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As conceções das crianças e educadores/educadoras acerca do responsável do dia
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Orientador(es)
Resumo(s)
O presente relatório foi elaborado no âmbito do Mestrado em Educação Pré-Escolar,
intitulado por: As Conceções das Crianças e Educadores/educadoras Acerca do
Responsável do Dia. A presente investigação encontra-se organizada em duas partes:
a primeira parte, é a reflexiva, onde se aborda uma reflexão geral de todas as minhas
práticas supervisionadas, dando ênfase às experiências significativas, dificuldades
existentes e alterações e desafios que surgiram ao longo deste percurso. A segunda
parte, é a investigativa, esta aborda o exercício investigativo, sendo este uma
investigação qualitativa de caráter descritivo. Nesta segunda parte, é possível verificar
a existência de dois estudos: o primeiro que contempla a análise às entrevistas
realizadas a cinco educadoras e, ainda, um segundo estudo que contempla a análise
às entrevistas a vinte e duas crianças da sala de jardim de infância. Esta investigação
procura entender quais as conceções que as crianças dos três aos seis anos e
educadores/as têm acerca do responsável do dia, nomeadamente no que consiste e
quais as suas responsabilidades. De uma forma geral, ao utilizar a prática do
responsável do dia, a criança está a desenvolver a sua responsabilidade, autonomia e
autoestima.
This report was prepared within the scope of the Master's Degree in Pre-School Education, titled: The Knowledge of the World in Kindergarten through Cooperative Learning Methods, with objectives. The present research is organized in two parts. The first part is the reflexive one, which addresses a general reflection of all my supervised practices, emphasizing the significant experiences, the existing difficulties and the changes and challenges that have arisen throughout this route. The second part is the investigative one, addresses the investigative exercise, being a qualitative investigation of descriptive character. In this second part, it is possible to verify the availability of two studies: the first one that includes the analysis of interviews and interviews of five educators, and also a second study that examines the analysis of interviews of twentytwo children of the kindergarten room. This research seeks to understand what are the conceptions that children from three to six years old and the educators who have relationship with the day guard, especially those who are and what are their responsibilities. Generally speaking, to utilize a responsible practice a day, a child is developing their responsibility, autonomy and self-esteem.
This report was prepared within the scope of the Master's Degree in Pre-School Education, titled: The Knowledge of the World in Kindergarten through Cooperative Learning Methods, with objectives. The present research is organized in two parts. The first part is the reflexive one, which addresses a general reflection of all my supervised practices, emphasizing the significant experiences, the existing difficulties and the changes and challenges that have arisen throughout this route. The second part is the investigative one, addresses the investigative exercise, being a qualitative investigation of descriptive character. In this second part, it is possible to verify the availability of two studies: the first one that includes the analysis of interviews and interviews of five educators, and also a second study that examines the analysis of interviews of twentytwo children of the kindergarten room. This research seeks to understand what are the conceptions that children from three to six years old and the educators who have relationship with the day guard, especially those who are and what are their responsibilities. Generally speaking, to utilize a responsible practice a day, a child is developing their responsibility, autonomy and self-esteem.
Descrição
Relatório de estágio apresentado para a obtenção do grau de Mestre em Educação Pré-Escolar
Palavras-chave
responsável do dia educação pré-escolar competências sociais responsabilidade responsible of the day pre-school education social skills responsability