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A complementaridade dos diversos espaços interiores e exteriores na aprendizagem e desenvolvimento das crianças em educação pré-escolar
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Abstract(s)
Com o objetivo de identificar e compreender os benefícios, desafios e estratégias para
promover a complementaridade entre os espaços educativos interiores e exteriores, dentro e
fora do contexto do jardim de infância, apresenta-se um estudo desenvolvido numa sala de
educação pré-escolar, envolvendo um grupo de dezassete crianças com idades heterógenas (3-
6 anos).
O estudo, de natureza qualitativa, baseou-se na observação das dinâmicas diárias de
um grupo de crianças e nas informações provenientes de uma entrevista realizada à educadora
cooperante do estágio. Esta abordagem permitiu uma análise e reflexão aprofundadas sobre o
objeto de estudo: a organização e a complementaridade dos espaços educativos.
Os resultados revelaram benefícios relacionados com o desenvolvimento de
competências como autonomia, independência e criatividade nas crianças, à diversidade de
experiências e ao desenvolvimento de aprendizagens mais significativas, decorrentes da sua
ligação direta com as vivências das crianças.
No que se relaciona com as dificuldades, os dados evidenciaram que as condições
climatéricas adversas e a escassez de tempo e recursos são os principais obstáculos identificados
pela educadora entrevistada.
Na investigação sobre a complementaridade entre espaços educativos, os dados
evidenciaram que diversificar as experiências das crianças entre os espaços dentro e fora do
jardim de infância, englobando contextos públicos e privados, culturais e recreativos, foi
fundamental para enriquecer e atribuir significado às suas vivências. Esta abordagem serviu de
suporte ao desenvolvimento curricular como também se revelou crucial para promover de forma
significativa o desenvolvimento e a aprendizagem das crianças.
ABSTRACT: To identify and understand the benefits, challenges, and strategies to promote complementarity between educational spaces, both indoors and outdoors, within and beyond the kindergarten context, a qualitative study was conducted in a preschool classroom involving a group of seventeen children aged 3-6 years. The qualitative study was based on daily observations of the children's dynamics and insights gathered from an interview with a cooperating preschool educator. This approach facilitated a thorough analysis and reflection on the study's focus: the organization and complementarity of educational spaces. The results indicated that the benefits are associated with the development of skills such as autonomy, independence, and creativity in children, the diversity of experiences, and the enhancement of differentiated experiences leading to significant learning outcomes, as they are directly linked to the children's experiences. Regarding challenges, the data highlighted that adverse weather conditions and a shortage of time and resources were the primary obstacles identified by the interviewed educator. In the research on the complementarity between educational spaces, the data showed that diversifying children's experiences between indoor and outdoor environments in kindergarten, encompassing public and private, cultural, and recreational contexts, was crucial for enriching and giving meaning to their experiences. This approach supported curriculum development and proved essential in promoting significant development and learning in children.
ABSTRACT: To identify and understand the benefits, challenges, and strategies to promote complementarity between educational spaces, both indoors and outdoors, within and beyond the kindergarten context, a qualitative study was conducted in a preschool classroom involving a group of seventeen children aged 3-6 years. The qualitative study was based on daily observations of the children's dynamics and insights gathered from an interview with a cooperating preschool educator. This approach facilitated a thorough analysis and reflection on the study's focus: the organization and complementarity of educational spaces. The results indicated that the benefits are associated with the development of skills such as autonomy, independence, and creativity in children, the diversity of experiences, and the enhancement of differentiated experiences leading to significant learning outcomes, as they are directly linked to the children's experiences. Regarding challenges, the data highlighted that adverse weather conditions and a shortage of time and resources were the primary obstacles identified by the interviewed educator. In the research on the complementarity between educational spaces, the data showed that diversifying children's experiences between indoor and outdoor environments in kindergarten, encompassing public and private, cultural, and recreational contexts, was crucial for enriching and giving meaning to their experiences. This approach supported curriculum development and proved essential in promoting significant development and learning in children.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação PréEscolar
Keywords
Organização dos espaços interiores e exteriores Espaços públicos Complementaridade entre espaços educativos Educação pré-escolar Organization of indoor and outdoor spaces Public spaces Complementarity between educational spaces Pré-school education