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Autorregulação das aprendizagens no tempo de estudo autónomo (TEA) numa turma de 2º ano
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Advisor(s)
Abstract(s)
Este Relatório de Estágio em Prática de Ensino Supervisionada relata a transição
da Educação Pré-Escolar para o 1.º Ciclo do Ensino Básico, destacando que é um
momento crucial na vida das crianças, das famílias e dos profissionais de educação. Este
processo envolve a perda do ambiente conhecido, a adaptação a novas rotinas e a
integração num contexto mais formal. A colaboração entre os profissionais, a
comunicação eficaz entre as famílias, a preparação adequada das crianças e a criação de
estratégias para facilitar a transição são de extrema importância para garantir uma
adaptação suave e positiva. A transição proporciona oportunidades únicas para o
desenvolvimento das crianças e a continuidade das aprendizagens, preparando-as para os
desafios do 1.º CEB.
O objetivo deste estudo foi conhecer as estratégias que os profissionais de
educação das diversas valências devem adotar para facilitar esta adaptação, identificar as
suas dificuldades, e compreender como é que as crianças se sentiam no processo de
transição. Utilizando uma metodologia qualitativa, foram feitas observações diretas e
entrevistas semiestruturadas com uma educadora, um professor e a crianças. Estas
entrevistas focaram práticas de transição, envolvimento familiar e experiência infantil,
captando uma visão autêntica e abrangente do processo.
Os resultados deste estudo destacam que uma abordagem integrada e colaborativa
é essencial para facilitar a transição do Pré-Escolar para o 1º CEB. A comunicação entre
ciclos, o apoio emocional e pedagógico dos educadores e a participação ativa das famílias
são estratégias eficazes para preparar as crianças emocionalmente e suavizar sua
adaptação à nova etapa.
ABSTRACT: This Supervised Teaching Practice Internship Report reports on the transition from pre-school to primary school, emphasising that it is a crucial moment in the lives of children, families and education professionals. This process involves losing the familiar environment, adapting to new routines and integrating into a more formal context. Collaboration between professionals, effective communication between families, adequate preparation of children and the creation of strategies to facilitate the transition are extremely important to ensure a smooth and positive adaptation. Transition provides unique opportunities for children's development and continuity of learning, preparing them for the challenges of primary school. The aim of this study was to find out what strategies education professionals in the different settings should adopt to facilitate this adaptation, identify their difficulties and understand how the children felt about the transition process. Using a qualitative methodology, direct observations and semi-structured interviews were carried out with an educator, a teacher and children. These interviews focussed on transition practices, family involvement and child experience, capturing an authentic and comprehensive view of the process. The results of this study emphasise that an integrated and collaborative approach is essential to facilitate the transition from pre-school to primary school. Communication between cycles, emotional and pedagogical support from educators and the active participation of families are effective strategies for preparing children emotionally and smoothing their adaptation to the new stage.
ABSTRACT: This Supervised Teaching Practice Internship Report reports on the transition from pre-school to primary school, emphasising that it is a crucial moment in the lives of children, families and education professionals. This process involves losing the familiar environment, adapting to new routines and integrating into a more formal context. Collaboration between professionals, effective communication between families, adequate preparation of children and the creation of strategies to facilitate the transition are extremely important to ensure a smooth and positive adaptation. Transition provides unique opportunities for children's development and continuity of learning, preparing them for the challenges of primary school. The aim of this study was to find out what strategies education professionals in the different settings should adopt to facilitate this adaptation, identify their difficulties and understand how the children felt about the transition process. Using a qualitative methodology, direct observations and semi-structured interviews were carried out with an educator, a teacher and children. These interviews focussed on transition practices, family involvement and child experience, capturing an authentic and comprehensive view of the process. The results of this study emphasise that an integrated and collaborative approach is essential to facilitate the transition from pre-school to primary school. Communication between cycles, emotional and pedagogical support from educators and the active participation of families are effective strategies for preparing children emotionally and smoothing their adaptation to the new stage.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no Ispa – Instituto Universitário para
obtenção de grau de Mestre em Educação Pré-Escolar
e Ensino do 1.º Ciclo do Ensino Básico
Keywords
Ensino do 1.º Ciclo Movimento da Escola Moderna Plano individual de trabalho Tempo de estudo autónomo Autorregulação das aprendizagens Transition Pre-school Primary Children Family Professionals