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A inteligência emocional na Educação Pré-Escolar
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O presente Relatório Final de Estágio, elaborado no âmbito do Mestrado em Educação Pré-Escolar realizado na Escola Superior de Educação de Santarém, apresenta as aprendizagens, as dificuldades, as vivências experienciadas ao longo dos estágios realizados nos contextos de creche e jardim de infância, bem como o trabalho desenvolvido e a componente investigativa centrada no tema “A Inteligência Emocional na Educação Pré-Escolar”.
O relatório organiza-se em duas partes: a primeira foca-se na contextualização dos diferentes contextos de estágio e na prática pedagógica, evidenciando aprendizagens, desafios, atividades realizadas e a reflexão sobre a intervenção durante a minha prática de ensino supervisionada; a segunda parte refere-se à investigação, de natureza qualitativa, desenvolvida sob a forma de estudo de caso.
A investigação procurou compreender a importância atribuída pelos educadores ao desenvolvimento emocional das crianças na sua prática quotidiana. Participaram no estudo cinco educadores de infância a exercer funções em contexto de jardim de infância e oito crianças de 5 anos de idade. A recolha de dados foi realizada através de entrevistas estruturadas aos educadores, entrevistas semiestruturadas às crianças, e notas de campo que permitiram registar e refletir sobre interações entre crianças e entre crianças e adultos.
Os resultados evidenciaram que os educadores reconhecem a inteligência emocional como uma competência essencial, assumindo-se como modelos emocionais no quotidiano da sala. As crianças revelaram capacidades de reconhecimento e expressão emocional, ainda que dependentes da mediação do adulto para gerir emoções mais complexas. As estratégias pedagógicas implementadas, nomeadamente a literatura infantil, os jogos e as atividades colaborativas, demonstraram contribuir de forma significativa para o desenvolvimento socioemocional.
Ao desenvolver a literacia emocional, o educador promove não só o desenvolvimento socioemocional, mas também um ambiente inclusivo, onde todas as crianças aprendem a compreender-se a si próprias e aos outros.
This Final Internship Report, developed within the scope of the Master's Degree in Pre-School Education at the Escola Superior de Educação de Santarém, presents the learning outcomes, challenges, and experiences throughout the internships in both nursery and kindergarten settings, as well as the work carried out and the research component focused on the theme “Emotional Intelligence in Pre-School Education.” The report is organised in two parts: the first focuses on the contextualisation of the different internship settings and pedagogical practice, highlighting the learning experiences, challenges, activities carried out, and reflections on the intervention during my supervised teaching practice; the second part concerns the research, of a qualitative nature, developed as a case study. The research sought to understand the importance attributed by early childhood educators to children’s emotional development in their daily practice. The study involved five early childhood educators working in kindergarten settings and eight children aged 5 years. Data collection was carried out through structured interviews with the educators, semi-structured interviews with the children, and field notes that allowed for the recording and reflection on interactions between children and between children and adults. The findings revealed that educators recognise emotional intelligence as an essential competence, positioning themselves as emotional models in the classroom. The children demonstrated capacities for emotional recognition and expression, though still dependent on adult mediation to manage more complex emotions. The pedagogical strategies implemented, namely children’s literature, games, and collaborative activities, proved to contribute significantly to socio-emotional development. By developing emotional literacy, the educator promotes not only socio-emotional development, but also an inclusive environment where all children learn to understand themselves and others.
This Final Internship Report, developed within the scope of the Master's Degree in Pre-School Education at the Escola Superior de Educação de Santarém, presents the learning outcomes, challenges, and experiences throughout the internships in both nursery and kindergarten settings, as well as the work carried out and the research component focused on the theme “Emotional Intelligence in Pre-School Education.” The report is organised in two parts: the first focuses on the contextualisation of the different internship settings and pedagogical practice, highlighting the learning experiences, challenges, activities carried out, and reflections on the intervention during my supervised teaching practice; the second part concerns the research, of a qualitative nature, developed as a case study. The research sought to understand the importance attributed by early childhood educators to children’s emotional development in their daily practice. The study involved five early childhood educators working in kindergarten settings and eight children aged 5 years. Data collection was carried out through structured interviews with the educators, semi-structured interviews with the children, and field notes that allowed for the recording and reflection on interactions between children and between children and adults. The findings revealed that educators recognise emotional intelligence as an essential competence, positioning themselves as emotional models in the classroom. The children demonstrated capacities for emotional recognition and expression, though still dependent on adult mediation to manage more complex emotions. The pedagogical strategies implemented, namely children’s literature, games, and collaborative activities, proved to contribute significantly to socio-emotional development. By developing emotional literacy, the educator promotes not only socio-emotional development, but also an inclusive environment where all children learn to understand themselves and others.
Descrição
Mestrado em Educação Pré-Escolar
Palavras-chave
Emoções Afetos Inteligência Emocional Crianças Educadores de Infância Literacia Emocional. Emotions Affections Emotional Intelligence Children Childhood Educators Emotional Literacy