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Publication
Brincar e aprender ao ar livre na educação de infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 13.63 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório retrata o percurso vivido em contexto de Creche e Jardim de Infância no
decorrer da Prática de Ensino Supervisionada do Mestrado em Educação Pré-Escolar.
Trata-se de um percurso de natureza qualitativa, centrado na metodologia de Investigação-
Ação, dando maior importância à observação, reflexão e análise dos dados recolhidos, com intuito a
melhorar a qualidade da ação educativo-pedagógica.
Sabendo que as crianças apresentam, constantemente, uma enorme vontade de brincar e
explorar o mundo que as rodeia, promovemos experiências de aprendizagem na Creche e no Jardim
de Infância direcionadas para brincar e aprender ao ar livre, tendo em conta o significativo valor
pedagógico dos espaços exteriores. Estes espaços fomentaram novas descobertas, permitindo à
criança interagir, escolher e explorar as diversas potencialidades dos objetos/materiais,
proporcionando momentos de partilha, cumplicidade e descoberta ao longo de todo o processo.
Algumas mudanças foram-se evidenciando nas práticas educativas, o que originou uma nova
perspetiva sobre a importância do brincar ao livre.
Para além disso, foi fundamental escutar as conceções das educadoras cooperantes
relativamente à importância que atribuem ao brincar ao ar livre no dia-a-dia da sua prática pedagógica.
Para além das educadoras, escutámos as crianças, principais protagonistas, e ouvimo-las sobre as
ideias que cada uma tinha relativamente ao brincar.
Revelou-se oportuno desenvolver este projeto com as crianças, pois permitiu-lhes
oportunidades, escolhas e ações num ambiente rico, desafiador e cativante, onde são autoras do seu
processo de aprendizagem.
Cabe aos adultos dar a devida importância a este brincar ao ar livre e estar em constante
contacto com a Natureza, utilizando-o como uma estratégia empreendedora e alternativa para um
melhor desenvolvimento e aprendizagem das crianças, constituindo-se como uma experiência
intrinsecamente estimulante e recompensadora.
This report portrays the journey lived in the context of Daycare and Kindergarten during the Supervised Teaching Practice of the Master's degree in Pre-School Education. It is a qualitative journey, focused on the methodology of Action Research, giving greater importance to observation, reflection and analysis of data collected in order to improve the quality of educational-pedagogical action. Knowing that children are constantly eager to play and explore the world around them, we promoted learning experiences in kindergarten and nursery school aimed at playing and learning outdoors, taking into account the significant pedagogical value of outdoor spaces. These spaces fostered new discoveries, allowing the child to interact, choose and explore the various potentialities of objects/materials, providing moments of sharing, complicity and discovery throughout the process. Some changes were evident in the educational practices, which led to a new perspective on the importance of free play. In addition, it was essential to listen to the cooperating teachers' conceptions of the importance they attach to playing outdoors in their daily teaching practice. Besides the educators, we also listened to the children, the main protagonists, and we heard their ideas about playing. It was opportune to develop this project with the children, as it allowed them opportunities, choices and actions in a rich, challenging and captivating environment, where they are the authors of their learning process. It is up to adults to give due importance to this outdoor play and to be in constant contact with nature, using it as an enterprising and alternative strategy for a better development and learning of the children, constituting an intrinsically stimulating and rewarding experience.
This report portrays the journey lived in the context of Daycare and Kindergarten during the Supervised Teaching Practice of the Master's degree in Pre-School Education. It is a qualitative journey, focused on the methodology of Action Research, giving greater importance to observation, reflection and analysis of data collected in order to improve the quality of educational-pedagogical action. Knowing that children are constantly eager to play and explore the world around them, we promoted learning experiences in kindergarten and nursery school aimed at playing and learning outdoors, taking into account the significant pedagogical value of outdoor spaces. These spaces fostered new discoveries, allowing the child to interact, choose and explore the various potentialities of objects/materials, providing moments of sharing, complicity and discovery throughout the process. Some changes were evident in the educational practices, which led to a new perspective on the importance of free play. In addition, it was essential to listen to the cooperating teachers' conceptions of the importance they attach to playing outdoors in their daily teaching practice. Besides the educators, we also listened to the children, the main protagonists, and we heard their ideas about playing. It was opportune to develop this project with the children, as it allowed them opportunities, choices and actions in a rich, challenging and captivating environment, where they are the authors of their learning process. It is up to adults to give due importance to this outdoor play and to be in constant contact with nature, using it as an enterprising and alternative strategy for a better development and learning of the children, constituting an intrinsically stimulating and rewarding experience.
Description
Keywords
Educação de infância Brincar Brincar ao ar livre Aprender Childhood education Play Outdoor play Learn