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Publication
A relação com a família em contexto de creche e jardim de infância
| Name: | Description: | Size: | Format: | |
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| 2.24 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório do projeto de investigação do Mestrado em Educação Pré-Escolar centra-se no tema da relação com as famílias nos contextos de creche e jardim de infância, focando-se na compreensão das diferentes modalidades desta relação e no estudo de estratégias que a podem promover. Pretende perceber qual o envolvimento e participação que as famílias têm nas instituições e na sala, a relevância que os profissionais lhe atribuem, e quais as estratégias que poderão potenciar o envolvimento dos pais na sala.
Durante todo este percurso realizei três estágios, o primeiro na valência de creche com um grupo de catorze crianças, o segundo na valência de jardim de infância com um grupo de dezoito crianças. No terceiro estágio regressei às mesmas instituições, com a finalidade de concluir os projetos de investigação e aprofundar os saberes pedagógicos como futuras docentes da educação de infância.
Para a realização deste estudo recorri à metodologia da investigação qualitativa e da investigação-ação. Procurei conhecer as conceções das educadoras sobre a relação com as famílias, as dificuldades e obstáculos que sentem e como as ultrapassam. Para compreender esta relação estive bastante atenta aos momentos de diálogo entre a equipa e as famílias, e fui sempre questionando a educadora do que fazia para envolver os pais na sala. Realizei quatro intervenções na sala que envolvesse os pais e as crianças, como forma de otimizar o envolvimento e a participação das famílias, as minhas intervenções em creche foram um livro “O que mais gosto de fazer com a minha família” e um jogo sobre os animais, e em jardim de infância o mesmo livro acima referido e um livro de retalhos. Foi importante e útil recorrer a diferentes procedimentos de recolha de informação, como a observação participante, notas de campo, fotografia e inquérito por questionário, recorri também ao tratamento de informação como a análise documental.
Este estudo dá visibilidade à importância que as educadoras cooperantes dão à relação com as famílias, mas também se percebe que por vezes não é uma relação fácil de estabelecer, sendo crucial encontrar estratégias para promover essa relação.
The present report of the research project of the Master in Early Childhood Education focuses on the theme of the relationship with families in the day-care and kindergarten contexts, concentrating on the understanding of the different modalities of this relationship and the study of strategies that can promote it. It intends to understand the involvement and participation that the families have in the institutions and in the room, the relevance that the professionals attribute to it, and which strategies can enhance the involvement of the parents. During this course I did three internship, the first in a day-care centre with a group of fourteen children, the second in a kindergarten with a group of eighteen children. In the third training, I returned to the same institutions, with the purpose of completing the research projects and deepening the pedagogical knowledge as future teacher of the Early Childhood Education. To accomplish this study, I decided to follow the qualitative methodology of investigation as well as the research-action. I tried to get to know the conceptions of the educators about the relationship with families, the difficulties and obstacles they feel and how they overcome them. To understand this relationship, I paid special attention to the moments of dialogue between the team and the families, and I was always questioning the teacher of what she did to involve the parents in the room. I carried out four interventions in the room that involved parents and children to optimize family involvement and participation. Therefore, my day-care interventions were a book “What I most like to do with my family” and a game about animals, and in the kindergarten the same book mentioned above and a patchwork book. It was important and valuable to use different information gathering procedures, such as participant observation, field notes, photography and questionnaire survey. I also did the treatment of information, namely the analysis of the documents. This study gives visibility to the importance that cooperating teachers give to the relationship with families, but it is also perceived that sometimes it is not an easy relationship to establish, and it is crucial to find strategies to promote it.
The present report of the research project of the Master in Early Childhood Education focuses on the theme of the relationship with families in the day-care and kindergarten contexts, concentrating on the understanding of the different modalities of this relationship and the study of strategies that can promote it. It intends to understand the involvement and participation that the families have in the institutions and in the room, the relevance that the professionals attribute to it, and which strategies can enhance the involvement of the parents. During this course I did three internship, the first in a day-care centre with a group of fourteen children, the second in a kindergarten with a group of eighteen children. In the third training, I returned to the same institutions, with the purpose of completing the research projects and deepening the pedagogical knowledge as future teacher of the Early Childhood Education. To accomplish this study, I decided to follow the qualitative methodology of investigation as well as the research-action. I tried to get to know the conceptions of the educators about the relationship with families, the difficulties and obstacles they feel and how they overcome them. To understand this relationship, I paid special attention to the moments of dialogue between the team and the families, and I was always questioning the teacher of what she did to involve the parents in the room. I carried out four interventions in the room that involved parents and children to optimize family involvement and participation. Therefore, my day-care interventions were a book “What I most like to do with my family” and a game about animals, and in the kindergarten the same book mentioned above and a patchwork book. It was important and valuable to use different information gathering procedures, such as participant observation, field notes, photography and questionnaire survey. I also did the treatment of information, namely the analysis of the documents. This study gives visibility to the importance that cooperating teachers give to the relationship with families, but it is also perceived that sometimes it is not an easy relationship to establish, and it is crucial to find strategies to promote it.
Description
Keywords
Família Relação com as famílias Envolvimento Participação Family Relationship with families Involvement Participation Relatório de projeto de investigação Relatório de estágio