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Publication
O ensino das ciências em creche: desafios e possibilidades
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.41 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este estudo surge no âmbito do estágio em Creche, com crianças de dois anos de idade,
tendo-se pretendido compreender a possibilidade do uso de orientações oficiais para a
realização de atividades relacionadas com a temática dos animais. Estas atividades
foram reguladas pelas Orientações Curriculares para o Pré-Escolar, pelas Metas de
Aprendizagem do Pré-Escolar e algumas brochuras do Ministério da Educação, e foram
tidos em conta os interesses, curiosidades e dificuldades do grupo de crianças em
questão. Para melhor compreender este tema recorreu-se a uma pesquisa sobre o
funcionamento da Creche em Portugal, sobre a utilização das ciências com crianças de
idades mais novas e sobre as capacidades das crianças nesta faixa etária. Percebeu-se
que a valência de Creche não tinha apoio do Ministério da Educação, tendo de se
recorrer aos princípios orientadores para o Pré-Escolar. A área das ciências parece ser
pouco desenvolvida nas salas de Creche e de Pré-Escolar, o que poderá contribuir para
alguns problemas na aquisição dos conhecimentos em idade mais avançada. Devido aos
problemas identificados, surgiram as seguintes questões: “Qual o papel do Ensino das
Ciências em Creche?, De que forma um grupo de dois anos beneficia com a utilização
de orientações curriculares dirigidas ao Pré-Escolar?, De que forma o trabalho das
Ciências em Creche promove a curiosidade e a motivação nas crianças?” Para responder
a estas questões, o estudo foi realizado com uma metodologia qualitativa, através dos
dados recolhidos em instrumentos e métodos qualitativos e quantitativos. Para ajudar a
investigação, foi feito um projeto numa sala de Creche, tendo por base a temática dos
animais, com diversas atividades que partiram da curiosidade e dúvidas das crianças.
Os resultados obtidos mostraram que, apesar de terem sido abordados conceitos
científicos junto das crianças de dois anos, estas compreenderam e aprenderam os
conceitos, sempre de uma forma lúdica e interessada, mostrando que as ciências podem
e devem ser trabalhadas desde cedo, junto das crianças. As atividades tiveram por base
objetivos formulados através das orientações existentes para o Pré-Escolar e, apesar de
terem resultado neste contexto, continuam a ser necessários apoios para ajudar os
educadores a desenvolverem um trabalho educativo em Creche, deixando para trás a
imagem da Creche como um espaço existente apenas para cuidar das crianças.
This study was developed during the internship in a Nursery, with children two years old, in order to understand the applicability of the official guidelines for the implementation of practical activities related to the theme of animals. These activities were regulated by the Curriculum Guidelines and Learning Goals for Pre-school Education, and some Educational brochures from the Education Ministry, taking into account the interest, curiosity and difficulties from the group of children. A literature review was performed to understand Nursery education procedures in Portugal, the teaching of sciences to younger children and their skills. From these readings, three questions emerged: “What is the role of Science Education in Nursery? How does a group of two years old children benefits from the use of Curriculum guidelines aimed for Pre-school Education? How is curiosity and motivation promoted by the implementation of science activities? To answer these questions, the study was made with a Qualitative Methodology, through the collection of data and instruments using qualitative and quantitative methods. To help in this research, a project was implemented, in which animals from the farm were studied. The obtained results showed that children learnt the scientific vocabulary and concepts used and curiosity in science matters was stimulated, through a playful and caring way, showing that science can and should be taught from early years. Although the activities were based on the guidelines for Pre-school Education, it seems important that educators in Nursery should have specific orientations and Nurseries should not be considered a place merely to take care of children.
This study was developed during the internship in a Nursery, with children two years old, in order to understand the applicability of the official guidelines for the implementation of practical activities related to the theme of animals. These activities were regulated by the Curriculum Guidelines and Learning Goals for Pre-school Education, and some Educational brochures from the Education Ministry, taking into account the interest, curiosity and difficulties from the group of children. A literature review was performed to understand Nursery education procedures in Portugal, the teaching of sciences to younger children and their skills. From these readings, three questions emerged: “What is the role of Science Education in Nursery? How does a group of two years old children benefits from the use of Curriculum guidelines aimed for Pre-school Education? How is curiosity and motivation promoted by the implementation of science activities? To answer these questions, the study was made with a Qualitative Methodology, through the collection of data and instruments using qualitative and quantitative methods. To help in this research, a project was implemented, in which animals from the farm were studied. The obtained results showed that children learnt the scientific vocabulary and concepts used and curiosity in science matters was stimulated, through a playful and caring way, showing that science can and should be taught from early years. Although the activities were based on the guidelines for Pre-school Education, it seems important that educators in Nursery should have specific orientations and Nurseries should not be considered a place merely to take care of children.
Description
Keywords
Ensino das Ciências Creche Orientações para o Pré-Escolar Science Education Nursery Guidelines for Pre-school