Loading...
Publication
Brincar: Conceções e Estratégias na Educação Pré-escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo teve como principais objetivos: - compreender as conceções dos educadores de infância sobre a importância do brincar, num contexto de educação pré-escolar e identificar estratégias que utilizam na sua prática pedagógica. Diversas teorias de variados autores sobre esta temática concluem que o brincar é uma estratégia essencial para o desenvolvimento de competências sociais, emocionais, afetivas e cognitivas das crianças. O ato de brincar apresenta inúmeras potencialidades para a evolução da criança, pelo que é importante o educador de infância dar importância às estratégias utilizadas, nas quais se incluem diversos fatores, tais como: o espaço, o tempo, os materiais disponibilizados e o ambiente educativo. Deste modo, a investigação realizada assenta numa abordagem qualitativa de cariz exploratório com os seguintes objetivos: verificar conceções das educadoras sobre a importância do brincar num contexto pré-escolar; perceber como a organização do espaço e os materiais favorecem ou condicionam o brincar; reconhecer o papel das educadoras faca à atividade lúdica da criança e identificar estratégias que privilegiem as brincadeiras espontâneas. Os educadores de infância que participaram no estudo, demonstraram possuir uma conceção bastante positiva sobre a importância do brincar para a evolução e aprendizagem das crianças, referindo contributos vantajosos para o seu desenvolvimento cognitivo, afetivo, motor e social das crianças. As conceções destes educadores de infância sobre o brincar, denotam que atribuem uma importância acentuada a estratégias facilitadoras, relacionadas com fatores como: a organização do espaço, o tempo e os materiais disponibilizados, as atividades lúdicas e o tipo de interação que estabelecem com as crianças. Através do cruzamento dos dados entre a pesquisa teórica e o estudo exploratório foi possível sistematizar um conjunto de estratégias pedagógicas que favorecem o brincar. Vivemos tempos de grandes mudanças a todos os níveis e, particularmente, a nível das novas áreas do saber científico, tal como novas pesquisas no campo da Neurociência. Seria interessante uma análise aprofundada sobre as potencialidades do brincar, ao nível dos estudos da Neurociência. Assim, estudos futuros poderiam analisar os possíveis contributos do brincar para o desenvolvimento do cérebro da criança, assim como para a aprendizagem e para o seu desenvolvimento global.
The following study had as its main objectives: - to understand the kindergarten teachers conceptions about the importance of playing, in a pre-school education context and to identify the used strategies in their pedagogical practice. Many theories by diverse authors conclude, regarding this subject, that playing is an essential strategy for developing children’s social, emocional, caring and cognitive skills. The act of playing shows potential in the child’s evolution, therefore it is important that the teacher gives importance to the utilized strategies, of which many factors are included such as: the space, the time, the available materials and the educational environment. As such, the investigation follows a qualitative exploration approach on these goals: verifying the teachers conceptions regarding the importance of playing in a pre-school context; understanding how the organization of space and materials favors or limit the playing; recognizing the teacher’s role regarding the child’s ludic activity and to identify strategies that promote the spontaneous playing. The kindergarten teachers that participated in the study showed a very positive conception regarding the importance of playing in lieu of the children’s evolution and learning, referring valuable contributions to the cognitive, caring, motor and social development. The conceptions of these teachers about playing attribute an importance to strategies that facilitate in relation to factors like: space organization, material and time available, the ludic activities and the established way to interact with the children. With the data intersection between the theoretical search and the exploratory study it was possible to arrange an organization of pedagogical strategies that favor the playing. We live in times of big changes at every level and, particularly, regarding new scientific knowledge,like new research in the neuroscience field. It would be interesting to conduct a thorough analysis of the potentialities of playing when it comes to neuroscience studies. As such, future studies could analyse the possible contributions that playing has on the child’s brain development, as well as for the learning and the respective global development.
The following study had as its main objectives: - to understand the kindergarten teachers conceptions about the importance of playing, in a pre-school education context and to identify the used strategies in their pedagogical practice. Many theories by diverse authors conclude, regarding this subject, that playing is an essential strategy for developing children’s social, emocional, caring and cognitive skills. The act of playing shows potential in the child’s evolution, therefore it is important that the teacher gives importance to the utilized strategies, of which many factors are included such as: the space, the time, the available materials and the educational environment. As such, the investigation follows a qualitative exploration approach on these goals: verifying the teachers conceptions regarding the importance of playing in a pre-school context; understanding how the organization of space and materials favors or limit the playing; recognizing the teacher’s role regarding the child’s ludic activity and to identify strategies that promote the spontaneous playing. The kindergarten teachers that participated in the study showed a very positive conception regarding the importance of playing in lieu of the children’s evolution and learning, referring valuable contributions to the cognitive, caring, motor and social development. The conceptions of these teachers about playing attribute an importance to strategies that facilitate in relation to factors like: space organization, material and time available, the ludic activities and the established way to interact with the children. With the data intersection between the theoretical search and the exploratory study it was possible to arrange an organization of pedagogical strategies that favor the playing. We live in times of big changes at every level and, particularly, regarding new scientific knowledge,like new research in the neuroscience field. It would be interesting to conduct a thorough analysis of the potentialities of playing when it comes to neuroscience studies. As such, future studies could analyse the possible contributions that playing has on the child’s brain development, as well as for the learning and the respective global development.
Description
Keywords
Criança, Brincar, Desenvolvimento, Aprendizagem, Estratégias Pedagógicas e Educador de Infância. Child, Playing, Development, Learning, Pedagogical Strategies and Kindergarten Teacher