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As emoções na educação pré-escolar - Um estudo qualitativo com educadoras de infância
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Abstract(s)
A presente investigação foi desenvolvida com vista a melhorar a compreensão sobre os aspetos do desenvolvimento socioemocional e sobre o conceito SEL (Social emotional learning) - Aprendizagem socioemocional, em crianças em idade Pré-Escolar. Também de algum modo contribuir para a melhoria das estratégias e práticas pedagógicas ajustadas, utilizadas pelas educadoras de infância no que diz respeito às emoções, à autorregulação, gestão de conflitos e a sua eficiência de resposta perante comportamentos e atitudes disruptivas, assim como situações de frustração. Desejou-se assim aprofundar a importância e as consequências de um desenvolvimento socioemocional equilibrado. Com a realização deste estudo abordamos o conceito SEL, numa perspetiva de ser integrada nas práticas pedagógicas e currículos futuros devido às suas vantagens e consequências a longo prazo. Todo o estudo é desenvolvido de acordo com uma prévia revisão da literatura, e com os dados recolhidos através de entrevistas semiestruturadas a treze educadoras de infância. A metodologia adotada prende-se com o paradigma qualitativo aliado à análise temática, dado que o interesse do estudo se centra, dentro de outros aspetos, na compreensão dos fenómenos que partem das perspetivas dos sujeitos participantes. Os principais resultados obtidos com este estudo apontam na valorização dos aspetos socioemocionais como a consciência emocional e social, afetividade e o desenvolvimento de competências socioemocionais. Estas competências manifestam-se em empatia, autorregulação, resolução de problemas, conhecimento das emoções e outras competências essenciais na prontidão e ajustamento escolar, que tem impacto na construção das relações interpessoais positivas e a longo prazo acompanhando até à vida adulta.
The present investigation was established in order to improve the understanding the several social-emotional development aspects and the concept of SEL (Social and emotional learning) in preschool children environment. This study is also a contribute in the way how the improvement of the strategies, and adjusted pedagogical practices, used by the Educators of Infancy, regarding emotions, self-regulation, conflict management and their efficiency in face to response to disruptive behaviors and attitudes, as well as situations of frustration . It was therefore look forward to make deeper the importance and consequences of well-balanced socio-economic development. With the completion of this study we make an approach the concept SEL, take in a perspective of being integrated in pedagogical practices and future curriculum due to its advantages and consequences in the long-term. The entire study is developed in accordance with a previous literature exploration, and also with data collected through semi-structured interviews performed and obtained from thirteen kindergarten teachers. The methodology adopted is related to the qualitative paradigm associated with the thematic analysis, taking in account the interest of the study focuses, in diverse other aspects, on the understanding of the phenomena that start out from the perspectives of the participants. The main results obtained with this study, points the valorization of the social-emotional aspects such emotional and social awareness, affectivity and the development of social-emotional competences. These competencies manifest themselves in empathy, self-regulation, problem solving, knowledge of emotions and other essential skills in school promptitude and adjustment, which have an impact on the construction of positive interpersonal relationships and in the long-term accompanying adult life.
The present investigation was established in order to improve the understanding the several social-emotional development aspects and the concept of SEL (Social and emotional learning) in preschool children environment. This study is also a contribute in the way how the improvement of the strategies, and adjusted pedagogical practices, used by the Educators of Infancy, regarding emotions, self-regulation, conflict management and their efficiency in face to response to disruptive behaviors and attitudes, as well as situations of frustration . It was therefore look forward to make deeper the importance and consequences of well-balanced socio-economic development. With the completion of this study we make an approach the concept SEL, take in a perspective of being integrated in pedagogical practices and future curriculum due to its advantages and consequences in the long-term. The entire study is developed in accordance with a previous literature exploration, and also with data collected through semi-structured interviews performed and obtained from thirteen kindergarten teachers. The methodology adopted is related to the qualitative paradigm associated with the thematic analysis, taking in account the interest of the study focuses, in diverse other aspects, on the understanding of the phenomena that start out from the perspectives of the participants. The main results obtained with this study, points the valorization of the social-emotional aspects such emotional and social awareness, affectivity and the development of social-emotional competences. These competencies manifest themselves in empathy, self-regulation, problem solving, knowledge of emotions and other essential skills in school promptitude and adjustment, which have an impact on the construction of positive interpersonal relationships and in the long-term accompanying adult life.
Description
Keywords
Aprendizagem socioemocional, Competências socioemocionais, Desenvolvimento socioemocional, Educação Pré-Escolar, Emoções. Socio and emotional Learning, Socio-emotional skills, Socio-emotional development, Pre-school education, Emotions.