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Brincar para aprender e crescer em educação de infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.65 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório descreve o meu Projeto de Investigação-Ação, realizado em contexto de estágio supervisionado, no âmbito das Unidades Curriculares de Estágio I e II, pertencente ao plano de estudos do Mestrado em Educação Pré-Escolar e tem como tema “Brincar para Aprender e Crescer em Educação de Infância”.
O meu principal objetivo foi compreender como as crianças aprendem através do brincar, tendo em conta as suas interações com os materiais e com os seus pares e adultos e também percecionar a forma como os materiais existentes na sala estimulavam as crianças.
Em contexto de estágio pude observar e interagir com crianças de três contextos diferentes (um de creche e dois de jardim de infância), com idades compreendidas entre os 2 e os 6 anos. Este estudo permitiu registar diversas notas de campo sobre as diferentes formas de brincar e também os diversos espaços onde decorriam as brincadeiras. A presença do adulto também foi valorizada, considerando essencial a sua participação nas brincadeiras, apoiando o grupo na aquisição de conhecimentos e competências básicas fundamentais para a sua aprendizagem.
Assim, e no que se refere ao estudo em questão, a metodologia utilizada baseia-se na investigação qualitativa e investigação ação, sendo a recolha da informação realizada através da observação das brincadeiras das crianças nos diferentes contextos.
Para concluir considero importante referir que todas as brincadeiras vivenciadas, planeadas ou espontâneas, serviram para que as crianças pudessem aprender, tanto conteúdos matemáticos, como adquirirem outro tipo de competências essenciais ao seu crescimento, nomeadamente, a interajuda, a compreensão e o respeito pelo outro, a partilha e também o desenvolvimento da criatividade e da autonomia.
This report describes my Research-Action Project, performed in the context of a supervised internship, within the scope of curricular unit “Internship I and II”, included in the plan for the Master in Pre-School Education with the theme “Play to Learn and Grow in Childhood Education”. The main objective was to understand how, through playing, children learn, taking into account their interactions with the materials, peers, adults and also how the materials in the room could stimulate the children. In the internship context, i was able to observe and interact with children from three different parts (one in a nursery school and two in a kindergarten) the ages were defined between 2 and 6 years. This study allowed me to take several notes, about the different ways of playing and also the different spaces where the games took place. The presence of adults was also an added value, considering their participation essential in games, supporting the group in the acquisition of knowledge and fundamental skills for their schooling. Therefore, the methodology used is based on Qualitative/Action Research being the information collected through observation of children’s play in different contexts. To conclude, I consider important to mention that all play experiences, planned or spontaneous, served so that children could learn, mathematical contents or acquire other types of skills essential to their growth such as, understanding and the respect for others, sharing and developing the creativity and autonomy.
This report describes my Research-Action Project, performed in the context of a supervised internship, within the scope of curricular unit “Internship I and II”, included in the plan for the Master in Pre-School Education with the theme “Play to Learn and Grow in Childhood Education”. The main objective was to understand how, through playing, children learn, taking into account their interactions with the materials, peers, adults and also how the materials in the room could stimulate the children. In the internship context, i was able to observe and interact with children from three different parts (one in a nursery school and two in a kindergarten) the ages were defined between 2 and 6 years. This study allowed me to take several notes, about the different ways of playing and also the different spaces where the games took place. The presence of adults was also an added value, considering their participation essential in games, supporting the group in the acquisition of knowledge and fundamental skills for their schooling. Therefore, the methodology used is based on Qualitative/Action Research being the information collected through observation of children’s play in different contexts. To conclude, I consider important to mention that all play experiences, planned or spontaneous, served so that children could learn, mathematical contents or acquire other types of skills essential to their growth such as, understanding and the respect for others, sharing and developing the creativity and autonomy.
Description
Keywords
Brincar Creche Infância Aprendizagem Crianças Play Daycare Kindergarten Investigation Learning