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Práticas pedagógicas no jardim-de-infância. Estratégias promotoras de interações positivas
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Abstract(s)
A presente investigação insere-se no âmbito da Prática de Ensino Supervisionada (PES) do Mestrado para a Docência em Educação Pré-Escolar, com um grupo de 20 crianças de 4 anos na rede privada de Lisboa.
No jardim-de-infância a criança tem a oportunidade de alargar o seu mundo social pois a interação com o outro contribui para que se desenvolva social e emocionalmente. Partindo deste pressuposto, tomou-se por objetivo principal selecionar e implementar práticas educativas suscetíveis de influir nas relações sociais do grupo e na melhoria do autoconceito. As estratégias compreenderam o trabalho cooperativo (a pares e em pequeno grupo), o incentivo, o reforço positivo e a valorização da interdependência positiva.
A investigação baseia-se num design de investigação-ação, num paradigma interpretativo. Como metodologia predominantemente qualitativa aplicaram-se o Teste Sociométrico, a Escala Pictórica de Perceção de Competência e Aceitação Social para Crianças em idade Pré-Escolar, a observação participante, os registos fotográficos, as notas de campo e os relatórios semanais de estágio.
O estudo desenvolve-se ao longo de três fases: a pré-intervenção, a intervenção e a pós-intervenção.
Na intervenção realizaram-se atividades cooperativas em pequeno grupo ou a pares, em que os membros de cada grupo de trabalho eram escolhidos de forma propositada tendo em conta a sua posição sociométrica no grande grupo. No fim de qualquer atividade cada pequeno grupo fazia a sua auto e heteroavaliação e aí refletia-se sobre a importância do contributo de cada membro do grupo, o modo como tinha sido feito o trabalho e como melhorá-lo. Nestes momentos o adulto reforçava positivamente e valorizava a interdependência positiva observada.
Os resultados evidenciam a importância de selecionar estratégias adequadas, como o trabalho cooperativo, a valorização e o reforço positivo, para promover uma interdependência positiva e consequentemente influenciar de forma positiva as interações e o autoconceito do grupo.
The current investigation is inserted in the scope of the Prática de Ensino Supervisionada (PES) Masters for the Preschool Educational Teaching, regarding a group of 20 four year olds in Lisbon's private network. In kindergarten children have the opportunity to broaden their social world, as the interaction with one another contributes for the social and emotional development. With this in mind, the selection and implementation of educational practices, that are likely to influence social group relations and to improve self-concept, became the main goal for this paper. The strategies involved included cooperative work (in pairs and in small groups), choosing working groups, the children’s incentive, their positive reinforcement and the appreciation of positive interdependence. The investigation is based on an investigation-action design, in an interpretative perspective. As qualitative predominant methodology, the Sociometric Test, the Pictorial Perception Scale of Social Competence and Acceptance for Pre Education Aged Children, the participant observation, the photographic records, the field notes and the weekly internship reports, where applied. The study develops throughout 3 phases: the pre intervention, the intervention and the post intervention. In the intervention cooperative activities where made in small groups or in pairs, in which the members of each working group were chosen on purpose, bearing in mind their sociometric position inside the big group. At the end of each activity, each small group would make its own self and the other group’s evaluation, so they could reflect up about the importance of each group member contribution, of how the work was made and how to improve it. During these moments the adult would positively reinforce and value the positive observed interdependence. The results show the importance of selecting adequate strategies such as the cooperative work, the appreciation and the positive reinforcement to promote the positive interdependence and consequently to positively influence the group interactions and self-concept.
The current investigation is inserted in the scope of the Prática de Ensino Supervisionada (PES) Masters for the Preschool Educational Teaching, regarding a group of 20 four year olds in Lisbon's private network. In kindergarten children have the opportunity to broaden their social world, as the interaction with one another contributes for the social and emotional development. With this in mind, the selection and implementation of educational practices, that are likely to influence social group relations and to improve self-concept, became the main goal for this paper. The strategies involved included cooperative work (in pairs and in small groups), choosing working groups, the children’s incentive, their positive reinforcement and the appreciation of positive interdependence. The investigation is based on an investigation-action design, in an interpretative perspective. As qualitative predominant methodology, the Sociometric Test, the Pictorial Perception Scale of Social Competence and Acceptance for Pre Education Aged Children, the participant observation, the photographic records, the field notes and the weekly internship reports, where applied. The study develops throughout 3 phases: the pre intervention, the intervention and the post intervention. In the intervention cooperative activities where made in small groups or in pairs, in which the members of each working group were chosen on purpose, bearing in mind their sociometric position inside the big group. At the end of each activity, each small group would make its own self and the other group’s evaluation, so they could reflect up about the importance of each group member contribution, of how the work was made and how to improve it. During these moments the adult would positively reinforce and value the positive observed interdependence. The results show the importance of selecting adequate strategies such as the cooperative work, the appreciation and the positive reinforcement to promote the positive interdependence and consequently to positively influence the group interactions and self-concept.
Description
Keywords
Pré-Escolar Interações Autoconceito Cooperação Estratégias Preschool Interactions Auto-concept Cooperation Strategies