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Publication
Promover a autonomia das crianças na educação pré-escolar envolvendo as famílias
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| 2.04 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A infância é uma etapa fundamental na vida do ser humano, pois é o momento onde surgem aprendizagens essenciais para o desenvolvimento da criança. A família é considerada o primeiro agente educativo de cada criança e, como tal, família e jardim de infância são parceiros fundamentais na educação.
É neste seguimento que surge o presente estudo, realizado no âmbito do mestrado em Educação Pré-Escolar, e que apresenta o processo de aprendizagem desenvolvido ao longo da prática de ensino supervisionada em contexto de jardim de infância e da realização de uma investigação emergente dessa prática.
O presente relatório intitulado “Promover a autonomia das crianças na educação pré-escolar envolvendo as famílias”, foi estruturado de forma a promover a autonomia em crianças de pré-escolar com a participação e envolvimento das famílias, perceber a importância da parceria família/JI, assim como, compreender como a educadora pode colaborar com as famílias em prol do desenvolvimento da autonomia das crianças.
No que se refere a este estudo, a investigação foi desenvolvida com base no paradigma da investigação qualitativa, através de procedimentos de recolha, tratamento e análise da informação recolhida. Neste sentido foram realizadas notas de campo através de uma observação direta, pesquisa documental, questionários às famílias, entrevista semiestruturada à educadora e entrevista estruturada às crianças. Após a recolha de dados e a implementação de diferentes atividades pedagógicas com o propósito de desenvolver a autonomia do grupo, foi efetuada uma análise e interpretação de todas as informações recolhidas que permitiu compreender quais as conceções das famílias e da educadora acerca do tema, bem como estratégias para promover a autonomia das crianças, tanto em jardim de infância como em contexto familiar.
Dos resultados infere-se que após a intervenção pedagógica ocorreram algumas mudanças na autonomia do grupo, mas ainda assim existe a necessidade de continuidade de atividades que desenvolvam a autonomia do grupo, gradualmente, ao longo de todo o ano letivo.
Childhood is a fundamental stage in the life of a human being, as it is the moment where essential learning for the development of the child arises. Family is considered the first educational agent of each child and as such, family and kindergarten are fundamental partners in education. It is in this context that the present study appears, carried out within the scope of the Master´s in Preschool Education, and which presents the learning process developed throughout the practice of supervised teaching in a kindergarten context and the realisation of an emerging investigation of this practice. This report entitled “Promoting children´s autonomy in preschool education involving families”, was structured in order to promote autonomy in preschool children with the families participation and involvement, realizing the importance of the family/JI partnership, as well as to understand how the educator can collaborate with the families in favor of the development of children´s autonomy. With regard to this study, the research was developed based on the paradigm of qualitative research, through procedures for collecting, processing and analysing the collected information. In this sense, field notes were carried out through direct observation, documentary research, questionnaires to families, semi-structured educator interview to the educator and structured interviews to the children. After colleting data and implementing different pedagogical activities with the aim of developing the group´s autonomy, an analysis and interpretation of all the information collected was carried out, which allowed us to understand the conceptions of the families and educator about the subject, as well as strategies to promote children´s autonomy, both in kindergarten and in the family context. From the results it can be inferred that after the pedagogical intervention that there have been some changes in the group´s autonomy, but even so, there is a need for continuity of activities that develop the group´s autonomy, gradually, throughout the entire school year.
Childhood is a fundamental stage in the life of a human being, as it is the moment where essential learning for the development of the child arises. Family is considered the first educational agent of each child and as such, family and kindergarten are fundamental partners in education. It is in this context that the present study appears, carried out within the scope of the Master´s in Preschool Education, and which presents the learning process developed throughout the practice of supervised teaching in a kindergarten context and the realisation of an emerging investigation of this practice. This report entitled “Promoting children´s autonomy in preschool education involving families”, was structured in order to promote autonomy in preschool children with the families participation and involvement, realizing the importance of the family/JI partnership, as well as to understand how the educator can collaborate with the families in favor of the development of children´s autonomy. With regard to this study, the research was developed based on the paradigm of qualitative research, through procedures for collecting, processing and analysing the collected information. In this sense, field notes were carried out through direct observation, documentary research, questionnaires to families, semi-structured educator interview to the educator and structured interviews to the children. After colleting data and implementing different pedagogical activities with the aim of developing the group´s autonomy, an analysis and interpretation of all the information collected was carried out, which allowed us to understand the conceptions of the families and educator about the subject, as well as strategies to promote children´s autonomy, both in kindergarten and in the family context. From the results it can be inferred that after the pedagogical intervention that there have been some changes in the group´s autonomy, but even so, there is a need for continuity of activities that develop the group´s autonomy, gradually, throughout the entire school year.
Description
Keywords
Autonomia Criança Educação pré-escolar Jardim de infância Famílias Envolvimento Participação