, field notes and questionnaires (written) to parents and/or caregivers as well as educators (in the form of an interview). The study required adjustments during its application due to the impact of the SARS-CoV2 pandemic resulting in a series of alterations, worries, fears and existential doubts. These triggered a desire to use and explore the technique of creative meditation, in an entertaining and innovative way, as an essential tool applied to the interests of this particular group of children. Consequently, eight sessions of creative meditation were carried out remotely. The participation varied from 9 to 18 children in total. After gathering and analysing data from these sessions, it was concluded that remote meditation session with children of this age is viable. Whilst the sessions did not significantly impact behavioural changes, a notable influence was observed in the attention span, group concentration, as well as participation and commitment of children to the tasks proposed, even if performed remotely, outside of the classroom
Description
Keywords
Meditação Educação artística Criatividade Concentração Atenção Educação Pré-Escolar