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Literacia na Educação Pré-Escolar
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Abstract(s)
O presente Relatório da Prática do Ensino Supervisionada nasceu da vontade de compreender melhor a intervenção pedagógica na Educação Infantil, no âmbito da literacia emergente. Assim, estabelecemos como principais objetivos: motivar as crianças para a descoberta e exploração de leitura e da escrita; promover oportunidades de uma maior participação das famílias no processo da aprendizagem das crianças; criar condições de o grupo desenvolver os seus conhecimentos sobre a funcionalidade da linguagem escrita. Implementámos as atividades com crianças do JI, de cinco e seis anos, promovendo a interação das famílias, a fim de chegar à melhor forma de construir uma pedagogia de qualidade na Educação Pré-Escolar (EPE) e de motivar as crianças para a leitura e escrita.
Para a recolha de dados reorganizámos e dinamizámos a área da Biblioteca, com a escolha de um novo móvel, num outro recanto da sala, apetrechado de novos livros, que as crianças requisitassem. E ainda realizámos entrevistas às crianças, que contemplassem a funcionalidade da leitura e da escrita, e promovemos atividades de descoberta e de exploração da leitura e da escrita. Para este trabalho usámos a metodologia qualitativa definida como investigação-ação, a qual implica um processo de avaliação contínua.
Os resultados das atividades permitiram concluir que os pais acompanharam efetivamente os seus filhos no processo de aprendizagem; verificámos que ocorreram mudanças no ambiente educativo da sala e houve algum crescimento no grupo alvo, dada a crescente motivação das crianças no âmbito da literacia emergente.
This Supervised Teaching Practice Report comes up from the desire to better understand the pedagogical intervention in early childhood education, as part of emergent literacy. Thus, we have established as main objectives: to motivate children to discover and explore reading and writing; to promote opportunities for greater participation of families in children's learning process; to create conditions for the group to develop their knowledge of the written language functionality. We implemented the activities with kinder garden’s five and six year’s children, promoting the interaction of families, in order to achieve a quality teaching in Pre School Education and to motivate children to read and write. With this purpose we renewed the library’s area. We choose new furniture, in another corner of the room, equipped of new books that children could borrow. And still we held interviews with children, that addressed the reading and writing functionality, and promote discovery and reading and writing exploration. For this we used a qualitative methodology defined as action research, which involves an ongoing evaluation process. The results showed that parents actually accompanied their children in the learning process. We found that there were changes in the educational environment of the room and there was some growth in the target group, given the increasing motivation of children in the context of emergent literacy.
This Supervised Teaching Practice Report comes up from the desire to better understand the pedagogical intervention in early childhood education, as part of emergent literacy. Thus, we have established as main objectives: to motivate children to discover and explore reading and writing; to promote opportunities for greater participation of families in children's learning process; to create conditions for the group to develop their knowledge of the written language functionality. We implemented the activities with kinder garden’s five and six year’s children, promoting the interaction of families, in order to achieve a quality teaching in Pre School Education and to motivate children to read and write. With this purpose we renewed the library’s area. We choose new furniture, in another corner of the room, equipped of new books that children could borrow. And still we held interviews with children, that addressed the reading and writing functionality, and promote discovery and reading and writing exploration. For this we used a qualitative methodology defined as action research, which involves an ongoing evaluation process. The results showed that parents actually accompanied their children in the learning process. We found that there were changes in the educational environment of the room and there was some growth in the target group, given the increasing motivation of children in the context of emergent literacy.
Description
Relatório de Prática de Ensino Supervisionada apresentado no ISPA - Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Literacia emergente Leitura Escrita Educação pré-escolar Contexto familiar Escolar Social Emergent literacy Reading Writing Preschool education Family background School Social