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As relações interpessoais e o desenvolvimento socioafetivo das crianças: implicações na(s) prática(s) em educação de infância
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| 1.24 MB | Adobe PDF |
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Abstract(s)
O presente relatório surge no âmbito do Mestrado em Educação Pré-Escolar, realizado na Escola Superior de Educação de Santarém e desenvolve-se a partir de uma descrição e análise crítica dos estágios em contextos de educação de infância. Encontra-se dividido em duas partes: a primeira apresenta a caracterização das instituições e dos respetivos grupos, o projeto de intervenção desenvolvido e, por fim, o percurso de desenvolvimento e aprendizagem profissional; a segunda parte descreve o percurso investigativo, através do qual se pretendeu compreender a importância da aprendizagem colaborativa para as crianças e para as profissionais de educação. O exercício investigativo realizado, tem características que o aproximam de um estudo de natureza qualitativa. Foram entrevistadas três Educadoras de Infância e 7 crianças do Jardim de Infância. De uma maneira geral, os resultados da auscultação das educadoras apontaram para a valorização da aprendizagem colaborativa como promotora do desenvolvimento socioafetivo das crianças. Em relação às respostas obtidas pelas crianças, verificou-se que estas dão importância à dimensão referida, parecendo proporcionar-lhes bem-estar e facilitar a aprendizagem da socialização.
This report appears within the scope of the Master's Degree in Pre-School Education, carried out at the Escola Superior de Educação de Santarém and is developed from a description and critical analysis of internships in early childhood education contexts. It is divided into two parts: the first presents the characterization of the institutions and their respective groups, the intervention project developed and, finally, the professional development and learning path; the second part describes the investigative path, through which the aim was to understand the importance of collaborative learning for children and education professionals. The investigative exercise carried out has characteristics that bring it closer to a qualitative study. Three Kindergarten Educators and 7 Kindergarten children were interviewed. In general, the results of the educators' consultation pointed to the appreciation of collaborative learning as a promoter of children's socio-affective development. In relation to the answers obtained by the children, it was found that they give importance to the mentioned dimension, seeming to provide them with well-being and facilitate the learning of socialization.
This report appears within the scope of the Master's Degree in Pre-School Education, carried out at the Escola Superior de Educação de Santarém and is developed from a description and critical analysis of internships in early childhood education contexts. It is divided into two parts: the first presents the characterization of the institutions and their respective groups, the intervention project developed and, finally, the professional development and learning path; the second part describes the investigative path, through which the aim was to understand the importance of collaborative learning for children and education professionals. The investigative exercise carried out has characteristics that bring it closer to a qualitative study. Three Kindergarten Educators and 7 Kindergarten children were interviewed. In general, the results of the educators' consultation pointed to the appreciation of collaborative learning as a promoter of children's socio-affective development. In relation to the answers obtained by the children, it was found that they give importance to the mentioned dimension, seeming to provide them with well-being and facilitate the learning of socialization.
Description
Mestrado em Educação Pré-Escolar
Keywords
aprendizagem colaborativa desenvolvimento socioafetivo relação entre pares collaborative learning socio-affective development relationship between peers