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Oportunidades de autorregulação da aprendizagem na educação pré-escolar
| Name: | Description: | Size: | Format: | |
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| 2.3 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este relatório de estágio insere-se na Prática de Ensino Supervisionada do Mestrado em Educação Pré-Escolar da Escola Superior de Educação de Santarém, pertencente ao Instituto Politécnico de Santarém. O relatório resulta da experiência prática desenvolvida nos contextos de creche e jardim de infância. Estruturado em três partes, a primeira tem como principal objetivo desenvolver uma reflexão crítica e fundamentada sobre as aprendizagens adquiridas e as práticas pedagógicas implementadas nestes contextos. A segunda parte abrange a componente investigativa, que visa: conhecer os processos de autorregulação da aprendizagem nas crianças, bem como identificar as práticas educativas que favorecem a autorregulação de tarefas na educação pré-escolar; investigar como na formação inicial se percebem as práticas educativas que promovem a autorregulação da aprendizagem nas crianças; identificar práticas educativas que contribuem para que as crianças consigam autorregular a execução de tarefas na educação pré-escolar e analisar como as perspetivas e experiências adquiridas na formação inicial influenciam a implementação de práticas que favorecem a autorregulação nas crianças. Para tal, foram realizados dois estudos com uma abordagem qualitativa, exploratória e interpretativa. A investigação envolveu observação direta, utilizando a CHILD (Piscalho, 2021), diários de bordo e entrevistas com tarefas específicas. Esta exploração investigativa permitiu refletir sobre a importância da organização do ambiente educativo e do desenvolvimento da autonomia, assim como o papel do educador de infância na promoção da aprendizagem autorregulada. Os resultados obtidos evidenciam que, quando as competências de autorregulação da aprendizagem são devidamente promovidas, contribuem significativamente para a educação emocional, social, cognitiva e motivacional da criança. As práticas educativas que favorecem a aprendizagem autorregulada incentivam o autoquestionamento, permitindo que as crianças, no seu quotidiano, pensem, reflitam e encontrem formas de superar obstáculos e resolver problemas. Por fim, a terceira parte apresenta uma reflexão sobre o processo de desenvolvimento profissional ao longo do curso, descrevendo as principais aprendizagens e dificuldades encontradas durante este percurso e nos estudos realizados.
This internship report is part of the Supervised Teaching Practice component of the Master's program in Early Childhood Education at the School of Education of Santarém, which is part of the Polytechnic Institute of Santarém. The report is based on practical experiences gained within the contexts of childcare and preschool settings. It is structured into three main parts. The first part aims to provide a critical and well-founded reflection on the lessons learned and the pedagogical practices implemented in these settings. The second part focuses on the investigative component, which seeks to: understand the processes of self-regulated learning in children; identify educational practices that promote task self-regulation in early childhood education; explore how initial teacher training perceives educational practices that enhance children's self-regulation of learning; identify effective educational practices that enable children to self-regulate task execution in preschool; and analyze how the perspectives and experiences gained during initial training influence the implementation of practices that support self-regulation in children. To achieve these objectives, two studies were conducted with a qualitative, exploratory, and interpretative approach. The investigation involved direct observation using the CHILD framework (Piscalho, 2021), reflective journals, and task-based interviews. This investigative exploration allowed for reflection on the importance of organizing the educational environment and fostering autonomy, as well as the role of early childhood educators in promoting self-regulated learning. The findings indicate that when the skills of self-regulation in learning are effectively promoted, they significantly contribute to the emotional, social, cognitive, and motivational development of children. Educational practices that support self-regulated learning encourage self-questioning, enabling children to think critically, reflect, and find ways to overcome challenges and solve problems in their daily lives. Finally, the third part presents a reflection on the professional development process throughout the course, outlining the key learnings and challenges encountered during this journey and the studies conducted.
This internship report is part of the Supervised Teaching Practice component of the Master's program in Early Childhood Education at the School of Education of Santarém, which is part of the Polytechnic Institute of Santarém. The report is based on practical experiences gained within the contexts of childcare and preschool settings. It is structured into three main parts. The first part aims to provide a critical and well-founded reflection on the lessons learned and the pedagogical practices implemented in these settings. The second part focuses on the investigative component, which seeks to: understand the processes of self-regulated learning in children; identify educational practices that promote task self-regulation in early childhood education; explore how initial teacher training perceives educational practices that enhance children's self-regulation of learning; identify effective educational practices that enable children to self-regulate task execution in preschool; and analyze how the perspectives and experiences gained during initial training influence the implementation of practices that support self-regulation in children. To achieve these objectives, two studies were conducted with a qualitative, exploratory, and interpretative approach. The investigation involved direct observation using the CHILD framework (Piscalho, 2021), reflective journals, and task-based interviews. This investigative exploration allowed for reflection on the importance of organizing the educational environment and fostering autonomy, as well as the role of early childhood educators in promoting self-regulated learning. The findings indicate that when the skills of self-regulation in learning are effectively promoted, they significantly contribute to the emotional, social, cognitive, and motivational development of children. Educational practices that support self-regulated learning encourage self-questioning, enabling children to think critically, reflect, and find ways to overcome challenges and solve problems in their daily lives. Finally, the third part presents a reflection on the professional development process throughout the course, outlining the key learnings and challenges encountered during this journey and the studies conducted.
Description
Mestrado em Educação Pré-Escolar
Keywords
autorregulação da aprendizagem educação pré-escolar entrevista mediante tarefa estratégias pedagógicas. self-regulated learning task-based interviews childhood education pedagogical strategies