Loading...
Publication
Relações Interpessoais entre crianças em jardim de infância
Authors
Advisor(s)
Abstract(s)
O presente Relatório tem como objetivo apresentar um estudo qualitativo sobre as
relações interpessoais entre crianças.
A prática decorreu numa instituição que se rege pelo modelo curricular do Movimento
da Escola Moderna (MEM), numa sala de pré-escolar, com um grupo heterogéneo em
idades, compreendidas entre os 3 e os 6 anos.
A problemática definida procura compreender: a importância das relações entre pares
para o bem-estar e desenvolvimento das crianças; quais as competências que surgem a
partir das relações interpessoais; e de que forma a intencionalidade na organização do
ambiente educativo influencia ou não estas relações. Destaca-se e reflete-se,
transversalmente, sobre o papel do adulto por se considerar que a sua intencionalidade e
ação são fundamentais no modo como estas relações interpessoais são potenciadas.
Os dados recolhidos, em articulação com a fundamentação teórica, permitem reforçar
a relevância das relações interpessoais entre as crianças, para o seu bem-estar e
aprendizagem. Verificou-se que a organização do ambiente educativo do contexto de
estágio influencia as relações, evidenciando-se que a criança realiza um processo de
descoberta e exploração num determinado tempo e espaço com diversos materiais, o que
lhe dá oportunidade de interagir com outras crianças. Destacam-se as competências que
surgem no contexto destas relações interpessoais entre pares, nomeadamente
competências de comunicação, autonomia, cooperação, partilha e resolução de conflitos.
Sublinha-se a relevância do estudo para a construção da profissionalidade do/a
Educador/a de Infância, em consonância com o enquadramento geral das Orientações
Curriculares para a Educação Pré-escolar, nomeadamente na ligação entre a
intencionalidade educativa e a organização do ambiente educativo.
The present report aims to present a qualitative study on interpersonal relationships between children. The practice took place in an institution that is governed by the curriculum model of the Movimento da Escola Moderna (MEM), in a pre-school room, with a heterogeneous group in ages ranging from 3 to 6 years. The problem set seeks to understand: the importance of peer relationships for children's well-being and development; which skills emerge from interpersonal relationships; and how intentionality in the organisation of the educational environment influences or not these relationships. The role of the adult is highlighted and reflected upon, as it is considered that the adult's intentionality and action are essential in the way these interpersonal relationships are enhanced. The data collected, in articulation with the theoretical basis, reinforce the relevance of interpersonal relationships between children for their well-being and learning. It was verified that the organization of the educational environment of the internship influences the relationships, highlighting that the child carries out a process of discovery and exploration in a certain time and space with various materials, which gives him/her the opportunity to interact with other children. The skills that emerge in the context of these interpersonal relationships among colleagues are highlighted, namely communication, autonomy, cooperation, sharing and conflict resolution skills. We underline the relevance of the study for the construction of the professionalism of the Early Childhood Educator, in line with the general framework of the Curricular Guidelines for Pre-school Education, mainly in the connection between the educational intentionality and the organisation of the educational environment.
The present report aims to present a qualitative study on interpersonal relationships between children. The practice took place in an institution that is governed by the curriculum model of the Movimento da Escola Moderna (MEM), in a pre-school room, with a heterogeneous group in ages ranging from 3 to 6 years. The problem set seeks to understand: the importance of peer relationships for children's well-being and development; which skills emerge from interpersonal relationships; and how intentionality in the organisation of the educational environment influences or not these relationships. The role of the adult is highlighted and reflected upon, as it is considered that the adult's intentionality and action are essential in the way these interpersonal relationships are enhanced. The data collected, in articulation with the theoretical basis, reinforce the relevance of interpersonal relationships between children for their well-being and learning. It was verified that the organization of the educational environment of the internship influences the relationships, highlighting that the child carries out a process of discovery and exploration in a certain time and space with various materials, which gives him/her the opportunity to interact with other children. The skills that emerge in the context of these interpersonal relationships among colleagues are highlighted, namely communication, autonomy, cooperation, sharing and conflict resolution skills. We underline the relevance of the study for the construction of the professionalism of the Early Childhood Educator, in line with the general framework of the Curricular Guidelines for Pre-school Education, mainly in the connection between the educational intentionality and the organisation of the educational environment.
Description
Relatório da Prática de Ensino Supervisionada
apresentada no ISPA – Instituto
Universitário para obtenção de grau de Mestre em
Educação Pré-Escolar, criado por Aviso n.º
9931/2017, publicado no Diário da República, 2.ª
série, n.º 165, de 28 de agosto de 2017
Keywords
Relações interpessoais Movimentos da Escola Moderna Interações Cooperação Resolução de conflitos Interpersonal relations Interactions Cooperation Conflict resolution