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A importância de um ambiente educativo promotor da brincadeira livre
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Abstract(s)
O presente estudo prende-se com a importância do ambiente educativo, mais concretamente do contexto de sala, como promotor da brincadeira livre das crianças em idade pré-escolar. O educador, ao gerir o currículo, pode valorizar a importância que a componente da brincadeira livre tem no desenvolvimento pleno e construtivo da criança. É através do brincar que a criança liberta a sua mente, desperta os seus sentidos para dar significado às suas ações, desenvolvendo, assim, a sua criatividade e imaginação. Deste modo, o papel do educador deve ser de apoio ao pleno desenvolvimento da criança, potenciando a sua autonomia e envolvimento na aprendizagem. Este relatório reporta a momentos observados e vivenciados em contexto de estágio, realizado numa sala com 23 crianças de idades compreendidas entre os 4 e 5 anos. Como forma de aprofundar o papel do educador na promoção do ambiente educativo, com a colaboração das crianças, realizou-se um projeto composto por oito atividades que promoveram a construção de melhoria de uma área da sala identificada como necessitando de renovação (Garagem). Para a recolha de dados, utilizou-se a observação direta, sustentada por notas de campo, que reportam as brincadeiras nesta área antes da intervenção na mesma. Realizaram-se, também, entrevistas individuais às crianças, depois da intervenção, que sustentam a sua satisfação e interesse renovado decorrentes da reconstrução conjunta da área da garagem.
The current study deals with the importance of the educational environment, more concretely in the classroom, as an environment which promotes free play for children of preschool age. When implementing the curriculum, it is possible that kindergarten teachers value the importance of free play as a constructive tool, contributing positively to the full development of children. It is through play that children liberate their minds, awakening senses to give meaning to actions thus developing creativity and imagination. Consequently, the role of the kindergarten teacher should be to support the full development of children by empowering their autonomy and participation in the learning process. This study reports periods of observation carried out during an internship in a class of 23 children with ages between 4 and 5 years. To better understand the importance of the teacher’s role in promoting an educational environment, with children’s collaboration, a project was conducted composed by eight activities which were implemented to promote the improvement of an identified area of play in the classroom. Thus, to collect data, direct observation was carried out supported by field notes, reporting on play in the classroom before its improvement. Individual interviews were also completed, after the intervention, which sustained the level of pleasure gained by improving the educational environment.
The current study deals with the importance of the educational environment, more concretely in the classroom, as an environment which promotes free play for children of preschool age. When implementing the curriculum, it is possible that kindergarten teachers value the importance of free play as a constructive tool, contributing positively to the full development of children. It is through play that children liberate their minds, awakening senses to give meaning to actions thus developing creativity and imagination. Consequently, the role of the kindergarten teacher should be to support the full development of children by empowering their autonomy and participation in the learning process. This study reports periods of observation carried out during an internship in a class of 23 children with ages between 4 and 5 years. To better understand the importance of the teacher’s role in promoting an educational environment, with children’s collaboration, a project was conducted composed by eight activities which were implemented to promote the improvement of an identified area of play in the classroom. Thus, to collect data, direct observation was carried out supported by field notes, reporting on play in the classroom before its improvement. Individual interviews were also completed, after the intervention, which sustained the level of pleasure gained by improving the educational environment.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Brincadeira livre Pré-escolar Ambiente educativo Free play Preschool Educational environment