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Interagir, descobrir e brincar: um olhar sobre a interação entre pares na creche e no jardim de infância
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| 1.52 MB | Adobe PDF |
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Abstract(s)
O presente estudo, intitulado – Interagir, descobrir e brincar: um olhar sobre a interação entre pares na creche e no jardim de infância – teve como principal intuito compreender as interações que as crianças estabelecem com os seus pares nos contextos educativos e o papel do educador enquanto promotor dessas interações. O brincar tornou- se um aspeto fundamental no presente estudo dado que é um meio através do qual os bebés e as crianças estabelecem interações e se desenvolvem a nível social. Procurei dar resposta à questão de partida – Como potenciar as interações entre pares na creche e no jardim de infância? Para tal, foi essencial compreender a criança enquanto ser social, e como se processa o desenvolvimento e aprendizagem na infância, bem como compreender a importância das interações entre pares e o papel do educador de infância. O estudo realizou-se em duas valências – creche e jardim de infância – em três momentos distintos. No que concerne à abordagem metodológica, o presente estudo segue o paradigma interpretativo da investigação qualitativa e assenta nos princípios da investigação-ação Recorri a diferentes procedimentos de recolha e tratamento da informação: observação participante, notas de campo, registos multimédia, e entrevista semiestruturada realizada às educadoras cooperantes. São apresentadas e interpretadas intervenções realizadas nos locais de estágio, integradas nas práticas observadas, no sentido de potenciar momentos promotores de interações entre as crianças as quais se basearam essencialmente na exploração de objetos, na reorganização do espaço, e no apoio de brincadeiras. O presente estudo permitiu-me compreender a importância do papel do educador enquanto gestor do currículo e promotor de interações entre as crianças, a importância do reconhecimento das capacidades interativas das crianças desde cedo e a influência que estes momentos tem no desenvolvimento e aprendizagem das crianças.
This study, entitled - Interact, discover and play: a look at the interaction between peers in kindergarten and daycare - had as its main purpose to understand the interactions that children establish with their peers in educational contexts and the role of the educator as promoter of these interactions. Play has become a fundamental aspect in this study as it is a means through which babies and children establish interactions and develop at the social level. I tried to answer the starting question - How to enhance peer interactions in kindergarten and daycare? To do this, it was essential to understand the child as a social being, and how development and learning take place in childhood, as well as to understand the importance of peer interactions and the role of the kindergarten teacher. The study was carried out in two areas - kindergarten and daycare - at three different times. Regarding the methodological approach, this study follows the interpretative paradigm of qualitative research and is based on the principles of action research. I used different procedures for collecting and processing information: participant observation, field notes, multimedia records, and semi-structured interview conducted with the cooperating educators. Interventions are presented and interpreted in the training places, integrated in the observed practices, in order to potentiate moments that promote interactions between children, which were based essentially in the exploration of objects, in the reorganization of the space, and in the support of games. This study allowed me to understand the importance of the role of the educator as a curriculum manager and promoter of interactions between children, the importance of recognizing the interactive capacities of children from an early age and the influence that these moments have on the development and learning of children.
This study, entitled - Interact, discover and play: a look at the interaction between peers in kindergarten and daycare - had as its main purpose to understand the interactions that children establish with their peers in educational contexts and the role of the educator as promoter of these interactions. Play has become a fundamental aspect in this study as it is a means through which babies and children establish interactions and develop at the social level. I tried to answer the starting question - How to enhance peer interactions in kindergarten and daycare? To do this, it was essential to understand the child as a social being, and how development and learning take place in childhood, as well as to understand the importance of peer interactions and the role of the kindergarten teacher. The study was carried out in two areas - kindergarten and daycare - at three different times. Regarding the methodological approach, this study follows the interpretative paradigm of qualitative research and is based on the principles of action research. I used different procedures for collecting and processing information: participant observation, field notes, multimedia records, and semi-structured interview conducted with the cooperating educators. Interventions are presented and interpreted in the training places, integrated in the observed practices, in order to potentiate moments that promote interactions between children, which were based essentially in the exploration of objects, in the reorganization of the space, and in the support of games. This study allowed me to understand the importance of the role of the educator as a curriculum manager and promoter of interactions between children, the importance of recognizing the interactive capacities of children from an early age and the influence that these moments have on the development and learning of children.
Description
Keywords
Interação Desenvolvimento Aprendizagem Brincar Educador de infância Interaction Development Learning Play Childhood educator