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Promoção de competências de autorregulação emocional e pró-social em educação pré-escolar: um estudo exploratório em contexto de estágio
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Orientador(es)
Resumo(s)
O presente relatório da Unidade Curricular (UC) de Prática de Ensino Supervisionada
(PES), integrada no Mestrado em Educação Pré-Escolar, encontra-se organizado em
duas partes distintas. A primeira parte centra-se na caraterização dos contextos de
estágio nas valências de creche e de jardim de infância, incluindo a descrição das
instituições, dos participantes, dos projetos educativos desenvolvidos e das
aprendizagens significativas realizadas ao longo do percurso formativo. A segunda parte
corresponde a um exercício investigativo cujo objetivo consiste em compreender de que
modo a promoção de competências de autorregulação emocional e pró-social, em
contexto de educação pré-escolar, pode contribuir para o desenvolvimento de
estratégias de autorregulação por parte das criança(s). O estudo assume uma natureza
exploratória e desenvolve-se a partir de uma abordagem qualitativa inspirada nos
princípios da investigação-ação, na medida em que articula a observação sistemática,
a reflexão sobre a prática e a implementação de estratégias pedagógicas ajustadas às
necessidades identificadas. O exercício investigativo desenvolveu-se em três momentos
complementares. Num primeiro momento, procedeu-se à observação sistemática das
criança(s) em contexto de creche e, num segundo momento, em contexto de jardim de
infância, recorrendo-se à checklist CHILD – Checklist of Independent Learning
Development enquanto instrumento de apoio à observação, bem como ao registo de
notas de campo. O terceiro momento consistiu na planificação e implementação de um
conjunto de estratégias pedagógicas de promoção da autorregulação junto de um grupo
de vinte e duas crianças da sala dos cinco anos. As estratégias desenvolvidas
privilegiaram a área das expressões plásticas, articulada com práticas de consciência
emocional e de autorregulação, tendo-se observado contributos positivos ao nível da
gestão emocional e das interações pró-sociais das criança(s), no contexto específico
em que o estudo foi desenvolvido.
This report, developed within the scope of the Curricular Unit (CU) of Supervised Teaching Practice (STP), integrated into the Master’s Degree in Pre-School Education, is organised into two distinct parts. The first part focuses on the characterisation of the internship contexts in early childhood education settings, namely nursery and kindergarten, including the description of the institutions, participants, educational projects developed, and the significant learning experiences achieved throughout the training pathway. The second part corresponds to an investigative exercise whose aim is to understand how the promotion of emotional and prosocial self-regulation skills, in a pre-school education context, may contribute to the development of self-regulatory strategies in children. The study adopts an exploratory nature and is developed through a qualitative approach inspired by the principles of action research, insofar as it articulates systematic observation, reflection on practice, and the implementation of pedagogical strategies adjusted to the identified needs. The investigative exercise was developed across three complementary stages. In the first stage, systematic observation of children in a nursery context was carried out, followed by a second stage of observation in a kindergarten context, using the Checklist of Independent Learning Development (CHILD) as a support instrument for observation, complemented by field notes. The third stage consisted of the planning and implementation of a set of pedagogical strategies aimed at promoting self-regulation with a group of twenty-two five-year-old children. The strategies implemented privileged the area of visual and plastic expression, articulated with practices of emotional awareness and self-regulation. Positive contributions were observed in terms of children’s emotional management and prosocial interactions within the specific context in which the study was conducted.
This report, developed within the scope of the Curricular Unit (CU) of Supervised Teaching Practice (STP), integrated into the Master’s Degree in Pre-School Education, is organised into two distinct parts. The first part focuses on the characterisation of the internship contexts in early childhood education settings, namely nursery and kindergarten, including the description of the institutions, participants, educational projects developed, and the significant learning experiences achieved throughout the training pathway. The second part corresponds to an investigative exercise whose aim is to understand how the promotion of emotional and prosocial self-regulation skills, in a pre-school education context, may contribute to the development of self-regulatory strategies in children. The study adopts an exploratory nature and is developed through a qualitative approach inspired by the principles of action research, insofar as it articulates systematic observation, reflection on practice, and the implementation of pedagogical strategies adjusted to the identified needs. The investigative exercise was developed across three complementary stages. In the first stage, systematic observation of children in a nursery context was carried out, followed by a second stage of observation in a kindergarten context, using the Checklist of Independent Learning Development (CHILD) as a support instrument for observation, complemented by field notes. The third stage consisted of the planning and implementation of a set of pedagogical strategies aimed at promoting self-regulation with a group of twenty-two five-year-old children. The strategies implemented privileged the area of visual and plastic expression, articulated with practices of emotional awareness and self-regulation. Positive contributions were observed in terms of children’s emotional management and prosocial interactions within the specific context in which the study was conducted.
Descrição
Mestrado em Educação Pré-Escolar
Palavras-chave
Educação Pré-Escolar Autorregulação da Aprendizagem Investigação-Ação CHILD Expressão Plástica. preschool education self-regulated learning action research child artistic expression