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Contributos da prática para o desenvolvimento da independência e autonomia de crianças em educação pré-escolar
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Abstract(s)
O presente Relatório Final da Prática de Ensino Supervisionada tem como objetivo analisar e compreender os contributos da prática profissional para o desenvolvimento da autonomia e da independência de um grupo de crianças em idade pré-escolar, mais concretamente com 5 anos.
A problemática emerge da observação da dependência das crianças sobre os adultos, ou seja, muito frequentemente perguntavam o que iriam fazer de seguida, se poderiam realizar as tarefas que os interessava ou as necessárias à rotina diária. Esta dependência nos cuidados, na tomada de decisões sobre o espaço e sobre o uso a dar aos materiais disponíveis, assim como a falta de participação ativa sobre as regras da sala, constituíram o ponto de partida da pesquisa.
Neste sentido, para analisar e compreender que estratégias poderiam contribuir para o desenvolvimento da independência e da autonomia das crianças, implementei um plano de ação que procurei que assentasse na organização social do grupo, na participação ativa e coletiva das crianças sobre as regras da sala, com vista a promover, progressivamente, a tomada de iniciativa e a responsabilização sobre o espaço, materiais e sobre a rotina.
Após a intervenção e a respetiva implementação das estratégias, constatei algumas melhorias, concretamente no que se relaciona com independência e autonomia das crianças na realização das tarefas. Estas melhorias relacionam-se com a compreensão que as crianças foram fazendo das regras da sala, bem como da apropriação que foram, gradualmente tomando do espaço e dos materiais. Apesar desta melhoria, considero que seria necessário mais tempo e mais oportunidades, sobretudo contínuas, para que as crianças progredissem ainda mais na sua autonomia ao nível da organização participada do grupo.
The present final report of supervised teaching practice , aims to analyze and understand what are the benefits of the practice for the development of autonomy and independence of a group of pre-school children, more concretely with 5 years old. The problem emerges from the observation of children, more specifically of the dependence of the children on adults, that is, they often asked what they would do next, or if they could perform some tasks of their interest or necessary for the usually routine. This dependency on care , decision-making on space and on the use of materials available, as the lack of active participation of the classroom rules, constituted the starting point of the research. In this sense, to analyze and comprehend what strategies could contribute for the development of independence and autonomy of the children, I've implemented a plan of action/intervention that I tried to settle in the social organization of the group, in the active and collective participation of children about rules of the classroom, with a view to promoting, progressively, the taking of initiative and accountability of the space, materials and routine. After this intervention and implementation of strategys, I notice some improvements, particularly as regards of the constant requests of autorizacion to perform tasks.These improvements are related to the compreension that children were making of the classroom rules, as the appropiation that they, gradually were taking from space and materials. Regardless this improvement, i consider that will be necessery more time and more opurtunities, specially continued, for children could progress even more in their autonomy of group organization.
The present final report of supervised teaching practice , aims to analyze and understand what are the benefits of the practice for the development of autonomy and independence of a group of pre-school children, more concretely with 5 years old. The problem emerges from the observation of children, more specifically of the dependence of the children on adults, that is, they often asked what they would do next, or if they could perform some tasks of their interest or necessary for the usually routine. This dependency on care , decision-making on space and on the use of materials available, as the lack of active participation of the classroom rules, constituted the starting point of the research. In this sense, to analyze and comprehend what strategies could contribute for the development of independence and autonomy of the children, I've implemented a plan of action/intervention that I tried to settle in the social organization of the group, in the active and collective participation of children about rules of the classroom, with a view to promoting, progressively, the taking of initiative and accountability of the space, materials and routine. After this intervention and implementation of strategys, I notice some improvements, particularly as regards of the constant requests of autorizacion to perform tasks.These improvements are related to the compreension that children were making of the classroom rules, as the appropiation that they, gradually were taking from space and materials. Regardless this improvement, i consider that will be necessery more time and more opurtunities, specially continued, for children could progress even more in their autonomy of group organization.
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
Educação pré-Escolar Autonomia Independência Rotina Organização do espaço e materiais Preschool education Autonomy Independence Routine Organization of space and materials