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Os medos na 2ª infância: concepções e práticas do educador de infância
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Abstract(s)
O presente artigo apresenta os resultados no âmbito de uma investigação realizada sobre as Concepções e Práticas do Educador de Infância perante os medos na 2ª Infância. Pretende-se, a partir deste estudo, conhecer os medos mais frequentemente identificados nas crianças de Jardim de Infância e, consequentemente, de que forma os educadores abordam estas questões com as mesmas.
Este estudo, de carácter descritivo, baseou-se numa amostra de 50 crianças e de 6 educadores, provenientes de vários Jardins de Infância da cidade de Santarém e periferia. O estudo foi desenvolvido em duas fases: numa primeira fase, foram entrevistadas as crianças, tendo-se procurado identificar os seus medos mais frequentes. Numa segunda fase, foram entrevistados os educadores, sendo aplicada uma entrevista semi-directiva, com o objectivo de conhecer e identificar as suas concepções e estratégias desenvolvidas pelos mesmos face a situações em que as crianças revelam alguma forma de medo.
This article presents the results of a research on the conceptions and practices of the Kindergarten teacher, about the childhood fears. The aim was to identify the most common fears among children of Kindergarten, and consequently, how the educators address these issues with them. This study was based on a sample of children and educators from 4 Kindergartener in the city of Santarém. The study was conducted in two stages: initially the children were interviewed, so that we could identify their most common fears and on a second phase, the educators were interviewed using a semi-directive interview to know their conceptions and strategies used when they face situations of fear from their children. The main results show that the most common fears among children of pre-school age are fear of animals and of imaginary characters from children’s literature. Teachers also relate, in addition to these fears, the fear of the unknown and of new situations. Both samples also mention the fear of the dark. Regarding the teachers’ conceptions, they understand fear as a natural part of child development. As for the practices undertaken in this domain, educators resort, mostly, the strategies supported by discussion, using written materials such as books or childhood literature, pedagogically appropriate to the individuality of each child.
This article presents the results of a research on the conceptions and practices of the Kindergarten teacher, about the childhood fears. The aim was to identify the most common fears among children of Kindergarten, and consequently, how the educators address these issues with them. This study was based on a sample of children and educators from 4 Kindergartener in the city of Santarém. The study was conducted in two stages: initially the children were interviewed, so that we could identify their most common fears and on a second phase, the educators were interviewed using a semi-directive interview to know their conceptions and strategies used when they face situations of fear from their children. The main results show that the most common fears among children of pre-school age are fear of animals and of imaginary characters from children’s literature. Teachers also relate, in addition to these fears, the fear of the unknown and of new situations. Both samples also mention the fear of the dark. Regarding the teachers’ conceptions, they understand fear as a natural part of child development. As for the practices undertaken in this domain, educators resort, mostly, the strategies supported by discussion, using written materials such as books or childhood literature, pedagogically appropriate to the individuality of each child.
Description
Keywords
medos infância práticas do educador de infância fear childhood kindergarten teacher practices
Citation
Ferreira, B., Borges, P. & Seixas, S. (2010). Os medos na 2ª infância: Concepções e práticas do educador de infância. Interacções, vol. 6, 15, 26-40.
Publisher
Escola Superior de Educação do Instituto Politécnico de Santarém. Escola Superior de Educação