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A promoção da participação e autonomia das crianças nos momentos de refeição em creche e jardim de infância
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Resumo(s)
O presente relatório, realizado no âmbito do Mestrado em Educação Pré-Escolar, dá
conta de um processo de aprendizagem desenvolvido ao longo da prática de ensino
supervisionada em contextos de creche e jardim de infância e da realização de um
exercício investigativo emergente dessa prática. Numa primeira parte do trabalho, são
evidenciados os aspetos mais importantes vivenciados em três contextos de estágio,
sendo eles creche e jardim de Infância. A segunda parte dá conta de todo o processo
inerente ao exercício investigativo em torno da seguinte questão proveniente da
prática pedagógica: “Como organizar os momentos da refeição de forma a promover a
autonomia e a participação das crianças?” e que teve como objetivos: compreender a
importância da hora da refeição; perceber como é feita a organização da hora da
refeição; como promover a participação e autonomia das crianças na hora da refeição
e identificar os desafios com que as educadoras se deparam, baseado nas
experiências e nas aprendizagens mais significativas no âmbito dos períodos de
prática de ensino supervisionada, em dois contextos diferentes: creche e jardim de
infância. Tratou-se de um estudo de cariz qualitativo em que se realizaram entrevistas
semidiretivas com quatro sujeitos dos quais: i) a uma educadora de infância a exercer
na creche; ii) a uma educadora de infância a exercer num jardim de infância público;
iii) a uma educadora de infância a exercer num jardim de infância numa IPSS; iv) e a
uma investigadora em educação de infância. Através da análise dos dados foi possível
verificar que as participantes reconhecem a dificuldade de gestão no momento da
refeição, sendo que esta é mais evidente em contexto de creche do que em contexto
de jardim de infância, pois na creche as crianças são muito pequenas e não têm tanta
autonomia. As profissionais referem, ainda, que são momentos excelentes para
promover e consolidar novas aprendizagens, mas, contudo, nem sempre é possível
pois os momentos da refeição são momentos normalmente de maior confusão e
agitação. Nem sempre são respeitadas as necessidades individuais das crianças, pelo
que urge adotarem-se mudanças na organização do ambiente educativo. Desta forma,
o ideal seria tornar estes momentos da rotina mais tranquilos e promover novas
aprendizagens, assegurando que as crianças continuem a experimentar tanto quanto
possível.
This report, carried out within the scope of the Master's Degree in Pre-School Education, reports on a learning process developed over the course of supervised teaching practice in daycare and kindergarten contexts and the realization of an investigative exercise emerging from this practice. In the first part of the work, the most important aspects experienced in three internship contexts are highlighted.The second part deals with the entire process inherent to the investigative exercise around the following question from the pedagogical practice: "How to organize the moments of eating in order to promote the autonomy and participation of children?" and which had the following objectives: to understand the importance of mealtime; we realize how the organization of mealtime is done; how to promote the participation and autonomy of children at mealtimes and identify the challenges faced by educators, based on the most important experiences and learnings in the context of supervised teaching periods, in two different contexts: daycare and kindergarten.This was a qualitative study in which four semi-directive changes were carried out: i) a kindergarten teacher working in the day care center; ii) a kindergarten teacher working in a public kindergarten; iii) a kindergarten teacher working in a kindergarten in an IPSS; iv) and a researcher in early childhood education. Through data analysis, it was possible to verify that the participants recognize the difficulty of managing the meal, more in a daycare context than in a kindergarten context, as the children are very young in the daycare center and do not yet have autonomy. They also refer that these are excellent moments to promote and consolidate new learning, but, however, it is not always possible, as meal times are usually times of greater confusion and confusion. They are not always respected as children's individual needs, which is why they encourage changes in the organization of the educational environment. In this way, the situation is to make these moments of routine more relaxed and promote new learning, ensuring that children continue to experiment, also in this moment / space, as much as possible.
This report, carried out within the scope of the Master's Degree in Pre-School Education, reports on a learning process developed over the course of supervised teaching practice in daycare and kindergarten contexts and the realization of an investigative exercise emerging from this practice. In the first part of the work, the most important aspects experienced in three internship contexts are highlighted.The second part deals with the entire process inherent to the investigative exercise around the following question from the pedagogical practice: "How to organize the moments of eating in order to promote the autonomy and participation of children?" and which had the following objectives: to understand the importance of mealtime; we realize how the organization of mealtime is done; how to promote the participation and autonomy of children at mealtimes and identify the challenges faced by educators, based on the most important experiences and learnings in the context of supervised teaching periods, in two different contexts: daycare and kindergarten.This was a qualitative study in which four semi-directive changes were carried out: i) a kindergarten teacher working in the day care center; ii) a kindergarten teacher working in a public kindergarten; iii) a kindergarten teacher working in a kindergarten in an IPSS; iv) and a researcher in early childhood education. Through data analysis, it was possible to verify that the participants recognize the difficulty of managing the meal, more in a daycare context than in a kindergarten context, as the children are very young in the daycare center and do not yet have autonomy. They also refer that these are excellent moments to promote and consolidate new learning, but, however, it is not always possible, as meal times are usually times of greater confusion and confusion. They are not always respected as children's individual needs, which is why they encourage changes in the organization of the educational environment. In this way, the situation is to make these moments of routine more relaxed and promote new learning, ensuring that children continue to experiment, also in this moment / space, as much as possible.
Descrição
Mestrado em Educação Pré-Escolar
Palavras-chave
autonomia participação organização ambiente educativo refeição educação de infância. autonomy participation educational environment organization meal childhood education