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O presente Relatório Final de Estágio (RFE) elaborado no âmbito do Mestrado em Educação Pré-Escolar do 1.º Ciclo do Ensino Básico compreende duas partes. Uma primeira parte que incide na reflexão crítico-reflexiva sobre as aprendizagens de desempenho potenciadas em contexto da Educação Pré-Escolar (EPE) e do 1.º Ciclo do Ensino Básico (1.º CEB) e uma segunda parte que remete para o estudo desenvolvido num jardim de infância na periferia da cidade de Viseu, com o intuito de compreender a inteligência emocional e que estratégias potenciam o desenvolvimento de competências emocionais de crianças em idade pré-escolar. A reflexão crítico-reflexiva sustentada nas orientações dos Padrões de Desempenho Docente, debruça-se sobre as práticas educativas implementadas e os materiais desenvolvidos e utilizados durante a prática. A segunda parte reporta-se à investigação realizada, é um estudo de cariz qualitativo, com características de investigação-ação, recorrendo à observação participante em contexto de estágio, a gravações áudio e ao registo fotográfico. A investigação realizada tem como principais objetivos: identificar as estratégias adequadas para a abordagem da inteligência emocional com crianças em idade pré-escolar; compreender de que forma as atividades desenvolvidas num jardim de infância influenciam as competências emocionais das crianças; compreender a importância da inteligência emocional no desenvolvimento de competências emocionais da criança; e construir conhecimento no âmbito da inteligência emocional com crianças em idade pré-escolar. Com os dados obtidos conseguimos tirar algumas conclusões, coincidentes com alguns estudos divulgados, dando resposta à questão-problema. Os resultados permitem-nos concluir que efetivamente existem estratégias que promovem as habilidades da inteligência emocional, o que possibilita competências emocionais. Assim, é necessário criar uma prática consciente e assente nas emoções, sabendo escutar e acolher a criança naquilo que a rodeia e desperta emoções.
This Final Internship Report prepared within the framework of the master’s degree in Early Childhood Education in the 1st Cycle of Basic Education comprises two parts. A first part that focuses on critical-reflexive reflection on performance learning enhanced in the context of Early childhood and the 1st Cycle of Basic Education and a second part that refers to the study developed in a kindergarten on the outskirts of the city of Viseu, with the aim of understanding emotional intelligence and which strategies enhance the development of emotional skills in preschool children. The critical-reflexive reflection supported by the guidelines of the Teaching Performance Standards, focuses on the educational practices implemented and the materials developed and used during practice. The second part refers to the research carried out, it is a qualitative study, with action-research characteristics, using participant observation in the context of an internship, audio recordings and photographic records. The main objectives of the investigation carried out are: to identify adequate strategies for approaching emotional intelligence with children of preschool age; understand how the activities developed in a kindergarten influence children's emotional skills; understand the importance of emotional intelligence in the development of children's emotional skills; and build knowledge in the field of emotional intelligence with children of preschool age. With the data obtained we were able to draw some conclusions, coinciding with some published studies, giving an answer to the question-problem. The results allow us to conclude that there are indeed strategies that promote emotional intelligence skills, which makes emotional skills possible. Thus, it is necessary to create a conscious practice based on emotions, knowing how to listen and accept the child in what surrounds him and arouses emotions.
This Final Internship Report prepared within the framework of the master’s degree in Early Childhood Education in the 1st Cycle of Basic Education comprises two parts. A first part that focuses on critical-reflexive reflection on performance learning enhanced in the context of Early childhood and the 1st Cycle of Basic Education and a second part that refers to the study developed in a kindergarten on the outskirts of the city of Viseu, with the aim of understanding emotional intelligence and which strategies enhance the development of emotional skills in preschool children. The critical-reflexive reflection supported by the guidelines of the Teaching Performance Standards, focuses on the educational practices implemented and the materials developed and used during practice. The second part refers to the research carried out, it is a qualitative study, with action-research characteristics, using participant observation in the context of an internship, audio recordings and photographic records. The main objectives of the investigation carried out are: to identify adequate strategies for approaching emotional intelligence with children of preschool age; understand how the activities developed in a kindergarten influence children's emotional skills; understand the importance of emotional intelligence in the development of children's emotional skills; and build knowledge in the field of emotional intelligence with children of preschool age. With the data obtained we were able to draw some conclusions, coinciding with some published studies, giving an answer to the question-problem. The results allow us to conclude that there are indeed strategies that promote emotional intelligence skills, which makes emotional skills possible. Thus, it is necessary to create a conscious practice based on emotions, knowing how to listen and accept the child in what surrounds him and arouses emotions.
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Keywords
Educação Pré-Escolar Emoções Inteligência Emocional Competências Emocionais Early childhood Emotions Emotional intelligence Emotional Skills