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Expectativas das famílias em relação ao jardim de infância
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Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular de Prática Supervisionada em Jardim de Infância, parte integrante do Mestrado em Educação Pré-escolar, pelo ISPA.
A Prática Supervisionada em Jardim de Infância ocorreu numa instituição particular de solidariedade social, que adotou a pedagogia do Movimento da Escola Moderna. O presente estudo reflete sobre as expectativas das famílias, no que acontece no jardim de infância e se essas vivências correspondem às suas expectativas.
As questões abordadas surgiram através de observações e conversas com familiares ao longo de vários anos, durante os quais descreveram a transição de creche para o pré-escolar como um momento de grande impacto para as famílias, crianças e também para os profissionais. Neste contexto, todos os envolvidos desenvolvem expectativas específicas sobre as mudanças significativas no desenvolvimento da criança.
Para o estudo, foi utilizado uma metodologia mista, recorrendo a diversos instrumentos de pesquisa, como a observação, entrevista e questionários, que ajudaram a compreender as expectativas das famílias em relação a essa fase da vida dos seus filhos, o que esperavam que acontecesse, e a perspectiva da educadora sobre como responder a essas expectativas, bem como as dificuldades e estratégias utilizadas.
Com os dados recolhidos e as leituras efectuadas e sintetizadas no enquadramento, foi possível aprofundar conhecimentos teóricos relacionando fatores que facilitam a criação ou a resposta às expectativas familiares. Destacam-se a importância do papel da família na educação, a relação e comunicação, o envolvimento e a gestão durante os momentos de transição.
A análise dos dados recolhidos, em articulação com os referenciais teóricos, confirmou a relevância do tema. Com as respostas obtidas, conseguimos perceber que os pais esperam que se dê importância ao brincar como forma de aprendizagem no Jardim de Infância. Do ponto de vista da educadora, exitem dois pilares fundamentias para a criação das expectativas familiares: a comunicação e o envolvimento. Sobressai assim a importância e a consciência que devemos ter sobre o envolvimento das famílias e a necessidade de uma comunicação clara sobre o que é esperado no jardim de infância.
ABSTRACT: This report was made for the Supervised Practice in Kindergarten course, which is part of the Master's in Preschool Education at ISPA. The Supervised Practice in Kindergarten took place at a private social support institution that uses the Modern School Movement's teaching method. This study looks at what families expect from kindergarten and if what happens there meets their expectations. The topics discussed came from watching and talking to families over several years. They said the move from daycare to preschool is a big change for families, children, and teachers. Because of this, everyone involved has specific expectations about the child's development during this time. For the study, we used a mixed-methods approach with different research tools like observation, interviews, and questionnaires. These tools helped us understand what families expected during this stage of their children's lives, what they hoped would happen, and the educator's view on how to meet these expectations, along with the challenges and strategies used. With the data we collected and the readings we summarized, we were able to learn more about what helps meet families' expectations. The report shows the important role of families in education, the importance of relationships and communication, and the involvement and management during transitions. The analysis of the collected data, together with theoretical references, confirmed the importance of the topic. From the responses obtained, we understand that parents expect play to be valued as a form of learning in kindergarten. From the educator's point of view, there are two main pillars for creating family expectations: communication and involvement. This shows the importance of involving families and the need for clear communication about what is expected in kindergarten.
ABSTRACT: This report was made for the Supervised Practice in Kindergarten course, which is part of the Master's in Preschool Education at ISPA. The Supervised Practice in Kindergarten took place at a private social support institution that uses the Modern School Movement's teaching method. This study looks at what families expect from kindergarten and if what happens there meets their expectations. The topics discussed came from watching and talking to families over several years. They said the move from daycare to preschool is a big change for families, children, and teachers. Because of this, everyone involved has specific expectations about the child's development during this time. For the study, we used a mixed-methods approach with different research tools like observation, interviews, and questionnaires. These tools helped us understand what families expected during this stage of their children's lives, what they hoped would happen, and the educator's view on how to meet these expectations, along with the challenges and strategies used. With the data we collected and the readings we summarized, we were able to learn more about what helps meet families' expectations. The report shows the important role of families in education, the importance of relationships and communication, and the involvement and management during transitions. The analysis of the collected data, together with theoretical references, confirmed the importance of the topic. From the responses obtained, we understand that parents expect play to be valued as a form of learning in kindergarten. From the educator's point of view, there are two main pillars for creating family expectations: communication and involvement. This shows the importance of involving families and the need for clear communication about what is expected in kindergarten.
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 n.º 9785/2022, publicado no Diário da República, 2.ª série, n.º 93, de 13 de maio 2022.
Keywords
Jardim de Infância Expectativas das famílias Comunicação Kindergarten Families Expectations Communication Kindergarten Families' expectations Communication