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Desenvolver a autonomia das crianças em idade pré-escolar
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O presente estudo foi realizado no âmbito da unidade curricular “Prática Pedagógica Supervisionada” do Mestrado de Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. O tema central é o desenvolvimento da autonomia das crianças em idade pré-escolar e o contributo das rotinas diárias. A rotina diária consiste numa sequência de tarefas e/ou acontecimentos diários contextualizados nas aprendizagens das crianças e que ajudam as crianças a serem mais autónomas. Ao saberem o que se irá passar e que são competentes nas tarefas que se avizinham, ganham confiança e constroem assim a sua autonomia e independência. O estudo adotou uma abordagem qualitativa e exploratória para concretizar os objetivos principais a que se propôs: compreender como, num estabelecimento de ensino, a autonomia das crianças da valência pré-escolar é promovida pela prática pedagógica de duas educadoras de infância; identificar a perceção dos Encarregados de Educação sobre a autonomia demonstrada pelas crianças em rotinas diárias afins às desenvolvidas no Jardim de Infância. A recolha de dados foi feita através de entrevista semidiretiva, no caso das Educadoras, e por questionário, no caso dos Encarregados e Educação (n = 60). Os resultados da análise de conteúdo das entrevistas mostram que as Educadoras de Infância adotam como princípio de atuação, na promoção da autonomia das crianças, a diferenciação pedagógica. As regras de funcionamento na sala e as rotinas diárias foram apontadas como contributos essenciais para a aquisição gradual da autonomia. Quanto aos resultados do inquérito por questionário aos pais, mostram que Hora de Dormir e, sobretudo, Higiene e Alimentação são domínios onde percecionam uma maior autonomia das crianças em ambiente familiar. São resultados que vão ao encontro das opiniões dos autores consultados que salientam a importância, tanto em termos de desenvolvimento como de aprendizagem, das rotinas ligadas à Higiene e Alimentação. Outras rotinas, desenvolvidas tanto em ambiente familiar como escolar, são percecionadas pelos pais como contextos onde a autonomia se revela com menor expressão, designadamente Vestir/Calçar e Arrumação. Um contributo do estudo diz respeito à Escala construída para identificar e medir as perceções dos pais e cujas qualidades psicométricas deverão ser melhoradas em estudos realizados noutros contextos e com amostras maiores.
This work was elaborated in the context of the curricular unit “Supervised Practice in Pedagogics” leading to the Master degree in Qualifying for Pre-Schooling and First Grade Teaching. The development of autonomy in pre-schooled children and the implementation of daily routines constitutes the subject of this study. A daily routine is a sequence of tasks and/or daily contextualized occurrences in the child’s learning process that contributes for an increased autonomy. Knowing what is about to follow enables the child to acquire skills for the upcoming tasks, allowing gains of self-confidence and thus building up autonomy and independence. The methodological choices of this study covered qualitative and exploratory approaches in order to pursue the intended goals: to understand how the autonomy of children can be incentivized within a pre-schooling educational institution through the pedagogic intervention of two kindergarten teachers; to identify parents' perceptions on their children autonomy regarding daily routines similar to what they have in school. Data was collect from 2 preschool teachers and from parents (N =60) using, respectively, semi-structured interviews and a survey, with a questionnaire especially designed for this work. Content analysis revealed that preschool teachers take clear preference on pedagogic differentiation as an acting principle to enhance the children’s autonomy. The house rules in each classroom and every day routine were pointed out as essential factors for the gradual improvement of autonomy. Regarding parents or guardians, the survey results indicate special highlight in autonomy regarding Sleeping Time and mainly Hygiene and Meals within the family environment. These results are consistent with the view expressed by several authors in specialized literature, who emphasize the importance of foreseeable and stable routines where Hygiene and Meals are concerned, both for the development and learning process. As perceived by parents, the autonomy is less visible in different routines, notably Dressing and Tidiness. The scale we designed and used is a contribution to acknowledge and measure the parents’ perception, although its’ psychometric qualities still require improvement. Therefore, we suggest that further studies should improve the scale with an enlarged scope of analysis.
This work was elaborated in the context of the curricular unit “Supervised Practice in Pedagogics” leading to the Master degree in Qualifying for Pre-Schooling and First Grade Teaching. The development of autonomy in pre-schooled children and the implementation of daily routines constitutes the subject of this study. A daily routine is a sequence of tasks and/or daily contextualized occurrences in the child’s learning process that contributes for an increased autonomy. Knowing what is about to follow enables the child to acquire skills for the upcoming tasks, allowing gains of self-confidence and thus building up autonomy and independence. The methodological choices of this study covered qualitative and exploratory approaches in order to pursue the intended goals: to understand how the autonomy of children can be incentivized within a pre-schooling educational institution through the pedagogic intervention of two kindergarten teachers; to identify parents' perceptions on their children autonomy regarding daily routines similar to what they have in school. Data was collect from 2 preschool teachers and from parents (N =60) using, respectively, semi-structured interviews and a survey, with a questionnaire especially designed for this work. Content analysis revealed that preschool teachers take clear preference on pedagogic differentiation as an acting principle to enhance the children’s autonomy. The house rules in each classroom and every day routine were pointed out as essential factors for the gradual improvement of autonomy. Regarding parents or guardians, the survey results indicate special highlight in autonomy regarding Sleeping Time and mainly Hygiene and Meals within the family environment. These results are consistent with the view expressed by several authors in specialized literature, who emphasize the importance of foreseeable and stable routines where Hygiene and Meals are concerned, both for the development and learning process. As perceived by parents, the autonomy is less visible in different routines, notably Dressing and Tidiness. The scale we designed and used is a contribution to acknowledge and measure the parents’ perception, although its’ psychometric qualities still require improvement. Therefore, we suggest that further studies should improve the scale with an enlarged scope of analysis.
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Keywords
Educação Pré-Escolar Autonomia Rotina diária Children autonomy Daily routines Pre-school Education