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Gestão das Emoções em Crianças de Creche (0-3 anos)
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Abstract(s)
O presente trabalho apresenta a descrição e reflexão desenvolvida em torno da temática das emoções e gestão das emoções em crianças em contexto de creche dos 0-3 anos, decorrente da Prática Pedagógica no 2º ano do Mestrado em Educação Pré-Escolar.
A observação realizada ao longo da Prática Pedagógica referida permitiu constatar que as crianças entre 1 e 2 anos de idade, vivem num turbilhão de emoções que ainda têm dificuldade em identificar e gerir. No entanto, a observação realizada ao longo desta prática, focou sobretudo as crianças entre 1 e 2 anos. Recorrendo a bibliografia da especialidade consegui apoiar teoricamente essa falta na minha observação prática.
Constatação corroborada por vários estudos nesta área, como o são os de Bermejo (2005), Magalhães (2007) e Goleman (2012).
Decorrente destas observações iniciais foram definidos os objetivos, o estudo empírico e o projeto de intervenção, com o intuito de compreender de que forma se pode trabalhar com as crianças de creche no desenvolvimento da gestão das suas emoções.
O objetivo central deste estudo e da Prática Pedagógica de onde este estudo decorre, consistiu em descrever e compreender de que forma as crianças gerem as suas emoções, bem como desenvolver atividades que permitissem às crianças reconhecer as suas emoções e geri-las por forma a favorecer o seu bem-estar emocional.
Desta forma, após um primeiro levantamento de dados, foi concebido e implementado um projeto de intervenção que permitisse dar resposta a estes objetivos. Este projeto de intervenção contemplou atividades que permitiram explorar as emoções das crianças e estimulá-las no sentido da gestão dessas mesmas emoções. Após a implementação do projeto e das atividades previstas, foi realizado um novo levantamento de dados, sendo que se pode referir que, com a intervenção foi possível evidenciar evolução nas crianças nos parâmetros referidos nas grelhas de desenvolvimento. Nomeadamente na área da linguagem, da cognição, da autonomia, da identidade e da socialização. Tal como está patente e de forma individualizada nas grelhas em anexo. Antecipando que esta evolução não será unicamente fruto das atividades implementadas, considera-se que estas terão tido algum impacto. Devido à idade das crianças e ao seu desenvolvimento global, pôde ser uma mais valia para o estudo e o mesmo ajudou nas alterações visionadas por nós nas grelhas de desenvolvimento.
This work presents a description and reflexion on the thematic of emotions and the management of emotions in children in the context of day care (0 to 3 years old), as part of the pedagogical practice of the 2nd year of the Master in Pre-school Education. The observation done throughout the above mentioned pedagogical practice, allowed me to note that children between 1 and 2 live in a whirlwind of emotions which they still have difficulties identifying and managing. In spite of this, the observations realised throughout this practise focused mainly on the 1 to 2 year old age group. This observation is corroborated by the research in this area such as Bermejo (2005), Magalhães (2007) and Goleman (2012). From these initial observations, we derived the definition of the objectives, the empirical study, and the intervention project, with the aim to understand how it is possible to work with children in day care in the development of the management of their emotions. The main objective of this study and of the Pedagogical Practice from which this study derives, was to describe and understand how children manage their emotions, as well as to develop activities that allow children to recognise their emotions and to manage them in order to promote their emotional well-being. This way, after an initial data collection, an intervention project was conceived and implemented to give an answer to these objectives. The intervention project included activities that allowed us to explore the children's emotions and to stimulate them towards the management of those emotions. After the implementation of the project and the planned activities, a new data survey was carried out. We can say that, with the intervention, it was possible to observe evolution in the children within the parameters mentioned in the development grids - namely in the areas of language, cognition, autonomy, identity and socialization, as we can see individually in the grids in annex. Anticipating that this evolution won’t have been solely the result of the implemented activities, it is considered that these have had some impact. Also due to the age of the children and their overall development, it was an asset for the study and it helped in the changes witnessed by us in the development grids.
This work presents a description and reflexion on the thematic of emotions and the management of emotions in children in the context of day care (0 to 3 years old), as part of the pedagogical practice of the 2nd year of the Master in Pre-school Education. The observation done throughout the above mentioned pedagogical practice, allowed me to note that children between 1 and 2 live in a whirlwind of emotions which they still have difficulties identifying and managing. In spite of this, the observations realised throughout this practise focused mainly on the 1 to 2 year old age group. This observation is corroborated by the research in this area such as Bermejo (2005), Magalhães (2007) and Goleman (2012). From these initial observations, we derived the definition of the objectives, the empirical study, and the intervention project, with the aim to understand how it is possible to work with children in day care in the development of the management of their emotions. The main objective of this study and of the Pedagogical Practice from which this study derives, was to describe and understand how children manage their emotions, as well as to develop activities that allow children to recognise their emotions and to manage them in order to promote their emotional well-being. This way, after an initial data collection, an intervention project was conceived and implemented to give an answer to these objectives. The intervention project included activities that allowed us to explore the children's emotions and to stimulate them towards the management of those emotions. After the implementation of the project and the planned activities, a new data survey was carried out. We can say that, with the intervention, it was possible to observe evolution in the children within the parameters mentioned in the development grids - namely in the areas of language, cognition, autonomy, identity and socialization, as we can see individually in the grids in annex. Anticipating that this evolution won’t have been solely the result of the implemented activities, it is considered that these have had some impact. Also due to the age of the children and their overall development, it was an asset for the study and it helped in the changes witnessed by us in the development grids.
Description
Keywords
Emoções; Creche. Emotions; Nursery