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Organização do ambiente educativo na educação pré-escolar e no 1.º ciclo do ensino básico: a gestão do(s) espaço(s) como promotora da autorregulação da aprendizagem das crianças
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| 1.43 MB | Adobe PDF |
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Abstract(s)
Este relatório de estágio integra a Prática de Ensino Supervisionada do curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEDB), resultando da experiência prática adquirida nos contextos de creche, jardim de infância 1.º CEB. Está estruturado em três partes. A primeira parte visa desenvolver uma reflexão crítica e fundamentada sobre as aprendizagens adquiridas e as práticas pedagógicas experienciadas nestes três contextos. A segunda parte foca na componente investigativa, com o objetivo de compreender como a organização do ambiente educativo, particularmente no que se refere ao espaço, pode promover a autorregulação da aprendizagem das crianças durante as transições educativas entre a educação pré-escolar e o 1.º ciclo do ensino básico. Além disso, investiga-se o papel dos educadores de infância e professores neste processo. Para tal, foram realizados três estudos com uma abordagem qualitativa, exploratória e interpretativa, que envolveram observação a partir da utilização da checklist CHILD (Piscalho, 2021) e respetivas notas de campo, inquéritos por questionário online a 61 docentes e dois focus groups com cinco crianças cada um. Os resultados mostram que a organização do espaço tem um papel importante no desenvolvimento das competências autorregulatórias da aprendizagem das crianças, ajudando-as a controlar melhor o seu comportamento, emoções e motivação. Além disso, as estratégias utilizadas pelos docentes são também fundamentais neste processo. Assim, uma boa gestão do espaço, aliada a estratégias educativas adequadas, é essencial para o desenvolvimento harmonioso desde a infância, facilitando a autonomia e independência no processo de aprender. Finalmente, a terceira parte apresenta uma reflexão sobre o processo de desenvolvimento profissional ao longo do curso, descrevendo as principais aprendizagens e desafios encontrados durante o percurso das práticas pedagógicas e na dimensão do docente que investiga a partir dessa prática.
This is part of the Supervised Teaching Practice of the Master's program in Pre-School Education and Teaching of the 1st Cycle of Basic Education (CEB), derived from practical experience acquired in nursery, kindergarten, and 1st CEB contexts. It is structured into three parts. The first part aims to develop a critical and well-founded reflection on the learning acquired and the pedagogical practices experienced in these three contexts. The second part focuses on the investigative component, aiming to understand how the organization of the educational environment, particularly in terms of space, can promote the self-regulation of children's learning during educational transitions between pre-school education and the 1st cycle of basic education. Furthermore, the role of early childhood educators and teachers in this process is examined. To this end, three studies were conducted using a qualitative, exploratory, and interpretative approach, involving observations using the CHILD checklist (Piscalho, 2021) and respective field notes, online questionnaire surveys of 61 teachers, and two focus groups with five children each one. The results indicate that the organization of space plays a significant role in developing children's self-regulatory learning skills, helping them better control their behavior, emotions, and motivation. Additionally, the strategies employed by teachers are also crucial in this process. Thus, effective space management, combined with appropriate educational strategies, is essential for harmonious development from childhood, facilitating autonomy and independence in the learning process. Finally, the third part presents a reflection on the process of professional development throughout the course, describing the main learnings and challenges encountered during the journey of pedagogical practice and in the dimension of the teacher as a researcher stemming from that practice.
This is part of the Supervised Teaching Practice of the Master's program in Pre-School Education and Teaching of the 1st Cycle of Basic Education (CEB), derived from practical experience acquired in nursery, kindergarten, and 1st CEB contexts. It is structured into three parts. The first part aims to develop a critical and well-founded reflection on the learning acquired and the pedagogical practices experienced in these three contexts. The second part focuses on the investigative component, aiming to understand how the organization of the educational environment, particularly in terms of space, can promote the self-regulation of children's learning during educational transitions between pre-school education and the 1st cycle of basic education. Furthermore, the role of early childhood educators and teachers in this process is examined. To this end, three studies were conducted using a qualitative, exploratory, and interpretative approach, involving observations using the CHILD checklist (Piscalho, 2021) and respective field notes, online questionnaire surveys of 61 teachers, and two focus groups with five children each one. The results indicate that the organization of space plays a significant role in developing children's self-regulatory learning skills, helping them better control their behavior, emotions, and motivation. Additionally, the strategies employed by teachers are also crucial in this process. Thus, effective space management, combined with appropriate educational strategies, is essential for harmonious development from childhood, facilitating autonomy and independence in the learning process. Finally, the third part presents a reflection on the process of professional development throughout the course, describing the main learnings and challenges encountered during the journey of pedagogical practice and in the dimension of the teacher as a researcher stemming from that practice.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
ambiente educativo autorregulação da aprendizagem educação pré-escolar ensino básico gestão do(s) espaço(s) educational environment self-regulation of learning preschool education basic education space management
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