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O despertar das emoções: o desenvolvimento socioemocional através da literatura infantil
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| 4.22 MB | Adobe PDF |
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Abstract(s)
O presente relatório apresenta uma reflexão e descrição do trabalho de Investigação-Ação nos contextos de Creche e de Jardim de Infância, realizado no âmbito da Prática e Intervenção Supervisionada do Mestrado de Educação Pré-escolar.
Nestes contextos educativos, desenvolveu-se um estudo centrado na relação entre o Desenvolvimento socioemocional e a Literatura Infantil, em que se abordaram as quatro emoções bases (Alegria, Tristeza, Raiva e medo) de forma a promover o desenvolvimento socioemocional da criança e despertar a reflexão dos seus diferentes estados emocionais e dos outros, recorrendo à Literatura Infantil.
Em contexto de Creche, as crianças elaboraram atividades focadas essencialmente nas emoções Alegria e Tristeza, tendo sido valorizado o brincar no meio exterior e estimulado o sentido exploratório sensorial das crianças.
Já em contexto de Educação Pré-Escolar, as atividades e tarefas desenvolvidas contribuíram para a sensibilização à leitura com valor estético e para o reconhecimento e autorregulação das quatro emoções base por parte das crianças.
This report presents a reflection and description of the Action-Research work in the contexts of Nursery and Kindergarten, carried out within the scope of the Practice and Supervised Intervention of the Master's Degree in Preschool Education. A study was developed in these educational contexts, centered on the relationship between Socio-Emotional Development and Children's Literature, in which the four basic emotions (Happiness, Sadness, Anger and Fear) were addressed in order to promote the socio-emotional development of the child and awaken the child's reflection of their different emotional states and those of others, using Children's Literature. In the Nursery context, the children elaborated activities focused essentially on the emotions of Joy and Sadness, and playing outside was valued and stimulated the children's sensorial exploratory sense. In the Pre-School Education context, the developed activities and tasks contributed to the awareness of reading with aesthetic value and to the recognition and self-regulation of the four basic emotions by the children.
This report presents a reflection and description of the Action-Research work in the contexts of Nursery and Kindergarten, carried out within the scope of the Practice and Supervised Intervention of the Master's Degree in Preschool Education. A study was developed in these educational contexts, centered on the relationship between Socio-Emotional Development and Children's Literature, in which the four basic emotions (Happiness, Sadness, Anger and Fear) were addressed in order to promote the socio-emotional development of the child and awaken the child's reflection of their different emotional states and those of others, using Children's Literature. In the Nursery context, the children elaborated activities focused essentially on the emotions of Joy and Sadness, and playing outside was valued and stimulated the children's sensorial exploratory sense. In the Pre-School Education context, the developed activities and tasks contributed to the awareness of reading with aesthetic value and to the recognition and self-regulation of the four basic emotions by the children.
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Keywords
Educação de Infância Emoções Desenvolvimento socioemocional Literatura Infantil Childhood Education Emotions Socio-emotional development Children's Literature