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Contributos da organização e dinâmica da rotina para o desenvolvimento da independência e da autonomia das crianças em educação pré-escolar
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Authors
Advisor(s)
Abstract(s)
O presente relatório apresenta um estudo em torno das práticas da rotina diária no
desenvolvimento da independência e da autonomia das crianças. A rotina diária significa uma
sequência de acontecimentos, contextualizados nos ensinamentos das crianças, tendo como
função ajudar a que sejam independentes e autónomos. A necessidade de estudar o referido,
aparece da observação e do convívio com as crianças e dos desafios apresentados pela equipa
educativa na sala onde realizei a Prática Profissional Supervisionada.
O estudo foi desenvolvido num colégio, com o grupo dos 3 anos (jardim de infância),
sendo composto por vinte e quatro crianças.
Pretende-se analisar, com este estudo, as conceções e práticas da rotina diária e a
importância das mesmas no desenvolvimento da independência da autonomia da criança.
Foram decididos três tópicos de análise: (1) independência e autonomia; (2) o papel do
educador na promoção da independência e da autonomia; (3) organização do ambiente
educativo.
O estudo adotou uma abordagem qualitativa e as suas conclusões resultam da
articulação de diversas técnicas de recolha de informação: observação, que resultou em notas
de campos e a entrevista à educadora cooperante (e a consulta documental. / tirei esta parte do
texto).
Relativamente às estratégias que o educador utiliza para o desenvolvimento da
independência e da autonomia das crianças, verificou-se que os diversos momentos que
constituem a rotina, quando geridos com intencionalidade educativa, contribuem amplamente
para o potenciar. A intenção de que as crianças consigam antecipar e compreender os diversos
momentos do dia, que sejam capazes de fazer as diversas tarefas sozinhas, que saibam as regras
dos espaços/materiais e que tenham a possibilidade de tomada de decisões e iniciativas,
contribui para o desenvolvimento e aquisição da independência e autonomia das crianças.
ABSTRACT: This report presents a study on daily routine practices in the development of children's independence and autonomy. The daily routine means a sequence of events, contextualized in the children's teachings, with the function of helping them to be more independent and autonomous. The need to study this arises from observation and interaction with children and the challenges presented by the educational team in the room where I carried out Supervised Professional Practice. The study was carried out in a school, with a 3-year-old classroom (kindergarten), consisting of twenty-four children. The aim of this study is to analyze the conceptions and practices of the daily routine and their importance in the development of indecency in the child's autonomy. Three topics of analysis were decided: (1) Independence and Autonomy; (2) The role of the educator in promoting autonomy dependence; (3) Organization of the educational environment. The study adopted a qualitative approach and its conclusions come from the combination of various information-gathering techniques: observation, which resulted in field notes, and the interview with the cooperating teacher (and document consultation. / I took this part of the text). Regarding the strategies that the teacher uses to develop the children's independence and autonomy, it was found that the various moments that make up the routine, when managed with educational intent, contribute greatly to fostering them. The intention that children are able to anticipate and comprehend the different moments of the day, that they are able to do different tasks alone, that they know the rules of the environments/materials and that they have the possibility of making decisions and take initiatives, contributes to the development, acquisition of independence and autonomy of the children.
ABSTRACT: This report presents a study on daily routine practices in the development of children's independence and autonomy. The daily routine means a sequence of events, contextualized in the children's teachings, with the function of helping them to be more independent and autonomous. The need to study this arises from observation and interaction with children and the challenges presented by the educational team in the room where I carried out Supervised Professional Practice. The study was carried out in a school, with a 3-year-old classroom (kindergarten), consisting of twenty-four children. The aim of this study is to analyze the conceptions and practices of the daily routine and their importance in the development of indecency in the child's autonomy. Three topics of analysis were decided: (1) Independence and Autonomy; (2) The role of the educator in promoting autonomy dependence; (3) Organization of the educational environment. The study adopted a qualitative approach and its conclusions come from the combination of various information-gathering techniques: observation, which resulted in field notes, and the interview with the cooperating teacher (and document consultation. / I took this part of the text). Regarding the strategies that the teacher uses to develop the children's independence and autonomy, it was found that the various moments that make up the routine, when managed with educational intent, contribute greatly to fostering them. The intention that children are able to anticipate and comprehend the different moments of the day, that they are able to do different tasks alone, that they know the rules of the environments/materials and that they have the possibility of making decisions and take initiatives, contributes to the development, acquisition of independence and autonomy of the children.
Description
Relatório da Prática de Ensino Supervisionada realizado
sob a orientação da Professora Doutora Mónica Pereira,
apresentado no Ispa - Instituto Universitário para
obtenção do grau de Mestre em Educação Pré-Escolar.
Keywords
Rotina diária Independência Autonomia e Educação Pré-Escolar Daily routine Independence Autonomy and Preschool Education