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Práticas de Ensino Supervisionadas e Estratégias de Desenvolvimento da Autonomia das Crianças em Contexto de Educação Pré-Escolar
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As aprendizagens efetivadas nas Práticas de Ensino Supervisionadas (PES) permitiram observar o desenvolvimento das crianças e a sua autonomia. Nesta sequência, surgiu a motivação para a realização da investigação que consta da segunda parte deste relatório. Neste contexto foi evidente a importância de alguns aspetos relativos aos métodos pedagógicos utilizados por cada educador e também a adaptação necessária em função da heterogeneidade etária e cultural de cada grupo de crianças. Esta problemática levou à conceção de uma investigação empírica, de natureza predominantemente quantitativa e exploratória, que incluiu a elaboração de um inquérito (com perguntas fechadas e abertas) aos educadores sobre as Estratégias de Desenvolvimento de Autonomia em contexto Pré-Escolar. Neste estudo participaram 60 educadores, 39 de Instituições Públicas e 21 de Instituições Privadas. No âmbito da análise qualitativa às respostas sobre o conceito de autonomia verificou-se que o mesmo surgiu, predominantemente, associado à independência funcional, bem como à capacidade de tomada de decisão e ao desenvolvimento da criança. Pudemos constatar que as instituições públicas estão a trabalhar maioritariamente com grupos etários heterogéneos e as privadas/IPSS com grupos etários homogéneos, sendo que os educadores inquiridos que trabalham atualmente com grupos heterogéneos são mais velhos e têm mais anos na profissão do que os que trabalham com grupos homogéneos. Os resultados indicam ainda que a maioria dos educadores consideram que o grupo etário heterogéneo tem vantagem para o desenvolvimento da autonomia, especialmente pela interajuda, pela diversidade de experiências e pela possibilidade de aprendizagem entre pares. Os educadores apontam como estratégias eficazes para o desenvolvimento da autonomia, a atribuição de tarefas e responsabilidade diárias ou semanais, a organização do espaço de forma acessível, bem como a criação de rotinas consistentes e a valorização da tomada de decisão por parte das crianças. Quanto ao trabalho com grupos etário heterogéneos do ponto de vista cultural, os educadores destacaram a importância da diversidade cultural como fator enriquecedor das aprendizagens, promotor de valores como a tolerância, o respeito pela diferença, com melhoria de competências sociais e comunicativas das crianças. Neste contexto referiram como desafios uma maior exigência de planificação de atividades e de gestão do grupo.
The learning developed during the Supervised Teaching Practices (STP) made it possible to observe children’s development and autonomy. Consequently, the motivation emerged for conducting the research presented in the second part of this report. In this context, the importance of several aspects related to the pedagogical methods used by each nursery practitioner became evident, as well as the necessary adaptations resulting from the age and cultural heterogeneity of each group of children. This issue led to the design of an empirical investigation, predominantly quantitative and exploratory in nature, which included the development of a questionnaire (with both closed and open questions) for nursery practitioners on Strategies for Developing Autonomy in Preschool Settings. Sixty nursery practitioners participated in this study, 39 from public institutions and 21 from private ones. Within the scope of the qualitative analysis of the responses on the concept of autonomy, it was found that it was predominantly associated with functional independence, decision-making ability, and children’s development. It was observed that public institutions mostly work with heterogeneous age groups, while private institutions/IPSS tend to work with homogeneous age groups. Furthermore, the nursery practitioners currently working with heterogeneous groups are generally older and have more years of experience in the profession than those working with homogeneous groups. The results also indicate that most nursery practitioners believe that heterogeneous age groups offer advantages for the development of autonomy, particularly due to mutual support, the diversity of experiences, and opportunities for peer learning. The nursery practitioners identified several effective strategies for fostering autonomy, including the assignment of daily or weekly tasks and responsibilities, the organisation of space in an accessible manner, as well as the creation of consistent routines, and the encouragement of children’s decision-making. Regarding work with culturally heterogeneous groups, nursery practitioners highlighted the importance of cultural diversity as a factor that enriches learning and promotes values such as tolerance and respect for difference, while enhancing children’s social and communication skills. In this context, they pointed out challenges such as the increased demands in planning activities and managing the group.
The learning developed during the Supervised Teaching Practices (STP) made it possible to observe children’s development and autonomy. Consequently, the motivation emerged for conducting the research presented in the second part of this report. In this context, the importance of several aspects related to the pedagogical methods used by each nursery practitioner became evident, as well as the necessary adaptations resulting from the age and cultural heterogeneity of each group of children. This issue led to the design of an empirical investigation, predominantly quantitative and exploratory in nature, which included the development of a questionnaire (with both closed and open questions) for nursery practitioners on Strategies for Developing Autonomy in Preschool Settings. Sixty nursery practitioners participated in this study, 39 from public institutions and 21 from private ones. Within the scope of the qualitative analysis of the responses on the concept of autonomy, it was found that it was predominantly associated with functional independence, decision-making ability, and children’s development. It was observed that public institutions mostly work with heterogeneous age groups, while private institutions/IPSS tend to work with homogeneous age groups. Furthermore, the nursery practitioners currently working with heterogeneous groups are generally older and have more years of experience in the profession than those working with homogeneous groups. The results also indicate that most nursery practitioners believe that heterogeneous age groups offer advantages for the development of autonomy, particularly due to mutual support, the diversity of experiences, and opportunities for peer learning. The nursery practitioners identified several effective strategies for fostering autonomy, including the assignment of daily or weekly tasks and responsibilities, the organisation of space in an accessible manner, as well as the creation of consistent routines, and the encouragement of children’s decision-making. Regarding work with culturally heterogeneous groups, nursery practitioners highlighted the importance of cultural diversity as a factor that enriches learning and promotes values such as tolerance and respect for difference, while enhancing children’s social and communication skills. In this context, they pointed out challenges such as the increased demands in planning activities and managing the group.
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Autonomia Pré-escolar Desenvolvimento da criança