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A transição entre a educação pré-escolar e o primeiro ciclo do ensino básico - conceções e práticas de educadores de infância e de professores do primeiro ciclo
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Advisor(s)
Abstract(s)
O objetivo principal desta investigação consiste na descrição, caracterização e
comparação de conceções e práticas pedagógicas, de Educadores de infância e de
Professores do Primeiro Ciclo do Ensino Básico (1.º CEB), no que diz respeito à transição e
adaptação escolar das crianças a um novo ciclo de ensino.
A transição e continuidade pedagógica e organizacional entre a Educação Pré-Escolar
e o 1.º CEB são reconhecidas, nacional e internacionalmente, em estudos que destacam a
necessidade e os benefícios da sequencialidade, progressiva e contínua, no percurso
educativo das crianças. A literatura tem evidenciado que o desenvolvimento de programas e
a operacionalização de atividades na área das transições educativas está positivamente
correlacionada com resultados sociais e escolares posteriores. Uma forte colaboração entre
todos os intervenientes no percurso educativo da criança é a chave para transições bemsucedidas.
Desenvolveram-se dois estudos complementares, onde se analisaram as conceções
dos docentes sobre a transição educativa, os seus fatores facilitadores, assim como os fatores
que podem dificultar esse processo. Identificaram-se estratégias consideradas prioritárias, e
práticas pedagógicas desenvolvidas na promoção de transições bem-sucedidas. No Estudo I
participaram 35 educadores e 35 professores, e, seguindo uma abordagem qualitativa, foi
realizada a análise de conteúdo ao discurso dos docentes, recolhido através de entrevistas
semiestruturadas. O Estudo II, realizado como complemento ao Estudo I, seguiu uma
abordagem quantitativa, com recurso a inquérito por questionário, com disseminação online.
Com o objetivo de ampliar e aprofundar a compreensão dos processos de transição e
adaptação, este estudo envolveu uma amostra alargada, com a participação de 1321
educadores e 918 professores.
Os resultados globais indicam a existência de diferenças ao nível das conceções desses
docentes sobre a transição e adaptação das crianças ao 1.º CEB. Os dados analisados
transpareceram uma visão de transição e adaptação escolar assente numa perspetiva
ecológica, reconhecendo o envolvimento de diferentes contextos e intervenientes na transição
educativa, com especial destaque ao papel das crianças, das famílias e das escolas.
Revelaram a existência de diferenças na importância atribuída a cada um dos contextos e
intervenientes, bem como ao papel que cada um pode desempenhar. Apesar do
reconhecimento de uma abordagem ecológica, os docentes enfatizaram as competências das
próprias crianças como facilitadoras da adaptação ao novo ciclo. Transpareceram também
uma clara valorização das competências socioemocionais das crianças e a importância
atribuída ao desenvolvimento das áreas de formação pessoal e social em contexto de jardim
de infância. Verificou-se ainda que esses docentes atribuíram um peso considerável ao
desenvolvimento de competências associadas às futuras aprendizagens escolares. Os
docentes identificaram, como fatores que poderão condicionar uma transição e adaptação
positiva das crianças ao 1.º CEB, a atuação das famílias e a existência de descontinuidade
pedagógica, organizacional e curricular, assim como dificuldades na articulação entre os dois
níveis de educação.
Os principais contributos para a prática consistem na necessidade de se antever e
refletir intencionalmente as transições, bem como de cooperação e articulação contínua entre
docentes, com o objetivo de co-construção das transições, para que essas se constituam
como períodos de desenvolvimento e crescimento harmonioso das crianças.
The primary aim of this investigation is to describe, characterize, and compare the views and teaching methods of kindergarten educators and first-grade teachers regarding the transition and adaptation of children to a new educational cycle. Both nationally and internationally, the importance of smooth transitions and pedagogical continuity between kindergarten and first grade has been recognized in studies emphasizing the benefits of sequential, progressive, and uninterrupted educational paths for children. Literature has shown that the development of programs and implementation of activities related to educational transitions have a positive impact on both social and academic outcomes. Successful transitions largely depend on strong collaboration among all stakeholders involved in a child's educational journey. To analyze teachers' perspectives on educational transitions, as well as the facilitating and hindering factors in this process, two complementary studies were conducted. Study I involved 35 educators and 35 teachers who participated in qualitative interviews, allowing for an in-depth analysis of their insights. Study II, conducted as a complement to Study I, followed a quantitative approach through an online survey questionnaire. To gain a deeper understanding of the transition and adaptation processes, this study included a large sample of 1321 educators and 918 teachers. Overall, the results indicate that there are differences in teachers' views regarding children's transition and adaptation to first grade. The data analysis revealed a school view of transition and adaptation based on an ecological perspective, recognizing the influence of various contexts and stakeholders, with a particular emphasis on the roles of children, families, and schools. However, variations were observed in the importance attributed to each context and stakeholder, as well as the perceived roles they play. While an ecological approach was acknowledged, the teachers also emphasized the children's individual abilities as facilitators of adaptation. Socio-emotional competencies of children and the development of personal and social skills within the kindergarten setting were given significant attention. Teachers also recognized the importance of fostering skills necessary for future school learning. Additionally, family involvement, pedagogical, organizational, and curricular discontinuity, as well as coordination difficulties between the two educational levels, were identified as factors that may hinder a positive transition and adaptation to first grade. The main contributions to teaching practice include the need to anticipate and intentionally reflect on transitions, as well as the necessity for continuous cooperation and coordination among teachers to co-construct transitions. This collaborative effort aims to create harmonious periods of development and growth for children.
The primary aim of this investigation is to describe, characterize, and compare the views and teaching methods of kindergarten educators and first-grade teachers regarding the transition and adaptation of children to a new educational cycle. Both nationally and internationally, the importance of smooth transitions and pedagogical continuity between kindergarten and first grade has been recognized in studies emphasizing the benefits of sequential, progressive, and uninterrupted educational paths for children. Literature has shown that the development of programs and implementation of activities related to educational transitions have a positive impact on both social and academic outcomes. Successful transitions largely depend on strong collaboration among all stakeholders involved in a child's educational journey. To analyze teachers' perspectives on educational transitions, as well as the facilitating and hindering factors in this process, two complementary studies were conducted. Study I involved 35 educators and 35 teachers who participated in qualitative interviews, allowing for an in-depth analysis of their insights. Study II, conducted as a complement to Study I, followed a quantitative approach through an online survey questionnaire. To gain a deeper understanding of the transition and adaptation processes, this study included a large sample of 1321 educators and 918 teachers. Overall, the results indicate that there are differences in teachers' views regarding children's transition and adaptation to first grade. The data analysis revealed a school view of transition and adaptation based on an ecological perspective, recognizing the influence of various contexts and stakeholders, with a particular emphasis on the roles of children, families, and schools. However, variations were observed in the importance attributed to each context and stakeholder, as well as the perceived roles they play. While an ecological approach was acknowledged, the teachers also emphasized the children's individual abilities as facilitators of adaptation. Socio-emotional competencies of children and the development of personal and social skills within the kindergarten setting were given significant attention. Teachers also recognized the importance of fostering skills necessary for future school learning. Additionally, family involvement, pedagogical, organizational, and curricular discontinuity, as well as coordination difficulties between the two educational levels, were identified as factors that may hinder a positive transition and adaptation to first grade. The main contributions to teaching practice include the need to anticipate and intentionally reflect on transitions, as well as the necessity for continuous cooperation and coordination among teachers to co-construct transitions. This collaborative effort aims to create harmonious periods of development and growth for children.
Description
Tese apresentada para cumprimento dos requisitos
necessários à obtenção do grau de Doutor em Psicologia
– Área de Especialidade – Psicologia Educacional,
apresentada no ISPA - Instituto
Universitário
Keywords
Adaptação Escolar Educação Pré-Escolar Primeiro-Ciclo Conceções dos Docentes Transição Transition School adaptation Kindergarten Elementary School Teacher's Conception