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Publication
Loose parts play na educação pré-escolar
Advisor(s)
Abstract(s)
O presente relatório apresenta um estudo realizado sobre o loose parts play na educação
de infância, prendendo-se numa problemática considerada pertinente, por ser uma temática
pouco abordada no contexto português.
O estudo decorreu numa instituição que privilegia o espaço exterior como complemento
da sala, numa sala com um grupo heterogéneo (3-6 anos).
As questões de partida surgiram do interesse e curiosidade em aprofundar o impacto do
loose parts play na educação de infância, assim como a prática do educador de infância na sua
provisão: Que tipologias de jogo ocorrem na exploração de loose parts no espaço exterior?;
Que tipo de interações sociais são provocadas pela exploração de loose parts no espaço
exterior?; Qual o papel do educador na provisão de loose parts play?
O estudo teve por base uma metodologia qualitativa, recorrendo a instrumentos como a
observação, que se traduziu em notas de campo e em grelhas de observação, a entrevista que
permitiu compreender melhor o papel do educador de infância na provisão de loose parts play,
e os registos e reflexões realizados durante a intervenção em estágio.
Com os dados recolhidos e com as leituras realizadas, foi possível aprofundar
conhecimentos sobre a temática em estudo, destacando-se: a exploração de loose parts promove
uma grande variedade de tipologias de jogo e provoca interações cooperativas em grupo; é
fulcral observar as brincadeiras, explorações e interações, realizar o planeamento do espaço,
dos materiais e da sua introdução, assim como dar às crianças autonomia de arrumação e
verificação dos materiais.
The present report presents a study on the loose parts play in early childhood education, focusing on an issue considered pertinent, as it is a theme not so often addressed in the Portuguese context. The study took place in an institution that privileges the outdoor as a complement to the classroom, in a class with a heterogeneous group (3-6 years old). The starting questions emerged from the interest and curiosity in deepening the impact of loose parts play in early childhood education, as well as the educator's practice in its provision: What types of play occur in the exploration of loose parts in outdoor?; What types of social interactions are caused by the exploration of loose parts in outdoor?; What is the educator's role in the provision of loose parts play? The study was based on a qualitative methodology, using instruments such as observation, which took the form of field notes and observation grids, the interview that allowed us to better understand the role of the kindergarten teacher in the provision of loose parts play, and the records and reflections made during the intervention in the internship. With the data collected and the readings made, it was possible to deepen our knowledge about the subject under study: highlighting that the exploration of loose parts promotes a wide variety of play types and leads to cooperative group interactions, as well as observing the play, exploration and interactions, planning the space, the materials and their introduction, and giving children the autonomy to store and check materials are crucial.
The present report presents a study on the loose parts play in early childhood education, focusing on an issue considered pertinent, as it is a theme not so often addressed in the Portuguese context. The study took place in an institution that privileges the outdoor as a complement to the classroom, in a class with a heterogeneous group (3-6 years old). The starting questions emerged from the interest and curiosity in deepening the impact of loose parts play in early childhood education, as well as the educator's practice in its provision: What types of play occur in the exploration of loose parts in outdoor?; What types of social interactions are caused by the exploration of loose parts in outdoor?; What is the educator's role in the provision of loose parts play? The study was based on a qualitative methodology, using instruments such as observation, which took the form of field notes and observation grids, the interview that allowed us to better understand the role of the kindergarten teacher in the provision of loose parts play, and the records and reflections made during the intervention in the internship. With the data collected and the readings made, it was possible to deepen our knowledge about the subject under study: highlighting that the exploration of loose parts promotes a wide variety of play types and leads to cooperative group interactions, as well as observing the play, exploration and interactions, planning the space, the materials and their introduction, and giving children the autonomy to store and check materials are crucial.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto Universitário para
obtenção de grau de Mestre em Educação Pré-escolar,
Keywords
Jardim de infância Loose parts play Espaço exterior Kindergarten Outdoor