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A Relação de Vinculação entre o Educador de Infância e a Criança. Estudo de Caso.
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Abstract(s)
O presente Relatório Final, realizado no âmbito do Mestrado em Educação Pré-Escolar,
é o resultado de uma Investigação Qualitativa em Educação, mais concretamente um
Estudo de Caso, com a problemática: “De que forma o comportamento da criança é
influenciado pela Relação de Vinculação com o seu Educador de Infância”.
Durante um ano letivo, o comportamento de uma Criança (ao longo deste trabalho será
denominada por A. devido a questões de anonimato) com 3 anos de idade, foi observado
e registado em notas de campo e foram realizadas entrevistas a sete adultos que fizeram
parte da vida desta mesma criança, durante o mesmo período de tempo. A observação e
registo dos factos e as considerações dos entrevistados, todos analisados posteriormente
tendo como orientação três questões de investigação, teve como objetivo compreender se
o comportamento da criança se transformou ao longo do tempo e se essa transformação
esteve diretamente relacionada com a Relação de Vinculação entre a própria criança e a
sua Educadora de Infância.
Os dados recolhidos foram alvo de uma análise de conteúdo e, após a sua análise, foi
possível constatar que houve uma relação direta entre: i) a construção de uma Relação de
Vinculação entre a Educadora de Infância e a Criança e ii) o comportamento desta mesma
Criança consigo própria, os seus pares e com o ambiente educativo, esta Relação de
vinculação demonstrou ser um elemento crucial para o desenvolvimento socio emocional
da criança, influenciando positivamente a sua capacidade de estabelecer laços de
confiança e explorar o meio que a rodeia. À medida que a Educadora de Infância e a
Criança se tornaram mais próximas, com uma relação mais coesa e afetiva, a criança
sentiu-se mais segura e confiante na relação consigo própria e com os outros, na
capacidade de expressão e comunicação e na participação nas atividades do quotidiano e
nas atividades pedagógicas.
This Final Report, carried out as part of the Master's Degree in Pre-School Education, is the result of Qualitative Research in Education, more specifically a Case Study, with the problem: “How a child's behavior is influenced by the Bonding Relationship with their Kindergarten Teacher”. Over the course of a school year, the behavior of a 3-year-old child (who will be referred to as A. throughout this work for reasons of anonymity) was observed and recorded in field notes, and interviews were conducted with seven adults who were part of this child's life during the same period of time. The purpose of observing and recording the facts and the interviewees' considerations, all of which were later analyzed using three research questions as a guide, was to understand whether the child's behavior changed over time and whether this transformation was directly related to the bonding relationship between the child and her kindergarten teacher. The data collected was subjected to content analysis and, after analysis, it was possible to see that there was a direct relationship between: i) the construction of a Bonding Relationship between the Kindergarten Teacher and the Child and ii) the Child's behavior towards herself, her peers and the educational environment, this Bonding Relationship proving to be a crucial element in the child's socio-emotional development, positively influencing their ability to establish bonds of trust and explore their surroundings. As the kindergarten teacher and the child became closer, with a more cohesive and affective relationship, the child felt more secure and confident in their relationship with themselves and others, in their ability to express themselves and communicate, and in their participation in everyday activities and teaching activities.
This Final Report, carried out as part of the Master's Degree in Pre-School Education, is the result of Qualitative Research in Education, more specifically a Case Study, with the problem: “How a child's behavior is influenced by the Bonding Relationship with their Kindergarten Teacher”. Over the course of a school year, the behavior of a 3-year-old child (who will be referred to as A. throughout this work for reasons of anonymity) was observed and recorded in field notes, and interviews were conducted with seven adults who were part of this child's life during the same period of time. The purpose of observing and recording the facts and the interviewees' considerations, all of which were later analyzed using three research questions as a guide, was to understand whether the child's behavior changed over time and whether this transformation was directly related to the bonding relationship between the child and her kindergarten teacher. The data collected was subjected to content analysis and, after analysis, it was possible to see that there was a direct relationship between: i) the construction of a Bonding Relationship between the Kindergarten Teacher and the Child and ii) the Child's behavior towards herself, her peers and the educational environment, this Bonding Relationship proving to be a crucial element in the child's socio-emotional development, positively influencing their ability to establish bonds of trust and explore their surroundings. As the kindergarten teacher and the child became closer, with a more cohesive and affective relationship, the child felt more secure and confident in their relationship with themselves and others, in their ability to express themselves and communicate, and in their participation in everyday activities and teaching activities.