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Grupos etários heterogéneos: Vantagens, papel do educador e perspetiva das famílias
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Abstract(s)
Este relatório apresenta um estudo sobre grupos etários heterogéneos em jardim de infância, surgindo da curiosidade pela temática e da necessidade de conhecer diversas estratégias que auxiliem a prática dos educadores.
O estudo foi desenvolvido num grupo com 20 crianças de idades compreendidas entre os 3 e os 6 anos.
Procurou-se compreender: as vantagens da organização de grupos etários heterogéneos; como se se caracterizam as relações e interações entre crianças; a gestão das rotinas e propostas no grupo; como é que o/a educador/a pode apoiar as crianças nas suas aprendizagens; o que pensam as famílias sobre os grupos heterogéneos.
Optou-se por uma abordagem mista (qualitativa e quantitativa) recorrendo à observação para interpretar as ações das crianças e educadora, a uma entrevista à educadora e ao questionário para perceber a perspetiva das famílias.
As informações recolhidas evidenciaram a existência de vantagens na organização de um grupo etário heterogéneo e que todas as crianças podiam beneficiar. No entanto para que assim seja é necessário que o educador: abrace a diferença como algo natural; promova diversas situações que estimulem a relação entre crianças de diferentes idades, a interajuda e a empatia; planeie as propostas consoante as caraterísticas do desenvolvimento das crianças; esteja atento em todos os momentos. Relativamente às relações entre crianças, o estudo evidenciou que as crianças não escolhiam os seus pares com base na idade, mas sim na amizade. A grande maioria das famílias considerou existirem benefícios para todas as crianças, reconhecendo sobretudo que estes estavam relacionados com a interação entre pares e as competências sociais.
Este trabalho permitiu recolher evidências para uma reflexão e construção de conhecimento aprofundado sobre esta temática, importantes para uma futura prática profissional.
ABSTRACT: This report presents a study on heterogeneous age groups in kindergarten, arising from curiosity about the subject and the need to learn about different strategies to help educators' practice. The study was carried out in a group of 20 children aged between 3 and 6. We sought to understand: the advantages of organising heterogeneous age groups; how relationships and interactions between children are characterised; the management of routines and proposals in the group; how the teacher can support children in their learning; what families think about heterogeneous groups. We opted for a mixed approach (qualitative and quantitative) using observation to interpret the actions of the children and teacher, an interview with the teacher and a questionnaire to understand the families' perspective. The information gathered showed that there are advantages to organising a heterogeneous age group and that all the children could benefit. However, for this to be the case, the educator needs to: embrace difference as something natural; promote different situations that encourage relationships between children of different ages, mutual help and empathy; plan proposals according to the children's developmental characteristics; be attentive at all times. With regard to relationships between children, the study showed that children did not choose their peers on the basis of age, but on the basis of friendship. The vast majority of families considered that there were benefits for all children, recognising above all that these were related to peer interaction and social skills. This work made it possible to gather evidence for reflection and the construction of in-depth knowledge on this subject, which is important for future professional practice.
ABSTRACT: This report presents a study on heterogeneous age groups in kindergarten, arising from curiosity about the subject and the need to learn about different strategies to help educators' practice. The study was carried out in a group of 20 children aged between 3 and 6. We sought to understand: the advantages of organising heterogeneous age groups; how relationships and interactions between children are characterised; the management of routines and proposals in the group; how the teacher can support children in their learning; what families think about heterogeneous groups. We opted for a mixed approach (qualitative and quantitative) using observation to interpret the actions of the children and teacher, an interview with the teacher and a questionnaire to understand the families' perspective. The information gathered showed that there are advantages to organising a heterogeneous age group and that all the children could benefit. However, for this to be the case, the educator needs to: embrace difference as something natural; promote different situations that encourage relationships between children of different ages, mutual help and empathy; plan proposals according to the children's developmental characteristics; be attentive at all times. With regard to relationships between children, the study showed that children did not choose their peers on the basis of age, but on the basis of friendship. The vast majority of families considered that there were benefits for all children, recognising above all that these were related to peer interaction and social skills. This work made it possible to gather evidence for reflection and the construction of in-depth knowledge on this subject, which is important for future professional practice.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar, criado por Aviso criado por Aviso n.º 9785/2022, publicado no Diário da República, 2.ª série, n.º 93 de 13 de maio de 2022.
Keywords
Jardim-de-infância Idades heterogéneas Educador Heterogeneous ages Kindergarten Educator