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A criança e as suas emoções: a inteligência emocional na educação pré-escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.78 MB | Adobe PDF |
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Abstract(s)
O presente Relatório de Estágio surgiu no âmbito do Mestrado em Educação Pré-Escolar, com a finalidade de descrever e refletir todo o percurso desenvolvido nos três estágios e no projeto de investigação, realizado em paralelo. As Práticas de Ensino Supervisionadas em creche e em jardim de infância proporcionaram competências fundamentais à profissão de docente, traduzindo-se em aprendizagens essenciais. A necessidade de compreender a gestão emocional das crianças emergiu dos contextos de estágio e deu origem a uma investigação de natureza qualitativa. Através de entrevistas semiestruturadas a quatro participantes, com currículo significativo no âmbito da temática, procurou-se compreender o papel do adulto na promoção da inteligência emocional das crianças em idade pré-escolar. Os resultados permitiram aferir que este é essencial, pois, através da relação diária, o adulto modela o comportamento e cria vínculos afetivos. Em síntese, os/as educadores/as devem primeiro adquirir competências emocionais, para assim promover a inteligência emocional nas crianças.
The present Internship Report emerged within the scope of the Master's in Preschool Education, with the purpose of describing and reflecting on the entire journey developed during the three internships and the research project conducted in parallel. The Supervised Teaching Practices in daycare and kindergarten provided fundamental skills for the teaching profession, becoming essential learnings. The need to understand the emotional self-regulation of children emerged from the internship contexts and led to a qualitative research study. Through semi-structured interviews with four participants with significant experience in the subject matter, the study aimed to understand the role of adults in promoting the emotional intelligence of preschool-aged children. The results showed that this role is essential because, through daily interaction, adults model behavior and create emotional bonds. In the end, educators must first acquire emotional skills to promote emotional intelligence in children
The present Internship Report emerged within the scope of the Master's in Preschool Education, with the purpose of describing and reflecting on the entire journey developed during the three internships and the research project conducted in parallel. The Supervised Teaching Practices in daycare and kindergarten provided fundamental skills for the teaching profession, becoming essential learnings. The need to understand the emotional self-regulation of children emerged from the internship contexts and led to a qualitative research study. Through semi-structured interviews with four participants with significant experience in the subject matter, the study aimed to understand the role of adults in promoting the emotional intelligence of preschool-aged children. The results showed that this role is essential because, through daily interaction, adults model behavior and create emotional bonds. In the end, educators must first acquire emotional skills to promote emotional intelligence in children
Description
Mestrado em Educação Pré-Escolar
Keywords
educação pré-escolar emoções inteligência emocional competências socioemocionais. preschool education emotions emotional intelligence socio-emotional skills