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Relatório final da prática de ensino supervisionada. A importância do envolvimento parental nas aprendizagens em contexto pré-escolar
| Name: | Description: | Size: | Format: | |
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| 2.18 MB | Adobe PDF |
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Abstract(s)
O presente relatório intitulado A Importância do Envolvimento Parental nas Aprendizagens em Contexto Pré-Escolar desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada, tendo por finalidade a obtenção do grau de mestre para a qualificação para a docência em educação pré-escolar, correspondendo à descrição de um trabalho desenvolvido no contexto de jardim-de-infância inserido no meio urbano, com um grupo de crianças de três anos de idade.
A pertinência deste tema como área de intervenção, resultou da observação de algumas fragilidades, no que diz respeito ao envolvimento parental entre a díade família-escola. Assim, e com esta temática, pretendemos compreender se a parceria/envolvimento entre a instituição pré-escolar e a família poderia contribuir para uma aprendizagem mais significativa.
Para a verificação/sustentabilidade dos resultados obtidos, optámos como principal procedimento de análise, a metodologia de investigação-ação, levando assim à utilização de diversas métodos/técnicas e instrumentos para recolher dados. Em suma, respondendo às questões delineadas de modo a atingir os objetivos propostos.
Procurámos promover experiências de aprendizagem, solicitando a participação e o envolvimento da família nas atividades, tendo em conta, todas as áreas e domínios evidenciados nas Metas de Aprendizagem na Educação Pré-Escolar.
Os resultados que emergiram deste trabalho, demonstram que o envolvimento da família nas atividades da escola possibilita uma melhoria das aprendizagens múltiplas, fazendo com que as crianças tenham uma maior motivação e empenho no desempenho das mesmas, assumindo-se assim como uma mais-valia na educação das crianças. A família tornou-se mais participativa e demonstrou um grande empenho e cuidado estético em todas as atividades que foram solicitadas. Estes resultados foram verificados através de uma primeira avaliação (Avaliação Diagnóstica) e de uma segunda avaliação (Avaliação Final).
The present report, entitled The importance of parental involvement in the learning preschool context, was developed as part of the course unit “Supervised teaching practice”, being intended to obtain a master’s degree to qualify for teaching in preschool education. It is a description of a work developed in kindergarten context, inserted into an urban environment with 3Year children. The relevance of this topic as an area of intervention resulted from some weaknesses’ observation about parental involvement between the dyad family-school. Therefore, and with this issue, we intend to understand if the partnership/involvement between the preschool institution and the family could contribute to a more meaningful learning. To the check/sustainability of results, we have chosen as the main procedure of analysis the action-research methodology, thus leading to the use of various methods/techniques and instruments to collect data. In short, answer the questions outlined in order to achieve the proposed objectives. We try to promote learning experiences, requesting participation and family involvement in the activities and taking into account all areas shown in “Goals of learning” in preschool education. The results that emerged from this study show that family involvement in school activities provides an improved multiple learning, making children have a greater motivation and commitment in the performance of the same, taking as an asset in children’s education. The family has become more participatory and showed a great commitment and aesthetic care in all activities that have been requested. These results were verified through a first evaluation (Diagnostic Assessment) and a second evaluation (Final Evaluation).
The present report, entitled The importance of parental involvement in the learning preschool context, was developed as part of the course unit “Supervised teaching practice”, being intended to obtain a master’s degree to qualify for teaching in preschool education. It is a description of a work developed in kindergarten context, inserted into an urban environment with 3Year children. The relevance of this topic as an area of intervention resulted from some weaknesses’ observation about parental involvement between the dyad family-school. Therefore, and with this issue, we intend to understand if the partnership/involvement between the preschool institution and the family could contribute to a more meaningful learning. To the check/sustainability of results, we have chosen as the main procedure of analysis the action-research methodology, thus leading to the use of various methods/techniques and instruments to collect data. In short, answer the questions outlined in order to achieve the proposed objectives. We try to promote learning experiences, requesting participation and family involvement in the activities and taking into account all areas shown in “Goals of learning” in preschool education. The results that emerged from this study show that family involvement in school activities provides an improved multiple learning, making children have a greater motivation and commitment in the performance of the same, taking as an asset in children’s education. The family has become more participatory and showed a great commitment and aesthetic care in all activities that have been requested. These results were verified through a first evaluation (Diagnostic Assessment) and a second evaluation (Final Evaluation).
Description
Keywords
Envolvimento Família Escola Aprendizagens Pré-escolar Prática de ensino Involvement Family School Learning Preschool Teaching practice