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As interações entre crianças na primeira infância são essenciais para o seu desenvolvimento psicossocial, desempenhando um papel vital na sua adaptação e crescimento (Michel Boivin, 2005, p. 5).
“Através do relacionamento entre pares, a criança não só se submete a diversas competências sociais como também aveza normas e métodos sociais interligados nas relações interpessoais” (Michel Boivin, 2005, p. 5).
Presentemente, esta temática, tem particular relevância, pois a criança é exposta aos mais variados relacionamentos, antes de entrar na creche/jardins de Infância e até mesmo na interação com os irmãos ou familiares próximos.
O presente relatório foi elaborado no âmbito do mestrado em Educação Pré-Escolar. Tem como objetivo primordial perceber se há diferenças no estabelecimento de relações entre pares no exterior e no interior da creche e jardim de infância. Pretendeu-se perceber a diferença de comportamento na criação de relações entre as crianças e, analisar a relação de proximidade que cada criança tem com os diferentes pares, gerando estratégias facilitadoras para a integração e interação das crianças no grupo.
Pelo estudo feito percebeu-se que em contexto de jardim-de-infância e, particularmente no espaço exterior, o grupo de crianças estabelece um grande número de experiências com pares, assim como os seus conhecimentos sobre diversos assuntos (emoções, invenção de jogos etc.), desenvolvendo muito mais facilmente as suas relações com os pares, entreajudando-se e aprendendo uns com os outros, no entanto, no interior, o mesmo não se verifica.
Em contexto de creche o grupo demonstrou através da sua rotina diária, no exterior, que o ambiente e as brincadeiras em pares (relações entre pares), são muito mais enriquecedores e vantajosas, observando-se bastante o espírito de entreajuda e as parti-lhas das experiências pelo grupo. Já no interior o mesmo não se verifica, uma vez que os conflitos são recorrentes, existindo também uma maior confusão de interesses.
Interactions between children in early childhood are essential for their psychoso-cial development, playing a vital role in their adaptation and growth (Michel Boivin, 2005, p. 5). “Through peer relationships, children not only undergo various social skills but also experience social norms and methods interconnected in interpersonal relationships” (Michel Boivin, 2005, p. 5). This topic is particularly relevant today, as children are exposed to a wide variety of relationships before entering daycare/kindergarten and even in interactions with siblings or close family members. This report was prepared within the scope of the master’s degree in Preschool Education. Its main objective is to understand whether there are differences in the estab-lishment of peer relationships outside and inside daycare and kindergarten. The aim was to understand the differences in behaviour when creating relationships between children and to analyse the close relationship that each child has with their different peers, gener-ating strategies that facilitate the integration and interaction of children in the group. The study showed that in the kindergarten context, and particularly in the outdoor space, the group of children establishes a large number of experiences with peers, as well as their knowledge on various subjects (emotions, inventing games, etc.), developing their relationships with peers much more easily, helping each other and learning from each other, while indoors, the same does not happen. In the nursery context, the group demonstrated through their daily routine, out-doors, that the environment and games in pairs (relationships between peers) are much more enriching and advantageous, with a strong spirit of mutual help and the sharing of experiences by the group. However, the same does not happen in the interior, since con-flicts are recurrent, and there is also a greater confusion of interests
Interactions between children in early childhood are essential for their psychoso-cial development, playing a vital role in their adaptation and growth (Michel Boivin, 2005, p. 5). “Through peer relationships, children not only undergo various social skills but also experience social norms and methods interconnected in interpersonal relationships” (Michel Boivin, 2005, p. 5). This topic is particularly relevant today, as children are exposed to a wide variety of relationships before entering daycare/kindergarten and even in interactions with siblings or close family members. This report was prepared within the scope of the master’s degree in Preschool Education. Its main objective is to understand whether there are differences in the estab-lishment of peer relationships outside and inside daycare and kindergarten. The aim was to understand the differences in behaviour when creating relationships between children and to analyse the close relationship that each child has with their different peers, gener-ating strategies that facilitate the integration and interaction of children in the group. The study showed that in the kindergarten context, and particularly in the outdoor space, the group of children establishes a large number of experiences with peers, as well as their knowledge on various subjects (emotions, inventing games, etc.), developing their relationships with peers much more easily, helping each other and learning from each other, while indoors, the same does not happen. In the nursery context, the group demonstrated through their daily routine, out-doors, that the environment and games in pairs (relationships between peers) are much more enriching and advantageous, with a strong spirit of mutual help and the sharing of experiences by the group. However, the same does not happen in the interior, since con-flicts are recurrent, and there is also a greater confusion of interests
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Keywords
Educação Pré-Escolar Creche Interações Relações entre Pares Papel do Adulto Trabalho de Projeto Preschool Education Daycare Interactions Peer Relationships Role of the Adult Project Work