Loading...
Publication
Autorregulação: “O que é isso? Preciso disso para brincar?”
Advisor(s)
Abstract(s)
A autorregulação de competências emocionais e comportamentais em idade pré-escolar assume-se como fator chave no desenvolvimento infantil. Este estudo, realizou uma revisão de literatura desse constructo a par de uma intervenção nas práticas educativas. Estas, focaram-se na promoção da capacidade da criança se autorregular a nível emocional e comportamental, através de atividades que visavam promover o reconhecimento das suas emoções, bem como as do outro.
O estudo foi realizado em contexto pré-escolar, com vinte e quatro crianças com idades compreendidas entre os quatro e cinco anos, numa instituição particular de solidariedade social, em Lisboa. Contou, ainda, com a cooperação da educadora de sala.
Com o objetivo de munir as crianças com instrumentos promotores de competências emocionais e comportamentais equilibradas e ajustáveis ao contexto social e educativo em questão, foi desenvolvida uma intervenção dividida em três blocos - um primeiro bloco direcionado à aquisição de regras de sala; um segundo, focado em sessões de relaxamento assentes na meditação/Mindfulness; e um terceiro bloco promotor do reconhecimento das emoções e sentimentos básicos do ser humano (alegria, tristeza, medo, zanga). Carateriza-se por apresentar uma metodologia qualitativa, que sucede de uma observação prévia, desenvolvendo-se a intervenção através de uma espiral autorreflexiva. Os métodos utilizados para a construção deste conhecimento específico são as observações diretas de comportamentos, com e sem intervenção. Os instrumentos de avaliação e de recolha de dados utilizados foram as notas de campo, enquanto registo das observações e os registos das partilhas das crianças sobre as atividades experienciadas.
Em suma, e após a intervenção, concluo que as crianças em idade pré-escolar, identificam e descrevem as emoções primárias, evidenciam sentimentos de empatia para com os pares, e apresentam melhorias nas suas capacidades relacionais, contribuindo para um melhor ambiente educativo. O papel do Educador de Infância assume relevância nestas aquisições, pela proposta pedagógica intencional que as potenciou.
ABSTRACT: Self-regulation of emotional and behavioural competences at preschool age is a key factor in child development. This study carried out a literature review of this construct along with an intervention in educational practices. These focused on promoting the child's ability to self-regulate on an emotional and behavioural level through activities that were sought to promote the recognition of their emotions as well as those of other. The study was carried out in a pre-school setting, with twenty-four children aged between four and five years, in a private social solidarity institution in Lisbon. The research also counted on the cooperation of the classroom educator. With the aim of providing children with instruments that promote emotional and behavioural skills, that are balanced and adjustable to the social and educational context in question, an intervention was developed divided into three blocks - a first block directed to the acquisition of classroom rules; a second, focused on relaxation sessions based on meditation / Mindfulness; and a third block, promoting the recognition of the emotions and basic feelings of the human being (joy, sadness, fear, anger). It is characterized by a qualitative methodology, which follows from a previous observation. The intervention was developed through a self-reflexive spiral. The methods used to construct this specific knowledge are direct observations of behaviours, with and without intervention. The evaluation and data collection instruments used were field notes, while recording the observations, and records of the children's voice, sharing their feelings and opinions about the activities experienced. In short, I conclude that children identify and describe primary emotions, show empathy for peers, and emphasize improvements in relational skills, contributing to a better educational environment. The role of the Childhood Educator assumes relevance in these acquisitions, by the intentional pedagogical proposal that has empowered them.
ABSTRACT: Self-regulation of emotional and behavioural competences at preschool age is a key factor in child development. This study carried out a literature review of this construct along with an intervention in educational practices. These focused on promoting the child's ability to self-regulate on an emotional and behavioural level through activities that were sought to promote the recognition of their emotions as well as those of other. The study was carried out in a pre-school setting, with twenty-four children aged between four and five years, in a private social solidarity institution in Lisbon. The research also counted on the cooperation of the classroom educator. With the aim of providing children with instruments that promote emotional and behavioural skills, that are balanced and adjustable to the social and educational context in question, an intervention was developed divided into three blocks - a first block directed to the acquisition of classroom rules; a second, focused on relaxation sessions based on meditation / Mindfulness; and a third block, promoting the recognition of the emotions and basic feelings of the human being (joy, sadness, fear, anger). It is characterized by a qualitative methodology, which follows from a previous observation. The intervention was developed through a self-reflexive spiral. The methods used to construct this specific knowledge are direct observations of behaviours, with and without intervention. The evaluation and data collection instruments used were field notes, while recording the observations, and records of the children's voice, sharing their feelings and opinions about the activities experienced. In short, I conclude that children identify and describe primary emotions, show empathy for peers, and emphasize improvements in relational skills, contributing to a better educational environment. The role of the Childhood Educator assumes relevance in these acquisitions, by the intentional pedagogical proposal that has empowered them.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Psicologia Social e das Organizações Educação Pré – Escolar E Ensino Do 1º Ciclo Do Ensino Básico
Keywords
Competências emocionais Competências comportamentais Autorregulação Educação pré-escolar Emotional competences Behavioural competences Self-regulation Preschool education