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Os grupos etários heterogéneos no jardim de infância
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Abstract(s)
O tema do nosso trabalho centra-se na temática dos grupos etários heterogéneos em Pré-Escolar.
Com este trabalho pretendemos compreender: qual é o papel do educador numa sala etária heterogénea e de que forma gere o grupo e organiza as dinâmicas neste contexto; que tipo de interações se estabelecem entre as crianças e como é que as interações/relações podem influenciar a aprendizagem das crianças; também pretendemos perceber se a heterogeneidade etária beneficia a aprendizagem de todos ou prejudica alguma faixa etária e por fim saber a perspetiva dos pais sobre as salas etárias heterogéneas.
Neste trabalho utilizou-se um estudo de metodologia mista, onde recorremos a questionários para analisar a opinião dos pais, à análise documental, e aos dados recolhidos durante a Prática Supervisionada em Pré-Escolar como notas de campo e registo fotográfico.
Com este estudo pudemos concluir que a interação entre crianças de diferentes idades é benéfica no desenvolvimento global para as crianças mais novas e para as crianças mais velhas. O educador tem um papel muito importante na gestão do grupo, bem como na organização das dinâmicas de forma a garantir a aprendizagem e desenvolvimento de todas as crianças.
The theme of our work focuses on multi-age grouping in Pre-School classrooms. With this work we intend to understand the role of the kindergarten teachers in multi-age groups management , and in the organization and educational strategies used in this context; what kind of interactions are established between the children and how these interactions / relationships can influence the children’s learning; We also intend to observe if mixed-age grouping benefits everyone's learning or prejudice to some age group and finally to know about parent’s perspective about mixed-age classrooms. This study was conducted with a mixed method approach, using questionnaires to analyse parents’ opinions, a documentary analysis, and also information, field notes and photographic records collected during a Pre-School Supervised Practice. With this study it was possible to conclude that interactions between children of different ages have benefits to their development not only for younger children but also for the oldest. The educator has a very important role in the management of the group, as well in learning strategies organization in order to guarantee the learning and development of all the children.
The theme of our work focuses on multi-age grouping in Pre-School classrooms. With this work we intend to understand the role of the kindergarten teachers in multi-age groups management , and in the organization and educational strategies used in this context; what kind of interactions are established between the children and how these interactions / relationships can influence the children’s learning; We also intend to observe if mixed-age grouping benefits everyone's learning or prejudice to some age group and finally to know about parent’s perspective about mixed-age classrooms. This study was conducted with a mixed method approach, using questionnaires to analyse parents’ opinions, a documentary analysis, and also information, field notes and photographic records collected during a Pre-School Supervised Practice. With this study it was possible to conclude that interactions between children of different ages have benefits to their development not only for younger children but also for the oldest. The educator has a very important role in the management of the group, as well in learning strategies organization in order to guarantee the learning and development of all the children.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar,
Keywords
Grupos etários heterogéneos Desenvolvimento Interações sociais