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"Hora do conto toca a mexer!" - potencialidades da literatura para a infância para desenvolvimento motor das crianças
| Name: | Description: | Size: | Format: | |
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| 1.01 MB | Adobe PDF |
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Abstract(s)
A articulação de saberes é essencial na Educação Pré-Escolar. Para além de tornar as aprendizagens mais significativas para as crianças, é uma forma de desenvolver atividades que vão ao encontro das necessidades e dos interesses das mesmas.
A literatura para a infância é uma área bastante presente na vida das crianças, quer seja nos estabelecimentos de educação, ou em casa, junto das suas famílias. Por outro lado, isto já não se verifica com a educação física. Tendo em conta esta situação e com o intuito de promover o desenvolvimento motor das crianças, decidiu-se investigar sobre as potencialidades da literatura para a infância no desenvolvimento motor das crianças, com este estudo pretendeu-se detetar qual a perspetiva das educadoras e das auxiliares da ação educativa sobre a educação física e a literatura para a infância, bem como averiguar se a literatura para a infância potencia o desenvolvimento motor das crianças. Para tal, realizou-se uma investigação de cariz qualitativo, onde se fez uso de técnicas e instrumentos de recolha de dados, como o inquérito por entrevista e a gravação de vídeo. Participaram neste estudo três educadoras de infância e as respetivas três auxiliares da ação educativa, de uma instituição pré-escolar, com crianças em idades compreendidas dos 3 aos 6 anos.
Os resultados evidenciaram que existe concordância por parte de todos os participantes ao considerar a literatura para a infância e a educação física áreas muito importantes para o desenvolvimento da criança. Para além disso, constatou-se que aparentam estar mais à vontade em abordar a área da literatura para a infância comparativamente à educação física. Por último, os resultados indicaram, também, que é possível potenciar o desenvolvimento motor das crianças a partir da literatura para a infância, porém esta articulação nem sempre é realizada pois a literatura para a infância é associada a um momento de calma e relaxamento.
Knowledge articulation is essential in Preschool Education. In addition to making learning more meaningful for children, it is a way to develop activities that meet their needs and interests. Children’s literature is very much present in children's lives, whether at school or at home with their families. On the other hand, this is no longer the case for physical education. Considering this situation, and with the purpose of promoting children's motor development, we decided to investigate the potential of children's literature in children's motor development. This study aimed to understand the perspective of kindergarten teachers and assistants on physical education and children’s literature, as well as investigate whether children’s literature promotes the motor development of children. To this end, qualitative research was carried out, using data collection techniques and instruments, such as interview and video recording. Three kindergarten teachers and their three teaching assistants from a pre-school institution with children aged between 3 and 6 years old participated in this study. The results showed that there is agreement among all participants as they consider children's literature and physical education very important for child development. Besides, it was clear that teachers seem to be more comfortable in approaching the area of children's literature compared to physical education. Finally, the results also indicated that it is possible to improve children's motor development through children's literature, but this articulation is not always achieved because children's literature is associated with a moment of calm and relaxation.
Knowledge articulation is essential in Preschool Education. In addition to making learning more meaningful for children, it is a way to develop activities that meet their needs and interests. Children’s literature is very much present in children's lives, whether at school or at home with their families. On the other hand, this is no longer the case for physical education. Considering this situation, and with the purpose of promoting children's motor development, we decided to investigate the potential of children's literature in children's motor development. This study aimed to understand the perspective of kindergarten teachers and assistants on physical education and children’s literature, as well as investigate whether children’s literature promotes the motor development of children. To this end, qualitative research was carried out, using data collection techniques and instruments, such as interview and video recording. Three kindergarten teachers and their three teaching assistants from a pre-school institution with children aged between 3 and 6 years old participated in this study. The results showed that there is agreement among all participants as they consider children's literature and physical education very important for child development. Besides, it was clear that teachers seem to be more comfortable in approaching the area of children's literature compared to physical education. Finally, the results also indicated that it is possible to improve children's motor development through children's literature, but this articulation is not always achieved because children's literature is associated with a moment of calm and relaxation.
Description
Keywords
Educação física Literatura para a infância Educação pré-escolar