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Motivação para a leitura na Educação Pré-Escolar
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O Relatório Final de Estágio apresenta um estudo elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e encontrase dividido em duas partes. A primeira parte diz respeito à reflexão critica sobre as práticas que decorreram ao longo das práticas de Ensino Supervisionadas I e II no 1.º CEB e nas práticas de Ensino Supervisionadas na Educação Pré-Escolar I e II. Neste capítulo, estão descritos os contextos das práticas pedagógicas desenvolvidas e uma análise crítica das competências adquiridas e desenvolvidas ao longo das diferentes experiências. A segunda parte do relatório diz respeito ao estudo empírico desenvolvido ao longo da prática de Ensino Supervisionada na Educação Pré-Escolar no ano letivo de 2024/2025. Os participantes deste estudo foram 16 crianças a frequentar a Educação Pré-Escolar, inseridas num grupo heterogéneo. A investigação desenvolvida teve como ponto de partida as seguintes questões de investigação: I) De que modo as práticas de leitura partilhada entre adultos e crianças podem contribuir para o desenvolvimento da motivação para a leitura? II) Em que medida a promoção das práticas de leitura partilhada pode influenciar o interesse das crianças, no que diz respeito à frequência da área da biblioteca? III) A reformulação da área da biblioteca da sala de atividades influencia a motivação das crianças para a leitura? Para responder às questões de investigação mencionadas anteriormente, foram delineados os seguintes objetivos: I) Compreender se as práticas de leitura partilhada entre adultos e crianças podem contribuir para desenvolver a motivação para a leitura na Educação Pré-Escolar. II) Indagar se as práticas de leitura partilhada influenciam o interesse das crianças pela área da biblioteca. III) Compreender se a reformulação da área da biblioteca influencia a motivação das crianças para a leitura. Este estudo assume uma abordagem qualitativa e trata-se de um estudo de caso. Após a realização da entrevista semiestruturada, procedeu-se à análise de conteúdo, com o intuito de identificar categorias que permitiram organizar e interpretar a informação recolhida. Em relação aos resultados obtidos, verificou-se um aumento significativo da frequência das crianças na área da biblioteca, visto que começaram a demonstrar mais interesse e envolvimento com a área. Várias crianças começaram a levar livros de casa para partilhar com o restante grupo e, para além disso, foi criada uma rotina diária, por parte das crianças, em que o “chefe do dia” tinha a responsabilidade de escolher e ler um livro ao grupo. Assim, o estudo evidenciou que as intervenções desenvolvidas na área da biblioteca e a participação das famílias nos momentos de leitura contribuíram significativamente para o aumento da motivação para a leitura nas crianças da Educação Pré-Escolar.
The Final Internship Report presents a study developed within the scope of the Master’s Degree in Pre-School Education and Primary Education and is divided into two parts. The first part concerns a critical reflection on the practices carried out during the Supervised Teaching Practices I and II in Primary Education and the Supervised Teaching Practices I and II in Pre-School Education. This chapter describes the contexts of the pedagogical practices undertaken and provides a critical analysis of the skills acquired and developed throughout the different experiences. The second part of the report refers to the empirical study conducted during the Supervised Teaching Practice in Pre-School Education in the 2024/2025 academic year. The participants in this study were 16 children attending Pre-School Education, placed in a heterogeneous group. The research was guided by the following research questions: I) In what ways can shared reading practices between adults and children contribute to the development of motivation for reading? II) To what extent can the promotion of shared reading practices influence children’s interest in the library area? III) Does the reorganisation of the classroom library area influence children’s motivation for reading? To address the aforementioned research questions, the following objectives were outlined: I) To understand whether shared reading practices between adults and children can contribute to developing motivation for reading in Pre-School Education. II) To investigate whether shared reading practices influence children’s interest in the library area. III) To understand whether the reorganisation of the library area influences children’s motivation for reading. This study adopts a qualitative approach and is presented as a case study. After conducting the semi-structured interview, a content analysis was carried out with the aim of identifying categories that made it possible to organise and interpret the information collected. With regard to the results obtained, there was a significant increase in children’s use of the library area, as they began to show greater interest and involvement in that space. Several children started to bring books from home to share with the rest of the group and, in addition, a daily routine was established in which the “child of the day” was responsible for choosing and reading a book to the group. Thus, the study highlighted that the interventions carried out in the library area and the involvement of families in reading moments contributed significantly to the increase in children’s motivation for reading in Pre-School Education.
The Final Internship Report presents a study developed within the scope of the Master’s Degree in Pre-School Education and Primary Education and is divided into two parts. The first part concerns a critical reflection on the practices carried out during the Supervised Teaching Practices I and II in Primary Education and the Supervised Teaching Practices I and II in Pre-School Education. This chapter describes the contexts of the pedagogical practices undertaken and provides a critical analysis of the skills acquired and developed throughout the different experiences. The second part of the report refers to the empirical study conducted during the Supervised Teaching Practice in Pre-School Education in the 2024/2025 academic year. The participants in this study were 16 children attending Pre-School Education, placed in a heterogeneous group. The research was guided by the following research questions: I) In what ways can shared reading practices between adults and children contribute to the development of motivation for reading? II) To what extent can the promotion of shared reading practices influence children’s interest in the library area? III) Does the reorganisation of the classroom library area influence children’s motivation for reading? To address the aforementioned research questions, the following objectives were outlined: I) To understand whether shared reading practices between adults and children can contribute to developing motivation for reading in Pre-School Education. II) To investigate whether shared reading practices influence children’s interest in the library area. III) To understand whether the reorganisation of the library area influences children’s motivation for reading. This study adopts a qualitative approach and is presented as a case study. After conducting the semi-structured interview, a content analysis was carried out with the aim of identifying categories that made it possible to organise and interpret the information collected. With regard to the results obtained, there was a significant increase in children’s use of the library area, as they began to show greater interest and involvement in that space. Several children started to bring books from home to share with the rest of the group and, in addition, a daily routine was established in which the “child of the day” was responsible for choosing and reading a book to the group. Thus, the study highlighted that the interventions carried out in the library area and the involvement of families in reading moments contributed significantly to the increase in children’s motivation for reading in Pre-School Education.
Descrição
Palavras-chave
Motivação para a leitura Leitura partilhada Área da biblioteca Educação Pré-Escolar Literatura para a Infância Motivation for reading Shared reading Library area Early Childhood Education