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A apropriação do espaço exterior por crianças da educação pré-Escolar
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Abstract(s)
O presente relatório incide sobre a apropriação do espaço exterior por parte de crianças de Educação Pré-Escolar. Sabe-se que o brincar no espaço exterior tem, ao longo dos anos, vindo a ser desvalorizado. No entanto, este é fundamental para o desenvolvimento holístico da criança e, por isso, torna-se essencial que se promovam diversas experiências diretas com este espaço, permitindo que as crianças explorem, brinquem e realizem atividades livres.
Este estudo envolveu um grupo de vinte e um participantes com idades compreendidas entre os quatro e os seis anos. No decorrer do mesmo, foi utilizada a metodologia Abordagem Moisaico (Clark, 2011) com o objetivo de dar voz às crianças e percecionar as suas perspetivas relativamente ao espaço exterior e interior.
Os resultados evidenciaram que, as crianças tinham poucas oportunidades para brincar de forma livre e autónoma. Para além disso, manifestaram o desejo das crianças de frequentar regularmente o espaço exterior 2.
Mais tarde, após ser promovido regularmente o brincar no espaço exterior, as crianças exploraram todas as áreas e materiais que o constituem. Através do brincar simbólico coletivo deram asas à sua imaginação e criaram e recriaram diversos cenários.
This present report focuses on the appropriation of outdoor space by preschool children. We know that playing outside has been devalued over the years. However, it is fundamental to the child's holistic development, and, for this reason, it is essential to promote various direct experiences with this space, allowing children to explore, play and carry out free activities. This study involved a group of twenty-one participants aged between four and six. During the course of the study, the Mosaic Approach (Clark, 2011) methodology was used with the aim of giving children a voice and perceiving their perspectives on outdoor and indoor space. The results showed that the children had few opportunities for free and autonomous play. Furthermore, the children expressed a desire to regularly access outdoor spaces. Later, after outdoor play was regularly promoted, the children explored all areas and materials available. Through collective symbolic play, they gave free rein to their imaginations, creating and recreating various scenarios.
This present report focuses on the appropriation of outdoor space by preschool children. We know that playing outside has been devalued over the years. However, it is fundamental to the child's holistic development, and, for this reason, it is essential to promote various direct experiences with this space, allowing children to explore, play and carry out free activities. This study involved a group of twenty-one participants aged between four and six. During the course of the study, the Mosaic Approach (Clark, 2011) methodology was used with the aim of giving children a voice and perceiving their perspectives on outdoor and indoor space. The results showed that the children had few opportunities for free and autonomous play. Furthermore, the children expressed a desire to regularly access outdoor spaces. Later, after outdoor play was regularly promoted, the children explored all areas and materials available. Through collective symbolic play, they gave free rein to their imaginations, creating and recreating various scenarios.
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Keywords
Brincar Espaço Exterior e Interior Desenvolvimento holístico Abordagem Mosaico Play Outdoor and indoor space Holistic development Mosaic Approach