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Acolher para aprender: O papel da dinâmica de acolhimento no currículo HighScope
Advisor(s)
Abstract(s)
O presente relatório emerge de um trabalho de investigação de natureza qualitativa, realizado ao longo de um estágio curricular numa turma de 1.º ano, inserida num contexto educativo privado que se rege pela abordagem HighScope.
O estudo foca-se na análise da dinâmica de acolhimento, mais especificamente, o quadro de mensagens e o check-in emocional, enquanto estratégias pedagógicas que promovem a aprendizagem ativa, o sentido de pertença e o desenvolvimento socioemocional das crianças – tendo como ponto de partida, as seguintes questões de investigação: 1) “De que forma ocorre
a dinâmica inicial de acolhimento, mais especificamente, o quadro de mensagens e qual a sua intencionalidade educativa?”, 2) “De que forma o check-in das emoções promove o desenvolvimento de competências socioemocionais nas crianças?” e, por fim, 3) “Qual o
contributo da dinâmica de acolhimento para o ambiente de sala de aula e para a aprendizagem, tanto na perspetiva do docente como das crianças?”.
Através da observação participante, entrevistas, conversas focus group e análise reflexiva, procurou-se compreender a intencionalidade pedagógica subjacente a estes momentos e o seu papel na promoção de competências sociais, emocionais e cognitivas.
Este estudo evidenciou que o momento de quadro de mensagens deve ser intencionalmente planeado, de forma a estimular o pensamento das crianças e acolhê-las emocionalmente. Por sua vez, o check-in, enquanto prática da instituição educativa, revelou-se um espaço privilegiado de aprendizagem socioemocional. Desta forma, constatou-se que o momento de acolhimento é perspetivado por profissionais e crianças, como um momento imprescindível da rotina diária, uma vez que promove um clima emocionalmente seguro,
fortalecendo os vínculos entre os membros do grupo e potenciando a participação ativa no processo de aprendizagem dos alunos.
This report is the result of qualitative research carried out during a curricular internship in a first-year class in a private educational context governed by the HighScope approach. The study focuses on analysing the dynamics of welcoming children, more specifically, the message board and emotional check-in, as pedagogical strategies that promote active learning, a sense of belonging, and the socio-emotional development of children. It takes the following research questions as its starting point: 1) "How does the initial welcoming dynamic occur, more specifically, the message board and its educational intent?“, 2) ”How does the emotional check-in promote the development of socio-emotional skills in children?“ and, finally, 3) ”What is the contribution of the welcoming dynamic to the classroom environment and learning, both from the perspective of the teacher and the children?" Through participant observation, interviews, focus group conversations, and reflective analysis, we sought to understand the pedagogical intent underlying these moments and their role in promoting social, emotional, and cognitive skills. This study showed that the message board moment should be intentionally planned in order to stimulate children's thinking and welcome them emotionally. In turn, the check-in, as a practice of the educational institution, proved to be a privileged space for social-emotional learning. Thus, it was found that professionals and children view the welcoming moment as an essential part of the daily routine, as it promotes an emotionally safe environment, strengthening the bonds between group members and enhancing active participation in the students' learning process.
This report is the result of qualitative research carried out during a curricular internship in a first-year class in a private educational context governed by the HighScope approach. The study focuses on analysing the dynamics of welcoming children, more specifically, the message board and emotional check-in, as pedagogical strategies that promote active learning, a sense of belonging, and the socio-emotional development of children. It takes the following research questions as its starting point: 1) "How does the initial welcoming dynamic occur, more specifically, the message board and its educational intent?“, 2) ”How does the emotional check-in promote the development of socio-emotional skills in children?“ and, finally, 3) ”What is the contribution of the welcoming dynamic to the classroom environment and learning, both from the perspective of the teacher and the children?" Through participant observation, interviews, focus group conversations, and reflective analysis, we sought to understand the pedagogical intent underlying these moments and their role in promoting social, emotional, and cognitive skills. This study showed that the message board moment should be intentionally planned in order to stimulate children's thinking and welcome them emotionally. In turn, the check-in, as a practice of the educational institution, proved to be a privileged space for social-emotional learning. Thus, it was found that professionals and children view the welcoming moment as an essential part of the daily routine, as it promotes an emotionally safe environment, strengthening the bonds between group members and enhancing active participation in the students' learning process.
Description
Relatório da Prática de Ensino Supervisionada realizado sob a orientação da Prof. Doutora Liliana Salvador, apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e Primeiro Ciclo do Ensino Básico
Keywords
Abordagem HighScope Dinâmica de acolhimento Desenvolvimento socioemocional Aprendizagem ativa Primeiro Ciclo HighScope approach Welcoming dynamics Socio-emotional development Active learning Primary school