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A Creche à Descoberta da Matemática em Contextos Indoor e Outdoor
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Abstract(s)
O presente estudo investiga a influência de ambientes indoor e outdoor para aprendizagens matemáticas de crianças de 2 e 3 anos. A motivação para aprendizagens matemáticas desde cedo é reconhecida como essencial para desenvolver habilidades futuras, como pensamento lógico e resolução de problemas (Ginsburg, Lee, & Boyd, 2008). Este estudo visa demonstrar como diferentes contextos podem enriquecer a aprendizagem matemática, combinando atividades indoor e outdoor para estimular competências cognitivas, sociais e emocionais de maneira harmoniosa. Adotando uma abordagem construtivista participativa qualitativa, o estudo observou um grupo de crianças durante atividades matemáticas projetadas para ambientes indoor e outdoor. As atividades incluíram exploração sensorial, contagem de objetos, classificação e reconhecimento de padrões nos ambientes supracitados. O estudo reforça a importância do ambiente no planeamento de atividades matemáticas na primeira infância, destacando que ao adaptar práticas pedagógicas para aproveitar os benefícios de ambos os ambientes, os profissionais da área da Educação, podem criar experiências de aprendizagem mais enriquecedoras. Os resultados destacam a importância da diversidade de experiências para uma aprendizagem eficaz. Atividades ao ar livre proporcionaram estímulos sensoriais ricos, promovendo curiosidade e descoberta, enquanto atividades indoor ofereceram um ambiente estruturado para a prática e repetição dos conceitos aprendidos. As crianças mostraram maior entusiasmo e compreensão durante as atividades ao ar livre, com a exploração sensorial e a interação com o ambiente natural estimulando a curiosidade. Já as atividades indoor permitiram a consolidação das aprendizagens. Uma abordagem integrada, alternando entre ambientes outdoor e indoor, pode potencializar o desenvolvimento matemático das crianças, enriquecendo a aprendizagem e estimulando capacidades cognitivas, sociais e emocionais.
The present study investigates the influence of indoor and outdoor environments on the mathematical learning of 2- and 3-year-old children. The motivation for early mathematical learning looks essential for developing future skills such as logical thinking and problem-solving (Ginsburg, Lee, & Boyd, 2008). This study aims to demonstrate how different contexts can enrich mathematical learning by combining indoor and outdoor activities to stimulate cognitive, social, and emotional skills harmoniously. Adopting a qualitative participatory constructivist approach, the study observed a group of children during mathematical activities designed for indoor and outdoor environments. The activities included sensory exploration, object counting, classification, and pattern recognition in the environments. The study reinforces the importance of the environment in planning mathematical activities in early childhood, highlighting that by adapting pedagogical practices to take advantage of the benefits of both environments, education professionals can create more enriching learning experiences. The results highlight the importance of diverse experiences for effective learning. Outdoor activities provided rich sensory stimuli, promoting curiosity and discovery, while indoor activities offered a structured environment for practicing and repeating learned concepts. The children showed greater enthusiasm and understanding during outdoor activities, with sensory exploration and interaction with the natural environment stimulating curiosity. Meanwhile, indoor activities allowed for the consolidation of learning. An integrated approach, alternating between outdoor and indoor environments, can enhance children's mathematical development, enriching learning and stimulating cognitive, social, and emotional abilities.
The present study investigates the influence of indoor and outdoor environments on the mathematical learning of 2- and 3-year-old children. The motivation for early mathematical learning looks essential for developing future skills such as logical thinking and problem-solving (Ginsburg, Lee, & Boyd, 2008). This study aims to demonstrate how different contexts can enrich mathematical learning by combining indoor and outdoor activities to stimulate cognitive, social, and emotional skills harmoniously. Adopting a qualitative participatory constructivist approach, the study observed a group of children during mathematical activities designed for indoor and outdoor environments. The activities included sensory exploration, object counting, classification, and pattern recognition in the environments. The study reinforces the importance of the environment in planning mathematical activities in early childhood, highlighting that by adapting pedagogical practices to take advantage of the benefits of both environments, education professionals can create more enriching learning experiences. The results highlight the importance of diverse experiences for effective learning. Outdoor activities provided rich sensory stimuli, promoting curiosity and discovery, while indoor activities offered a structured environment for practicing and repeating learned concepts. The children showed greater enthusiasm and understanding during outdoor activities, with sensory exploration and interaction with the natural environment stimulating curiosity. Meanwhile, indoor activities allowed for the consolidation of learning. An integrated approach, alternating between outdoor and indoor environments, can enhance children's mathematical development, enriching learning and stimulating cognitive, social, and emotional abilities.
Description
Keywords
Matemática, aprendizagem indoor e outdoor, creche, ambiente de aprendizagem. Matemática, early childhood education, indoor and outdoor learning, daycare, learning environment