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A importância da brincadeira para o desenvolvimento da criança. Enfoque na área da casinha
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Abstract(s)
Este Relatório sobre a Prática de Ensino Supervisionada, realiza-se no âmbito do Mestrado em Educação Pré-Escolar. O estágio ocorreu numa instituição particular de solidariedade social, numa das salas de Jardim-de-infância. O grupo era constituído por vinte e duas crianças, com idades compreendidas entre os três e os quatro anos. O tema deste relatório foca-se na área da casinha e nas aprendizagens realizadas a partir da brincadeira nesta área. Tem por base um interesse pessoal, no âmbito do qual me questionava, frequentemente, sobre as aprendizagens que as crianças desenvolvem ao brincar livremente na área da casinha, área que, preferencialmente, escolhiam. Após verificar as condições em que se encontrava a área que ia observar, constatei que os materiais se encontravam danificados; deste modo, decidi fazer uma intervenção para que, no momento de exploração deste espaço da sala, tivessem recursos em quantidade e qualidade suficiente. Propus-me, assim, a intervir no enriquecimento da área da casinha, de modo a promover novas aprendizagens ao grupo, observando, particularmente, a linguagem escrita, o domínio da matemática e do conhecimento do mundo.
Ao longo da intervenção os instrumentos metodológicos utilizados foram o diário de bordo, o registo fotográfico e a observação com registo em Notas de Campo.
Com esta abordagem dei a palavra e ação às crianças, pois foi com a sua ajuda que, juntos, construímos o enriquecimento da área da casinha, ou seja, potenciamos meios para que as crianças ali pudessem brincar. O objetivo desta intervenção foi, assim, proporcionar às crianças condições para fazerem novas aprendizagens e com base no enriquecimento do espaço.
This Report on the Supervised Teaching Practice, was carried out within the scope of the Master in Pre-School Education. The internship took place in a private institution of social solidarity in one of the kindergarten rooms. The group consisted of twenty-two children, aged between three and four years. The theme of this report focuses on the house classroom area and on the learning that takes place from the play in this area. It is based on a personal interest, in which I often questioned myself about the learning that children develop when they play freely in the house area, an area they prefer to choose. After observing the conditions in which the area was, I found that the materials were damaged; in this way, I decided to make an intervention so that, at the time of exploring this area, children had sufficient resources in sufficient quantity and quality to play. Thus I proposed to intervene in the enrichment of the house area, in order to promote new learning to the group, observing, in particular, written language, mastery of mathematics and knowledge of the world. Throughout the intervention the methodological instruments used were the diary, the photographic record and the observation with registration in Field Notes. With this approach I gave the children the word and action, because it was with their help that, together, we built the enrichment of the house area empowering children to play there. The purpose of this intervention was thus to provide children with the conditions to make new learnings based on the enrichment of the space.
This Report on the Supervised Teaching Practice, was carried out within the scope of the Master in Pre-School Education. The internship took place in a private institution of social solidarity in one of the kindergarten rooms. The group consisted of twenty-two children, aged between three and four years. The theme of this report focuses on the house classroom area and on the learning that takes place from the play in this area. It is based on a personal interest, in which I often questioned myself about the learning that children develop when they play freely in the house area, an area they prefer to choose. After observing the conditions in which the area was, I found that the materials were damaged; in this way, I decided to make an intervention so that, at the time of exploring this area, children had sufficient resources in sufficient quantity and quality to play. Thus I proposed to intervene in the enrichment of the house area, in order to promote new learning to the group, observing, in particular, written language, mastery of mathematics and knowledge of the world. Throughout the intervention the methodological instruments used were the diary, the photographic record and the observation with registration in Field Notes. With this approach I gave the children the word and action, because it was with their help that, together, we built the enrichment of the house area empowering children to play there. The purpose of this intervention was thus to provide children with the conditions to make new learnings based on the enrichment of the space.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar,
Keywords
Brincadeira Área da casinha Aprendizagens Play House area Learning