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Desenvolvimento socioemocional: conflitos em creche e jardim de infância
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Abstract(s)
O presente relatório, intitulado “Desenvolvimento Socio-Emocional: Conflitos em Creche e Jardim de Infância”, tem, como principal objetivo, compreender de que forma a ação do/a educador/a, enquanto gestor/a do currículo, influencia o desenvolvimento socio-emocional da criança e, consequentemente, não só a ocorrência de conflitos no contexto educativo, como a gestão que as crianças efetuam destes momentos.
Assim, pretendo contribuir para a desconstrução da conotação negativa geralmente atribuída aos conflitos, apresentando-os como naturais e benéficos para o desenvolvimento da criança. Além disso, procurei focar-me nas características da prática pedagógica que permitem à criança tornar-se autónoma na gestão dos seus próprios conflitos.
Como tal, procurei responder à questão de investigação “Como promover um ambiente educativo que potencie a resolução autónoma dos conflitos?”, recorrendo à metodologia da investigação qualitativa, através dos princípios da investigação-ação, sendo que a investigação foi desenvolvida em dois contextos educativos: o primeiro de Creche e o segundo de Jardim de Infância.
No que aos procedimentos de recolha e tratamento de informação diz respeito, recorri à observação participante, às notas de campo, aos registos multimédia, à análise documental – quando esta me foi facultada –, à entrevista semiestruturada realizada às educadoras cooperantes e à análise de conteúdo. Algumas intervenções das que irei apresentar foram espontâneas e outras foram planificadas.
Este estudo permitiu-me compreender, de forma mais aprofundada, a importância que o/a educador/a tem enquanto gestor/a do currículo, uma vez que essas características afetam, positiva ou negativamente, o processo de desenvolvimento socio-emocional da criança, assim como a quantidade de conflitos em que se envolve e a capacidade de os gerir e resolver autonomamente.
The presente report, entitled “Socio-Emotional Development: Conflicts in Daycare and Kindergarten”, has, as its main goal, to understand how the action of the educator, as a curriculum manager, influences the child’s socio-emotional development and, consequently, not only the occurrence of conflicts in the educational context, but also the management that children carry out in these moments. Therefore, I intend to contribute to the deconstruction of the negative connotation generally attributed to conflicts, presenting them as natural and beneficial for the child’s development. Furthermore, I tried to focus on the characteristics of pedagogical practice that allow children to become autonomous in managing their own conflicts. As such, I sought to answer the research question “How to promote an educational environment that enhances the autonomous resolution of conflicts?”, using the methodology of qualitative research, through the principles of action research, and the investigation was carried out in two educational contexts: the first of Daycare and the second of Kindergarten. Regarding information collection and processing procedures, I used participant observation, field notes, multimedia records, document analysis – when this was provided to me –, semi-structured interviews carried out with cooperating educators and content analysis. Some of the interventions I will present were spontaneous and others were planned. This study allowed me to understand, in more depth, the importance that the educator has as a curriculum manager, since these characteristics affect, positively or negativily, the child’s socio-emotional development process, as well as the number of conflicts in which it is involved and the ability to manage and resolve them autonomously.
The presente report, entitled “Socio-Emotional Development: Conflicts in Daycare and Kindergarten”, has, as its main goal, to understand how the action of the educator, as a curriculum manager, influences the child’s socio-emotional development and, consequently, not only the occurrence of conflicts in the educational context, but also the management that children carry out in these moments. Therefore, I intend to contribute to the deconstruction of the negative connotation generally attributed to conflicts, presenting them as natural and beneficial for the child’s development. Furthermore, I tried to focus on the characteristics of pedagogical practice that allow children to become autonomous in managing their own conflicts. As such, I sought to answer the research question “How to promote an educational environment that enhances the autonomous resolution of conflicts?”, using the methodology of qualitative research, through the principles of action research, and the investigation was carried out in two educational contexts: the first of Daycare and the second of Kindergarten. Regarding information collection and processing procedures, I used participant observation, field notes, multimedia records, document analysis – when this was provided to me –, semi-structured interviews carried out with cooperating educators and content analysis. Some of the interventions I will present were spontaneous and others were planned. This study allowed me to understand, in more depth, the importance that the educator has as a curriculum manager, since these characteristics affect, positively or negativily, the child’s socio-emotional development process, as well as the number of conflicts in which it is involved and the ability to manage and resolve them autonomously.
Description
Keywords
Desenvolvimento Social Desenvolvimento Emocional Conflito Interação Autonomia Educador Gestor do Currículo Social Development Emotional Development Conflict Interaction Autonomy Curriculum Manager Educator