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Um sistema de acompanhamento das crianças (SAC) em jardim-de-infância – Uma via para a diferenciação pedagógica e inclusão
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Advisor(s)
Abstract(s)
O projecto de investigação-acção Avaliação em Educação Pré-Escolar – Sistema de Acompanhamento das Crianças1 focalizou-se no desenvolvimento de um instrumento para apoio à Prática Pedagógica em contextos de Educação de Infância, facilitando a relação entre as práticas de observação, avaliação e edificação curricular, protagonizadas pelos educadores, como via para a diferenciação pedagógica e inclusão. No enquadramento das Orientações Curriculares para a Educação Pré-Escolar (OCEPE) (ME, 1997) e inspirado no Process-Oriented Child Monitoring System (Laevers, Vandenbusschh, Kog, & Depondt, 1997), o Sistema de Acompanhamento das Crianças (SAC) assenta numa atitude do adulto/educador caracterizada por atenção, respeito e confiança nas competências da criança e propõe um ciclo contínuo de observação – avaliação/reflexão – intervenção, em que as variáveis processuais Implicação e Bem-Estar Emocional são os parâmetros que permitem ao educador continuamente aferir as características contextuais/oportunidades de aprendizagem e desenvolvimento que oferece às crianças – individualizando e optimizando a intervenção. Neste artigo, partilharemos alguns aspectos ilustrativos de virtualidades do SAC na intervenção junto de crianças a experienciar dificuldades emocionais e/ou de desenvolvimento, em contexto de jardim-de-infância.
The action-research project Evaluation in Early Childhood Education – Children Follow-up Instrument has been focused on developing an instrument to support Pedagogical Practice in Early Childhood settings, in order to facilitate the relationship between observation, assessment and curriculum development, as a route to pedagogical differentiation, based on the experiential attitude of the early childhood teacher (ECT). In the framework of the Curricular Orientations for Pre-School Education (ME, 1997) and inspired in the Process-Oriented Child Monitoring System (Laevers, Vandenbuss chh, Kog, & Depondt, 1997), the children follow-up instrument is founded on an attitude 146 characterized by respect, attention and trust on the competencies of the child, and it proposes a continuo us cycle of observation – assessment/reflection – intervention, where the process variables Involvem ent and Emotional Well-Being are the parameters that aloud the ECT to continuousl y assert the context characteristics/learning and development opportunities he/she offers the childre n – individualiz ing and optimizing the intervention. In this article, we’ll share some aspects highlighting the value of the instrument, when the aim is to intervene with pre-school children who are experiencing emotion al and/or developmental difficulties.
The action-research project Evaluation in Early Childhood Education – Children Follow-up Instrument has been focused on developing an instrument to support Pedagogical Practice in Early Childhood settings, in order to facilitate the relationship between observation, assessment and curriculum development, as a route to pedagogical differentiation, based on the experiential attitude of the early childhood teacher (ECT). In the framework of the Curricular Orientations for Pre-School Education (ME, 1997) and inspired in the Process-Oriented Child Monitoring System (Laevers, Vandenbuss chh, Kog, & Depondt, 1997), the children follow-up instrument is founded on an attitude 146 characterized by respect, attention and trust on the competencies of the child, and it proposes a continuo us cycle of observation – assessment/reflection – intervention, where the process variables Involvem ent and Emotional Well-Being are the parameters that aloud the ECT to continuousl y assert the context characteristics/learning and development opportunities he/she offers the childre n – individualiz ing and optimizing the intervention. In this article, we’ll share some aspects highlighting the value of the instrument, when the aim is to intervene with pre-school children who are experiencing emotion al and/or developmental difficulties.
Description
Keywords
Atitude experiencial Avaliação Crianças em dificuldade Diferenciação pedagógica Implicação e bem-estar emocional Assessment Experiential attitude Involvement and emotional well-being Pedagogical differentiation
Citation
Publisher
Instituto Superior de Psicologia Aplicada