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A Importância das Explorações Sensoriais no Desenvolvimento Motor
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Abstract(s)
No decorrer da realização do estágio de iniciação à prática profissional, no contexto de Creche, com crianças com idades compreendidas entre os 12 e os 24 meses de idade, estruturou-se e desenvolveu-se um projeto (estudo de caso) fundamentado no paradigma interpretativo. Implementaram-se nove atividades com base na exploração sensorial aliadas à motricidade. Os onze participantes desta investigação compreenderam as crianças da sala dos 12 meses do colégio onde a investigadora exercia o seu papel de estagiária. O grupo era constituído por doze crianças, contudo, uma delas, devido ao seu horário de frequência na Creche, não realizou as atividades.
Nesta investigação, procurou-se que a recolha de dados fosse efetuada de forma abrangente, pelo que se contemplou as técnicas da observação direta, notas de campo e registos de imagem e de vídeo. A análise dos dados recolhidos realizou-se com base na observação das reações do grupo de crianças organizadas numa grelha construída para o efeito, bem como na análise das fotografias e das gravações realizadas durante a implementação das atividades.
Tendo em consideração os resultados obtidos, seja na análise por atividade ou na análise individual, consideramos que, de uma maneira geral, as nove atividades mostraram-se pertinentes, uma vez que parecem estimular a componente sensorial, mas também a componente motora. Desta forma, verifica-se que as atividades sensoriais, na nossa opinião, devem ser parte integrante do plano de atividades do Educador de Infância, devendo integrar no seu trabalho regular, com crianças da faixa etária em estudo, refletindo sobre as suas mais valias no desenvolvimento das crianças.
During the internship of initiation to professional practice, in the daycare, with children aged between 12 and 24 months old, a project (case study) was structured and developed based on the interpretative paradigm. Nine activities were implemented based on sensory exploration combined with motor skills. The eleven participants of this investigation comprised children from the twelve-month-old classroom at the school where the researcher worked as an intern. The group consisted of twelve children, however, one of them, due to the attendance schedule at the daycare, did not participate in the activities. In this investigation, we tried to ensure that data collection was carried out in a comprehensive way, which included direct observation techniques, field notes and image and video recordings. The analysis of the data collected was based on the observation of the reactions of the group of children, organized in a grid constructed for this purpose, as well as the analysis of the photographs and recordings taken during the course of the activities. Regarding the results obtained, whether in the analysis by activity or in the individual analysis, we consider that, in general, the nine activities proved to be relevant, as they seem to stimulate not only the sensory component, but also the motor component. In this way, it appears that sensory activities, in our opinion, should be an integral part of the Early Childhood Educator's activity plan and integrate their regular work with children of the age group under study, reflecting its added value in children’s development.
During the internship of initiation to professional practice, in the daycare, with children aged between 12 and 24 months old, a project (case study) was structured and developed based on the interpretative paradigm. Nine activities were implemented based on sensory exploration combined with motor skills. The eleven participants of this investigation comprised children from the twelve-month-old classroom at the school where the researcher worked as an intern. The group consisted of twelve children, however, one of them, due to the attendance schedule at the daycare, did not participate in the activities. In this investigation, we tried to ensure that data collection was carried out in a comprehensive way, which included direct observation techniques, field notes and image and video recordings. The analysis of the data collected was based on the observation of the reactions of the group of children, organized in a grid constructed for this purpose, as well as the analysis of the photographs and recordings taken during the course of the activities. Regarding the results obtained, whether in the analysis by activity or in the individual analysis, we consider that, in general, the nine activities proved to be relevant, as they seem to stimulate not only the sensory component, but also the motor component. In this way, it appears that sensory activities, in our opinion, should be an integral part of the Early Childhood Educator's activity plan and integrate their regular work with children of the age group under study, reflecting its added value in children’s development.
Description
Keywords
Creche, Motricidade, Estímulos Sensoriais, Sentidos. Daycare, Motor Skills, Sensory Stimulation, Senses.