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Práticas de Ensino Supervisionadas em Educação PréEscolar e 1.º Ciclo do Ensino Básico e importância da creche na transição para o Jardim de Infância
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O presente Relatório Final de Estágio aqui apresentado insere-se no âmbito do relatório de estágio da Unidade Curricular “Prática Supervisionada em Educação PréEscolar”, para a obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Na primeira parte deste trabalho apresenta-se o enquadramento teórico do estudo realizado, com a respetiva reflexão sobre a Prática Supervisionada em Educação Pré-Escolar em ambos os níveis de ensino. Na segunda parte tem lugar o enquadramento teórico do estudo realizado e na terceira parte o estudo investigativo. Atualmente considera-se que a Creche desempenha um importante papel no desenvolvimento da criança. A transição da Creche para o Jardim de Infância pode ser desafiadora, pois compreende um novo ambiente, novas pessoas e novas experiências. A Creche atua como uma “almofada” nesse processo, auxiliando as crianças a familiarizarem-se com o conceito de escola e a desenvolver a confiança necessária para o seu novo passo, no percurso escolar. Este estudo procurou analisar em que medida a frequência da creche contribui para a adaptação da criança ao contexto do jardim-deinfância e, deste modo, investigar se a creche é (ou não) um meio adequado para promover o desenvolvimento social da criança. Assim, procedeu-se à realização de um estudo de caso, integrando crianças que frequentam pela primeira vez o jardim de infância, sendo que apenas duas frequentaram a creche. A informação foi obtida através do recurso a diferentes técnicas e instrumentos de recolha de dados (Observação, Escala de Envolvimento da Criança, (Laevers, 1994) e entrevista semiestruturada. Esta investigação revelou, de forma evidente, que a frequência da creche e a adaptação ao jardim de infância é uma experiência acompanhada sempre por uma enorme complexidade de condições e variáveis. A análise de dados aponta para a possibilidade da creche ter um papel importante no desenvolvimento social das crianças que a frequentaram, contudo se salvaguardadas determinadas condições relativas ao ambiente educativo, em contexto familiar, a criança pode ver assegurado o seu potencial de desenvolvimento. Já no respeitante à transição para o Jardim de Infância os dados indicam que está mais facilitada no caso das crianças que antes frequentaram a creche. São ainda apresentadas algumas limitações do estudo e finalmente algumas reflexões para a prática profissional.
This Final Internship Report is part of the internship report for the Curricular Unit “Supervised Practice in Pre-School Education”, in order to obtain a master's degree in Pre-School Education and Primary School Teaching.The first part of this work presents the theoretical framework of the study carried out, with the respective reflection on Supervised Practice in Pre-School Education at both levels of education. The second part deals with the theoretical framework of the study and the third part deals with the research study.The nursery school is currently considered to play an important role in the child's development. The transition from nursery school to kindergarten can be challenging, as it involves a new environment, new people and new experiences. The crèche acts as a “cushion” in this process, helping children to familiarize themselves with the concept of school and to develop the confidence necessary for their new step on the school path. This study sought to analyze the extent to which attending nursery school contributes to the child's adaptation to the kindergarten context and, in this way, to investigate whether nursery school is (or is not) a suitable environment for promoting the child's social development. A case study was therefore carried out with children who were attending kindergarten for the first time, only two of whom had attended nursery school. The information was obtained through the use of different data collection techniques and instruments (Observation, Child Involvement Scale (Laevers, 1994) and semi-structured interviews). This research clearly revealed that attending daycare and adapting to kindergarten is an experience that is always accompanied by an enormous complexity of conditions and variables. Data analysis suggests that nursery may play an important role in the social development of children who attend it. However, if certain conditions relating to the educational environment are safeguarded, in a family context, children can be assured of their development potential. Regarding the transition to kindergarten, the data indicate that it is easier for children who previously attended nursery. Some limitations of the study are also presented and, finally, some reflections for professional practice.
This Final Internship Report is part of the internship report for the Curricular Unit “Supervised Practice in Pre-School Education”, in order to obtain a master's degree in Pre-School Education and Primary School Teaching.The first part of this work presents the theoretical framework of the study carried out, with the respective reflection on Supervised Practice in Pre-School Education at both levels of education. The second part deals with the theoretical framework of the study and the third part deals with the research study.The nursery school is currently considered to play an important role in the child's development. The transition from nursery school to kindergarten can be challenging, as it involves a new environment, new people and new experiences. The crèche acts as a “cushion” in this process, helping children to familiarize themselves with the concept of school and to develop the confidence necessary for their new step on the school path. This study sought to analyze the extent to which attending nursery school contributes to the child's adaptation to the kindergarten context and, in this way, to investigate whether nursery school is (or is not) a suitable environment for promoting the child's social development. A case study was therefore carried out with children who were attending kindergarten for the first time, only two of whom had attended nursery school. The information was obtained through the use of different data collection techniques and instruments (Observation, Child Involvement Scale (Laevers, 1994) and semi-structured interviews). This research clearly revealed that attending daycare and adapting to kindergarten is an experience that is always accompanied by an enormous complexity of conditions and variables. Data analysis suggests that nursery may play an important role in the social development of children who attend it. However, if certain conditions relating to the educational environment are safeguarded, in a family context, children can be assured of their development potential. Regarding the transition to kindergarten, the data indicate that it is easier for children who previously attended nursery. Some limitations of the study are also presented and, finally, some reflections for professional practice.
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Criança Creche Desenvolvimento social Adaptação ao Jardim de Infância Estudo de Caso Child Nursery Social development Adaptation to kindergarten Case Study
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