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Abstract(s)
O presente relatório final de estágio é constituído por duas partes e tem como principal objetivo partilhar e refletir sobre o trabalho desenvolvido ao longo da Prática de Ensino Supervisionada, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. A primeira parte apresenta uma reflexão crítica sobre as práticas de ensino desenvolvidas no estágio, realizadas nos contextos de ensino de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, com enfoque nas competências profissionais adquiridas e uma reflexão sobre este percurso.
A segunda parte trata de uma investigação empírica de carácter qualitativo e exploratório que procura compreender diferentes formas de organizar os momentos de relaxamento e a sua influência no bem-estar emocional e na implicação das crianças. Apresenta-se como um estudo que se dedicou a analisar e compreender de que forma os momentos de relaxamento, praticados na Educação Pré-Escolar, podem influenciar o bem-estar emocional das crianças. Os dados foram recolhidos através de observação participante, notas de campo, entrevistas à educadora de infância e oito crianças-alvo do estudo durante a implementação de nove sessões de relaxamento entre elas o relaxamento habitual da sala, massagens e ioga. Os dados obtidos permitiram concluir que o momento de relaxamento promove bem-estar emocional e implicação, tornando-se importante valorizar esta parte da rotina.
Nesta perspetiva, o momento de relaxamento, incluído na rotina educativa, necessita de ser um processo com intencionalidade, analisado e adaptado às características e necessidades do grupo de crianças. O bem-estar emocional e envolvimento são duas dimensões que permitiram observar e analisar as crianças no contexto, avaliando a forma como este oferece um ambiente securizante, respondendo às suas necessidades e desafios.
This final report stage consists of two parts and aims to share and reflect on the work developed during the Supervised Teaching Practice under the Master in Early Childhood and Primary Education. The first part presents a critical reflection on teaching practices developed in the practicum developed in early childhood and primary schools, focusing on professional skills and a reflection about this path. The second part is a qualitative and exploratory study that seeks to understand different ways of organizing the moments of relaxation and its influence on children’s emotional well-being and involvement. It is presented as a study devoted to analyze and understand how the moments of relaxation, practiced in early childhood education can influence the emotional well-being of children. Data were collected through participant observation, field notes, teacher interviews and observation of eight children during the implementation of nine relaxation sessions including the usual relaxation, massage and yoga. The data showed that the time of relaxation promotes emotional well-being and involvement, making it important to value this part of the day. In this perspective, the relaxation time, included in the educational routine, needs to be parto f the teachers’ pedagogical deliberation, by being analyzed and adapted to the characteristics and needs of the group of children. The emotional involvement and well-being are two dimensions that allowed to observe and analyze the context, assessing how this offers a reassuring environment, that responds to children’s needs and challenges. Keywords:
This final report stage consists of two parts and aims to share and reflect on the work developed during the Supervised Teaching Practice under the Master in Early Childhood and Primary Education. The first part presents a critical reflection on teaching practices developed in the practicum developed in early childhood and primary schools, focusing on professional skills and a reflection about this path. The second part is a qualitative and exploratory study that seeks to understand different ways of organizing the moments of relaxation and its influence on children’s emotional well-being and involvement. It is presented as a study devoted to analyze and understand how the moments of relaxation, practiced in early childhood education can influence the emotional well-being of children. Data were collected through participant observation, field notes, teacher interviews and observation of eight children during the implementation of nine relaxation sessions including the usual relaxation, massage and yoga. The data showed that the time of relaxation promotes emotional well-being and involvement, making it important to value this part of the day. In this perspective, the relaxation time, included in the educational routine, needs to be parto f the teachers’ pedagogical deliberation, by being analyzed and adapted to the characteristics and needs of the group of children. The emotional involvement and well-being are two dimensions that allowed to observe and analyze the context, assessing how this offers a reassuring environment, that responds to children’s needs and challenges. Keywords:
Description
Keywords
bem-estar emocional educação de infância relaxamento implicação yoga emotional well-being early childhood education relaxation involvement
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu