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Publication
O meu filho vai para a escola dos crescidos : a transição da educação pré-escolar para o 1º ano do 1º ciclo do ensino básico aos olhos da família
Advisor(s)
Abstract(s)
Esta investigação teve como principal objetivo compreender quais as perceções das famílias acerca da transição entre a educação pré-escolar e o primeiro ano do primeiro ciclo do ensino básico, nas suas mais variadas vertentes.
Tendo como base uma metodologia quantitativa descritiva neste estudo, foram então aplicados dois questionários: um aplicado a 64 Encarregados de Educação de crianças a frequentar o último ano do Jardim de Infância e outro aplicado a 44 Encarregados de Educação de crianças já a frequentar o primeiro ano.
Ao tratar e analisar todos os dados recolhidos, foi possível verificar que os pais se sentem pouco envolvidos pelas instituições escolares que os seus filhos frequentam, mostrando interesse e oferecendo soluções para que hajam alterações neste sentido; compreendeu-se que os pais percecionam que as crianças apresentam principalmente um nível elevado de sentimentos positivos face à transição escolar; que na perceção de autoeficácia que estes pais têm no que toca ao seu próprio envolvimento se sentem muito autoeficazes; foi também possível verificar que no que toca às diferenças entre os dois ciclos em estudo, as que mais foram ressaltaram pelos pais foram as mudanças associadas à criança, as mudanças em relação às estratégias de ensino e de aprendizagem e as alterações nas rotinas; e por fim, no que toca aos sentimentos que surgem por parte dos pais em relação ao processo de transição, estes apresentam elevados níveis de sentimentos positivos quando solicitado que pensem nos seus filhos a ingressar no 1º ano.
This investigation had as main objective to understand which were the families' perceptions about the transition between pre-school education and the elementary school, in its most varied aspects. Based on a descriptive quantitative methodology in this study, two quizes were then applied: one applied to 64 parents of children attending the last year of kindergarten and another applied to 44 parents of children already attending the first year of elementary school. When treating and analyzing all the data collected, it was possible to verify that parents feel little involved by the school institutions that their children attend, showing interest and offering solutions so that there are changes in this sense; it was understood that parents perceive that children mainly have a high level of positive feelings towards the school transition; that in the perception of self-efficacy these parents have regard to their own involvement they feel very self-effective; it was also possible to verify that regarding to the differences between the two cycles under study, the ones that were most highlighted by the parents were the changes associated with the child, the changes in relation to the teaching and learning strategies and the changes in the routines; and finally, regarding to the feelings that arise from the parents in relation to the transition process, they have high levels of positive feelings when asked to think about their children entering the 1st year of elementary school.
This investigation had as main objective to understand which were the families' perceptions about the transition between pre-school education and the elementary school, in its most varied aspects. Based on a descriptive quantitative methodology in this study, two quizes were then applied: one applied to 64 parents of children attending the last year of kindergarten and another applied to 44 parents of children already attending the first year of elementary school. When treating and analyzing all the data collected, it was possible to verify that parents feel little involved by the school institutions that their children attend, showing interest and offering solutions so that there are changes in this sense; it was understood that parents perceive that children mainly have a high level of positive feelings towards the school transition; that in the perception of self-efficacy these parents have regard to their own involvement they feel very self-effective; it was also possible to verify that regarding to the differences between the two cycles under study, the ones that were most highlighted by the parents were the changes associated with the child, the changes in relation to the teaching and learning strategies and the changes in the routines; and finally, regarding to the feelings that arise from the parents in relation to the transition process, they have high levels of positive feelings when asked to think about their children entering the 1st year of elementary school.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Transição escolar Educação pré-escolar Primeiro ciclo Família school transition Pre-school education Eementary school Family