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Partilha de jogos e objetos nas primeiras idades
| Name: | Description: | Size: | Format: | |
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| 1.76 MB | Adobe PDF |
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Abstract(s)
Este relatório foi realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (CEB) realizado na Escola Superior de Educação de Santarém.
Encontra-se dividido em duas partes. Na primeira descreve-se a Prática de Ensino Supervisionada nos diferentes contextos de creche, jardim-de-infância e 1º CEB. De seguida, caracterizam-se as instituições, os ambientes educativos, os grupos e os projetos implementados e, por último, realiza-se uma autoavaliação do percurso de aprendizagem.
A segunda parte é composta pela Prática Investigativa que apresenta a pesquisa relativamente à problemática da partilha de jogos e objetos nas primeiras idades.
Para a recolha de dados foram utilizadas entrevistas semiestruturadas bem como notas de campo.
Neste estudo participaram 3 professoras do 1º CEB (uma de apoio, uma de 2º ano e outra de 3º ano), 3 educadoras de infância (duas de creche e uma de jardim de infância) e 66 crianças (22 do pré-escolar e 44 do 1ºCEB).
Através da análise das entrevistas percebeu-se que, nas primeiras idades, as crianças ainda sentem dificuldades em partilhar. As docentes entrevistadas apontaram que as crianças pensam que partilhar é sinal de dar mas não voltar a receber, por exemplo, emprestar um brinquedo e que a outra criança não o volte a devolver.
Apontaram ainda estratégias tal como, partilha de histórias, criar momentos em que as crianças possam partilhar algo que tragam de casa, entre outras.
Em suma, o tema da partilha é algo que as docentes apontam como algo que não pensam diariamente mas sempre que possível promovem-na com o seu grupo.
This report was realized in the scope of the Masters Degree on Preschool and Primary School Education realized on Escola Superior de Educação de Santarém. It's divided in two parts. On the first half is described the Practice of Supervised Teaching on the different contexts of Day-care, Kinder garden and Primary School. Next, it's characterized the institutions, the environmental education, the groups and the projects implemented and, at last, it's realized a self-evaluation of the learning curve. The second half is composed by the Investigative Practice which presents the investigation about the problematic of sharing games and objects on the early ages. For the gathering of data were used semi structured interviews and field notes. In this study were involved 3 Primary School's teachers (one of Support, other in Second Grade and the other of the Third Grade), 3 Kinder garden’s teachers (two of Day-care and one of Kinder garden) and 66 children (22 in Pre-Scholl and 44 in Primary School). Throw the analyse of the interviews was understood that, on the early ages, kids have difficulty in sharing. The teachers interviewed pointed out that the kids think that sharing is a sine of giving but not receiving, for example, that when they loan a toy to another kid they wont get it back. They, also, pointed out strategies, such as sharing stories and building moments where kids can share something they bring from home, between others. In conclusion, the theme of sharing is something that teachers don't think all the time but whenever they can they promote it with their group.
This report was realized in the scope of the Masters Degree on Preschool and Primary School Education realized on Escola Superior de Educação de Santarém. It's divided in two parts. On the first half is described the Practice of Supervised Teaching on the different contexts of Day-care, Kinder garden and Primary School. Next, it's characterized the institutions, the environmental education, the groups and the projects implemented and, at last, it's realized a self-evaluation of the learning curve. The second half is composed by the Investigative Practice which presents the investigation about the problematic of sharing games and objects on the early ages. For the gathering of data were used semi structured interviews and field notes. In this study were involved 3 Primary School's teachers (one of Support, other in Second Grade and the other of the Third Grade), 3 Kinder garden’s teachers (two of Day-care and one of Kinder garden) and 66 children (22 in Pre-Scholl and 44 in Primary School). Throw the analyse of the interviews was understood that, on the early ages, kids have difficulty in sharing. The teachers interviewed pointed out that the kids think that sharing is a sine of giving but not receiving, for example, that when they loan a toy to another kid they wont get it back. They, also, pointed out strategies, such as sharing stories and building moments where kids can share something they bring from home, between others. In conclusion, the theme of sharing is something that teachers don't think all the time but whenever they can they promote it with their group.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
partilha pré-escolar 1ºCiclo do ensino básico sharing preshcool primary school