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A importância do desenvolvimento da autonomia em idades precoces: a implicação do perfil do adulto na promoção da autonomia
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O presente relatório final teve como intuito analisar o empenho do adulto como promotor da autonomia em crianças de idades precoces, nomeadamente quais as implicações que a sua postura, a forma como organiza o ambiente educativo e planeia e executa as atividades influenciam o desenvolvimento integral das crianças.
O relatório foi elaborado com base na recolha de dados empíricos, através da observação participante e da análise documental, em dois contextos de estágio distintos, nomeadamente num grupo heterógeno de Pré-Escolar, com idades compreendidas entre os 3 e os 5 anos de idade, e num grupo de Creche, com idades compreendidas entre os 24 e os 36 meses de idade.
A escala de empenho do adulto permitiu identificar quais estratégias pedagógicas promovem a participação ativa da criança na construção do conhecimento individual e coletivo, e quais comportamentos adultos inibem esse processo.
Foi analisada uma prática pedagógica que promoveu a autonomia das crianças, resultando numa participação ativa nas suas aprendizagens, num conhecimento coletivo e num ambiente explorado de forma independente. Em contraste, a ação educativa na creche revelou-se inibidora, limitada ao controlo do adulto, levando a comportamentos de dependência emocional nas crianças.
The purpose of this final report was to analyse adult engagement as a promoter of autonomy in young children, specifically examining how the adult's posture, organization of the educational environment, and planning and execution of activities influence children's holistic development. The report was prepared based on empirical data collected through participant observation and document analysis in two distinct internship contexts: a heterogeneous Pre-School group, with children aged between 3 and 5 years old, and a Nursery group, with children aged between 24 and 36 months old. The adult engagement scale allowed for the identification of pedagogical strategies that promote a child's active participation in the construction of individual and collective knowledge, and which adult behaviours inhibit this process. A pedagogical practice that fostered children's autonomy was analysed, resulting in their active participation in learning, collective knowledge creation, and an independently explored environment. In contrast, the educational approach in the nursery proved to be inhibiting and limited by adult control, leading to emotional dependency behaviours in children.
The purpose of this final report was to analyse adult engagement as a promoter of autonomy in young children, specifically examining how the adult's posture, organization of the educational environment, and planning and execution of activities influence children's holistic development. The report was prepared based on empirical data collected through participant observation and document analysis in two distinct internship contexts: a heterogeneous Pre-School group, with children aged between 3 and 5 years old, and a Nursery group, with children aged between 24 and 36 months old. The adult engagement scale allowed for the identification of pedagogical strategies that promote a child's active participation in the construction of individual and collective knowledge, and which adult behaviours inhibit this process. A pedagogical practice that fostered children's autonomy was analysed, resulting in their active participation in learning, collective knowledge creation, and an independently explored environment. In contrast, the educational approach in the nursery proved to be inhibiting and limited by adult control, leading to emotional dependency behaviours in children.
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Autonomia Creche Pré-Escolar Empenho do Adulto Participação Ativa Autonomy Nursery Pre-School Adult Engagement Active Participation