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DO PRÉ-ESCOLAR AO 1º CICLO DO ENSINO BÁSICO: A INFLUÊNCIA DA TRANSIÇÃO NO BEM-ESTAR EMOCIONAL.
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Abstract(s)
O presente trabalho foi elaborado no âmbito do mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico ministrado pelo Instituto Superior de Educação e Ciências, em Lisboa. Tem como finalidade analisar as vivências e a experiências, das crianças, relativamente à transição da Educação Pré-Escolar (EPE) para o 1.º Ciclo do Ensino Básico (1.ºCEB), integrado num programa de apoio à transição criado pelo agrupamento de escola onde decorreu a investigação. Trata-se de uma fase significativa nas suas vidas, acompanhada de expectativas e emoções que Educadores de Infância, Professores do 1º CEB e famílias devem ter em conta. Na primeira parte do trabalho, damos a conhecer a perspetiva ecológica do desenvolvimento humano, explorando os contextos de vida, as fases de transição e a sua influência no desenvolvimento nas crianças. Descrevemos também práticas de apoio à transição, estrangeiras e nacionais, e realçamos a importância do papel de todos os intervenientes no processo. Para concretizar a finalidade do trabalho, desenhou-se um estudo qualitativo centrado num agrupamento de escolas da cidade de Lisboa. Participaram no estudo 25 crianças da Educação Pré-Escolar e 20 crianças do 1.º ano de escolaridade. Inquiriram-se as suas expectativas no processo de transição e as emoções que o mesmo nelas despertou, com recurso à técnica de alguns cartões que simbolizam sentimentos, a partir do livro Emoções e Sentimentos Ilustrados de Moreira. A recolha de dados incluiu ainda duas entrevistas semidiretivas aos docentes das crianças. Os dados foram tratados por análise de conteúdo.
Os resultados sugerem que o programa de articulação ajudou as crianças a sentirem-se mais confiantes e menos receosas com a transição para o 1.º ano, e que a família tem um papel decisivo no sucesso da transição.
The presente paper was elaborated within the scope of the master in Pre-School Education and Primary School Teacher by the Higher Institute of Education and Sciences, in Lisbon. Its purpose is to analyze children´s experiences regarding the transition from Pre-School to 1st year of School, based in a program to support the transition created by the group of school where the investigation took place. It is a significant step in their lives, accompanied by expectations and emotions that Kindergarten Teachers, 1st grade Teachers and families must take into account. In the first part of this papper, we introduce the ecological perpective of human development, exploring life contexts, the transition period and their influence on children´s development. We also describe transition support practices, foreign and national, and highliht the importance of the role of all stakeholders in the process. To achieve the purpose of the paper, a qualitative study was designed, centered on a group of schools in the city of Lisbon. 25 children from Pre-School and 20 children from 1st year of school participated in the study. Their expectations in the transition process and the emotions awaken in them were asked using the technique of some cards that symbolize feelings, from the book Emotions and Sentiments Illustrated by Moreira. The data collection also included two semidirective interviews with the children´s teachers. The data were treated by content analysis. The results suggest that the program helped children to feel more confident and less fearful with the transition to the 1st year, and that the family has a decisive role in the sucess of the process.
The presente paper was elaborated within the scope of the master in Pre-School Education and Primary School Teacher by the Higher Institute of Education and Sciences, in Lisbon. Its purpose is to analyze children´s experiences regarding the transition from Pre-School to 1st year of School, based in a program to support the transition created by the group of school where the investigation took place. It is a significant step in their lives, accompanied by expectations and emotions that Kindergarten Teachers, 1st grade Teachers and families must take into account. In the first part of this papper, we introduce the ecological perpective of human development, exploring life contexts, the transition period and their influence on children´s development. We also describe transition support practices, foreign and national, and highliht the importance of the role of all stakeholders in the process. To achieve the purpose of the paper, a qualitative study was designed, centered on a group of schools in the city of Lisbon. 25 children from Pre-School and 20 children from 1st year of school participated in the study. Their expectations in the transition process and the emotions awaken in them were asked using the technique of some cards that symbolize feelings, from the book Emotions and Sentiments Illustrated by Moreira. The data collection also included two semidirective interviews with the children´s teachers. The data were treated by content analysis. The results suggest that the program helped children to feel more confident and less fearful with the transition to the 1st year, and that the family has a decisive role in the sucess of the process.
Description
Keywords
articulação EPE e 1.º CEB; programas de articulação; agentes educativos; emoções e sentimentos. joint work with Pre-School and School; Transition Programs; stakeholders; emotions and feelings.