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Publication
Crianças, famílias e educadores de infância : perceções e estratégias educativas num contexto de atividades animadas e de apoio à família
Advisor(s)
Abstract(s)
O presente Relatório da Prática de Ensino Supervisionada (RPES), tem como objetivo refletir criticamente sobre os processos experienciados no decorrer de um estágio com crianças, equipa educativa e famílias. O estágio decorreu numa escola pública, situada no centro de Lisboa, no contexto de Atividades Animadas de Apoio à Família (AAAF) com 121 crianças com idades compreendidas entre os 3 e os 6 anos de idade.
Neste sentido, procurámos perceber por meio de questões orientadoras, de que forma as crianças, a educadora e as famílias perspetivam as AAAF, bem como as estratégias utilizadas pelos profissionais no planeamento, execução e avaliação das explorações das crianças e, por fim, procurámos também compreender o papel desempenhado por estes profissionais na organização e gestão das AAAF.
Para o efeito, realizou-se uma investigação qualitativa e recolheram-se dados por meio da observação participante e não-participante, recorrendo também a uma entrevista semiestruturada à educadora e às crianças.
Com esta investigação concluímos que o contexto de AAAF proporciona às crianças experiências diversificadas em que, pela participação e tomada de decisões, se promove o desenvolvimento de bem-estar, autonomia, confiança e capacidade de resolução de problemas. Relativamente às estratégias utilizadas pela equipa educativa, destaca-se que a equipa educativa valoriza a autonomia na elaboração de planeamentos, a presença de adultos nos espaços livres e a disponibilidade para escutar e apoiar os pais. No que diz respeito à gestão e organização das AAAF, a mesma é feita através de reuniões com a equipa educativa de forma a possibilitar um trabalho em parceria.
This Supervised Teaching Practice Report (STPR) aims to critically reflect on the processes experienced during an internship with children, the educational team and families. The internship took place in a public school, in the center of Lisbon, in the context of Animated Family Support Activities (AFAA) with 121 children aged between 3 and 6 years old. With this research, we tried to understand how children, the kindergarten teacher and the families perceive the AFAA, as well as the strategies used by professionals on planning, execution and evaluation of children's explorations. Finally, we also we also looked for understand the role played by these professionals in the organization and management of AFAA. For this purpose, a qualitative investigation was carried out and data was collected through participant and non-participant observation and with the inclusion of a semi-structured interview with the kindergarten teacher and with the children. With this investigation, we conclude that the AFAA context provides children with diverse experiences in which, through the participation and decision making, it promotes the development of well-being, autonomy, confidence and problem-solving skills. Regarding the strategies used by the educational team, it is noteworthy that the educational team values autonomy in preparing plans, the presence of adults in open spaces and the availability to listen and support parents, there is a strong focus on developing the child's ability to solve problems autonomously and be able to make decisions together. Autonomous planning is also valued, always with the presence of adults on free spaces, encouraging the availability to listen and support the children’s parents. Ultimately, the management and organization of the AFAA is conducted through meetings with the entire educational team to meet a successful partnership work.
This Supervised Teaching Practice Report (STPR) aims to critically reflect on the processes experienced during an internship with children, the educational team and families. The internship took place in a public school, in the center of Lisbon, in the context of Animated Family Support Activities (AFAA) with 121 children aged between 3 and 6 years old. With this research, we tried to understand how children, the kindergarten teacher and the families perceive the AFAA, as well as the strategies used by professionals on planning, execution and evaluation of children's explorations. Finally, we also we also looked for understand the role played by these professionals in the organization and management of AFAA. For this purpose, a qualitative investigation was carried out and data was collected through participant and non-participant observation and with the inclusion of a semi-structured interview with the kindergarten teacher and with the children. With this investigation, we conclude that the AFAA context provides children with diverse experiences in which, through the participation and decision making, it promotes the development of well-being, autonomy, confidence and problem-solving skills. Regarding the strategies used by the educational team, it is noteworthy that the educational team values autonomy in preparing plans, the presence of adults in open spaces and the availability to listen and support parents, there is a strong focus on developing the child's ability to solve problems autonomously and be able to make decisions together. Autonomous planning is also valued, always with the presence of adults on free spaces, encouraging the availability to listen and support the children’s parents. Ultimately, the management and organization of the AFAA is conducted through meetings with the entire educational team to meet a successful partnership work.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Atividades de animação e apoio à família Relação escola-família Brincar Livros Activities of animation and support to the family Childhood education School-family relationship Play Books