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Intervenção precoce na infância : um olhar sobre a prevenção
Advisor(s)
Abstract(s)
O presente documento surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada em Jardim de Infância, parte integrante do Mestrado em Educação Pré-Escolar, conducente ao grau de Mestre em Educação Pré-Escolar da Escola Superior de Educadores de Infância Maria Ulrich e do ISPA – Instituto Universitário.
A Prática Supervisionada em Jardim de Infância, teve lugar numa instituição de cariz privado, com um grupo heterogéneo de crianças, de idades compreendidas entre os 3 e os 5 anos. No grupo, destacavam-se três crianças que se isolavam em diversos momentos, tendo este comportamento desencadeado as questões que acompanharam este estudo.
As questões de partida e a recolha de informação, nascem de observações realizadas a estas crianças no contexto natural do quotidiano no jardim de infância.
O estudo teve como base uma metodologia qualitativa, recorrendo a instrumentos de pesquisa específicos, nomeadamente as observações realizadas que, posteriormente, foram reproduzidas em notas de campo, bem como entrevistas para aprofundar e clarificar questões provenientes da observação.
Neste contexto, foi estudado o modo como podemos organizar o espaço, tempo, estratégias, de forma a ir ao encontro de crianças com comportamentos de isolamento, potenciando a sua interação com os pares no grupo, procurando também perceber qual o papel dos pares na sua inclusão. Ademais, no caso de ser necessário referenciar estas crianças para o apoio das Equipas de Intervenção Precoce, procurei compreender quais os procedimentos a realizar e como envolver a família neste processo.
This document comes within the scope of the Curricular Unit for Supervised Teaching Practice in Kindergarten, an integral part of the Master's Degree in Pre-School Education, leading to the Master's Degree in Pre-School Education of the School of Early Childhood Educators Maria Ulrich and ISPA - University Institute. The Supervised Practice in kindergarten took place in a private institution with a heterogeneous group of children, aged between 3 and 5 years old. In this group, three children stood out because they isolated themselves at different times, and this behavior triggered the issues that accompanied this study. The starting points and the collection of information arise from observations made to these children in the natural context of daily life in kindergarten. The study was based on a qualitative methodology, using specific research tools, including observations which were later reproduced in field data, as well as interviews to deepen and clarify issues from observation. In this context, we have studied how we can organize space, time, strategies, in order to reach out to children with isolation behaviors, enhancing their interaction with peers in the group and also seeking to understand the role of peers in their inclusion. Furthermore, in case these children need to be referred to the support of the Early Intervention Teams, I have tried to understand what procedures should be followed and how to involve the family in this process.
This document comes within the scope of the Curricular Unit for Supervised Teaching Practice in Kindergarten, an integral part of the Master's Degree in Pre-School Education, leading to the Master's Degree in Pre-School Education of the School of Early Childhood Educators Maria Ulrich and ISPA - University Institute. The Supervised Practice in kindergarten took place in a private institution with a heterogeneous group of children, aged between 3 and 5 years old. In this group, three children stood out because they isolated themselves at different times, and this behavior triggered the issues that accompanied this study. The starting points and the collection of information arise from observations made to these children in the natural context of daily life in kindergarten. The study was based on a qualitative methodology, using specific research tools, including observations which were later reproduced in field data, as well as interviews to deepen and clarify issues from observation. In this context, we have studied how we can organize space, time, strategies, in order to reach out to children with isolation behaviors, enhancing their interaction with peers in the group and also seeking to understand the role of peers in their inclusion. Furthermore, in case these children need to be referred to the support of the Early Intervention Teams, I have tried to understand what procedures should be followed and how to involve the family in this process.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-escolar
Keywords
Jardim deinfância Intervenção precoce na infância Prevenção Isolamento social Kindergarten Early iIntervention in childhood Prevention Social isolation