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O espaço de recreio e as oportunidades para brincar e desenvolver competências motoras nas crianças
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| 4.8 MB | Adobe PDF |
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Abstract(s)
Ao longo do presente relatório apresenta-se a descrição e a reflexão do percurso vivido e experienciado durante a Prática de Ensino Supervisionada. Assume-se que os espaços de recreio (espaços exteriores) das instituições educativas são facilitadores do desenvolvimento global das crianças e que neles podem ocorrer ações que favorecem a motricidade das crianças, a relação entre pares e momentos de brincadeira promotores de aprendizagem, quer motora, quer cognitiva, quer emocional e social. Nesse sentido, importa que o adulto observe estes espaços e defina as mais variadas oportunidades de aprendizagem para as crianças, sejam elas “mais livres e espontâneas” sejam elas “mais orientadas.” Seguindo a metodologia de Investigação-Ação o principal objetivo deste trabalho foi o de assumir o espaço de recreio da Creche e do Jardim de Infância como um espaço de brincadeira, de jogo e de mais atividades variadas onde a criança se desenvolve e aprende, destacando de modo particular a construção de competências motoras pelas crianças. Neste sentido, assumiu-se este espaço como um local e um tempo onde se promoveu o desenvolvimento de competências motoras através de um ciclo que integrou “planear-observar-orientar-refletir-avaliar” e que integrou a participação ativa das crianças no processo de criação de novas áreas de brincadeira e de jogo. Concluiu-se sobre a importância de um espaço de recreio que potencie a participação ativa da criança, sobre a necessidade desse espaço lhe proporcionar experiências e vivências diversificadas e sobre a necessidade de os adultos o encararem como um espaço rico em oportunidades de aprendizagem.
Throughout this report we present the description and reflection of the course lived and experienced during the Supervised Teaching Practice. It is assumed that the recreational spaces (outdoor spaces) of educational institutions are facilitators of the global development of children and that in them can occur actions that they benefit the children's motricity, the relationship between pairs and moments of play promoting learning, whether motor, whether cognitive, emotional or social. In this sense, it is important that the adult observes these spaces and define the most varied learning opportunities for the children, whether they are "freer and spontaneous" or "more oriented". Following the Research-Action methodology the main objective of this work was to assume the recreational space of the Nursery and Kindergarten as a space for play, play and more varied activities where the child develops and learns, highlighting in particular the construction of motor skills by children. In this sense, this space was assumed as a place and time where the development of motor skills was promoted through a cycle that integrated "plan-observe-guide-reflect-evaluate", and integrated the active participation of children in the process creation of new areas of play and play. It was concluded on the importance of a playground that enhances the active participation of the child, on the need for this space to provide diverse experiences and experiences and on the need for adults to view it as a space rich in learning opportunities.
Throughout this report we present the description and reflection of the course lived and experienced during the Supervised Teaching Practice. It is assumed that the recreational spaces (outdoor spaces) of educational institutions are facilitators of the global development of children and that in them can occur actions that they benefit the children's motricity, the relationship between pairs and moments of play promoting learning, whether motor, whether cognitive, emotional or social. In this sense, it is important that the adult observes these spaces and define the most varied learning opportunities for the children, whether they are "freer and spontaneous" or "more oriented". Following the Research-Action methodology the main objective of this work was to assume the recreational space of the Nursery and Kindergarten as a space for play, play and more varied activities where the child develops and learns, highlighting in particular the construction of motor skills by children. In this sense, this space was assumed as a place and time where the development of motor skills was promoted through a cycle that integrated "plan-observe-guide-reflect-evaluate", and integrated the active participation of children in the process creation of new areas of play and play. It was concluded on the importance of a playground that enhances the active participation of the child, on the need for this space to provide diverse experiences and experiences and on the need for adults to view it as a space rich in learning opportunities.
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Keywords
educação de infância espaços de recreio brincar desenvolvimento motor childhood education playgrounds play motor development