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Publication
A relação de colaboração com as famílias em contexto de creche e jardim de infância
Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido ao longo da formação do Mestrado em Educação
Pré-Escolar, com um tema que considerei pertinente estudar mais aprofundadamente: a
relação com as famílias. Tem como objectivo conhecer e compreender melhor como as
equipas pedagógicas das Creches e dos Jardim-de-Infância se relacionam com as
famílias com vista a promover e potenciar esta relação.
É descrito o tipo de metodologia utilizada neste estudo, de natureza qualitativa,
inspirada na investigação-ação, de acordo com o paradigma interpretativo. Foram
utilizados vários instrumentos de recolha de informação como notas de campo, registos
multimédia, inquérito por questionário, pesquisa documental e conversas informais.
Neste relatório estão relatadas as experiências que tive a oportunidade de viver nos
contextos de estágio, as equipas pedagógicas, os grupos de crianças. É importante
salientar que foram realizados quatro estágios: dois no primeiro ano lectivo do
mestrado, um em contexto de Creche e outro em contexto de Jardim-de-Infância, e dois
no segundo ano do mestrado, nos mesmos contextos, com as mesmas equipas
pedagógicas.
No que diz respeito às conclusões do estudo destaca-se a importância da existência de
uma boa relação com as famílias nos contextos de Creche e Jardim-de-Infância, no
quanto são importantes os momentos de interação com as famílias, como estas podem e
devem colaborar nestes contextos e como um envolvimento positivo proporciona um
melhor desenvolvimento para as crianças. É também possível compreender quais são as
diversas estratégias que existem para a promoção de uma boa relação com as famílias,
como por exemplo as conversas informais nos momentos de acolhimento e no final do
dia, nas reuniões, nos passeios com as famílias, de acordo com a especificidade dos
contextos.
This report was developed during the Master's Course in Pre-School Education, with a theme that I considered pertinent to study in more depth: the relationship with families. Its aim is to know and understand better how the pedagogical teams of day-care (Nursery School Kindergartens) relate to families in order to promote and enhance this relationship. It is described the type of methodology used in the study, which has a qualitative nature, according to the interpretative paradigm and inspired by action research. Various instruments were used to collect information such as field notes, multimedia records, questionnaire surveys, documentary research and informal conversations. In this report are reported the experiences that I had the opportunity to live in the contexts of internship, the pedagogical teams, the groups of children. It is important to point out that four stages were carried out: two in the first year of the master's degree, one in the context of Nursery School and another in the context of Kindergarten, and two in the second year of the master's degree, in the same contexts, with the same pedagogical teams. Regarding the conclusions of the study it highlights the importance and existence of a good relationship between with the families and the day-care and kindergarten teams. It shows how, as the moments of interaction with the families are important, as they can and must collaborate in these contexts and how positive involvement provides better development for children. It is also possible to understand the different strategies that exist for the promotion of a good relationship with families, such as informal conversations at beginning and at the end of the day, in meetings, in family outings, according to the specificity of contexts.
This report was developed during the Master's Course in Pre-School Education, with a theme that I considered pertinent to study in more depth: the relationship with families. Its aim is to know and understand better how the pedagogical teams of day-care (Nursery School Kindergartens) relate to families in order to promote and enhance this relationship. It is described the type of methodology used in the study, which has a qualitative nature, according to the interpretative paradigm and inspired by action research. Various instruments were used to collect information such as field notes, multimedia records, questionnaire surveys, documentary research and informal conversations. In this report are reported the experiences that I had the opportunity to live in the contexts of internship, the pedagogical teams, the groups of children. It is important to point out that four stages were carried out: two in the first year of the master's degree, one in the context of Nursery School and another in the context of Kindergarten, and two in the second year of the master's degree, in the same contexts, with the same pedagogical teams. Regarding the conclusions of the study it highlights the importance and existence of a good relationship between with the families and the day-care and kindergarten teams. It shows how, as the moments of interaction with the families are important, as they can and must collaborate in these contexts and how positive involvement provides better development for children. It is also possible to understand the different strategies that exist for the promotion of a good relationship with families, such as informal conversations at beginning and at the end of the day, in meetings, in family outings, according to the specificity of contexts.
Description
Keywords
Família Relação Escola-Família Creche Jardim-de-Infância Family Relationship with the Family Day-care center Kindergarten