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O presente relatório de estágio tem como objetivos analisar criticamente a prática de ensino supervisionada que foi desenvolvida em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico e compreender quais as vantagens de brincar na Educação Pré-Escolar e quais as possibilidades de formar o pensamento algorítmico durante essas brincadeiras, investigando formas de as crianças desenvolverem o pensamento algorítmico durante as brincadeiras. Como forma de analisar e refletir o trabalho que foi desenvolvido ao longo das intervenções recorremos aos materiais e instrumentos utilizados ao longo da prática, fundamentando com literatura de referência o desenrolar do trabalho. Relativamente ao estudo em questão trata-se de uma investigação de caráter qualitativo que envolveu a participação de vinte e cinco crianças de um grupo de crianças a frequentar a Educação Pré-Escolar. No relatório pretendeu-se em primeiro lugar demonstrar a importância de as crianças brincarem na Educação Pré-Escolar construindo aprendizagens essenciais e desenvolvendo diversas competências que as fazem tornar-se independentes e autónomas. Em segundo lugar, perceber de que forma as crianças podem desenvolver o pensamento algorítmico durante o brincar. Analisaram-se situações diversificadas, revelando a presença deste pensamento no quotidiano dos jardins de infância.
This internship report aims to critically analyze the supervised teaching practice that was developed in the context of Pre-School And 1st Cycle Of Primary Education and understand the advantages of playing in Preschool Education and what are the possibilities of forming algorithmic thinking during these games, investigating ways for children to form algorithmic thinking during play. As a way to analyze and reflect the work that was developed throughout the interventions, we use the materials and instruments used throughout the practice, basing with authors and references the course of the work. Regarding the study in question, this is a qualitative investigation involving the participation of twenty-five children from a group of preschool children. The report was first intended to demonstrate the importance of children playing in Pre-School Education by acquiring learning essential to their survival and developing various skills that make them independent and autonomous. Second, understand how children can develop algorithmic thinking while playing.
This internship report aims to critically analyze the supervised teaching practice that was developed in the context of Pre-School And 1st Cycle Of Primary Education and understand the advantages of playing in Preschool Education and what are the possibilities of forming algorithmic thinking during these games, investigating ways for children to form algorithmic thinking during play. As a way to analyze and reflect the work that was developed throughout the interventions, we use the materials and instruments used throughout the practice, basing with authors and references the course of the work. Regarding the study in question, this is a qualitative investigation involving the participation of twenty-five children from a group of preschool children. The report was first intended to demonstrate the importance of children playing in Pre-School Education by acquiring learning essential to their survival and developing various skills that make them independent and autonomous. Second, understand how children can develop algorithmic thinking while playing.
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Keywords
Crianças Educação Pré-Escolar brincar pensamento algorítmico Children Early Childhood Education play algorithmic thinking