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Advisor(s)
Abstract(s)
Na primeira parte deste relatório, é apresentada a reflexão dos estágios que
ocorreram na Educação Pré-Escolar no ano letivo 2012/2013 e no 1.º Ciclo do Ensino
Básico no ano letivo 2013/2014, ambos no âmbito do Mestrado em Educação Pré-
Escolar e Ensino do 1.º CEB. Nesta reflexão é feita a caraterização dos contextos
onde foi concretizado cada estágio, bem como a análise das aprendizagens
desenvolvidas. A segunda parte do trabalho é constituída por um estudo sobre a
utilização de jogos didáticos em termos de promoção de aprendizagens no âmbito das
Ciências Sociais, que integram a área de conteúdo Conhecimento do Mundo, na
Educação Pré-Escolar.
Sabendo que a função dos materiais e jogos didáticos é apoiar a aprendizagem
e a compreensão de temas e conteúdos de uma forma mais significativa, e que uma
das áreas de conteúdo na Educação Pré-Escolar é o Conhecimento do Mundo, a
questão proposta para esta investigação pretendeu conhecer de que forma os jogos
didáticos apoiam as aprendizagens nesse na Educação Pré-Escolar.
Neste sentido, num primeiro momento foi feita uma análise dos jogos
existentes no jardim de infância, através da observação estruturada, para perceber o
tipo de jogos que existiam, tendo como foco os jogos relacionados com as Ciências
Sociais. Numa fase posterior, foi realizada uma entrevista semiestruturada à
educadora do mesmo jardim para esclarecer vários tópicos como o critério de seleção
dos jogos existentes na sala, a forma como os jogos são implementados, os
momentos em que as crianças os utilizam e a relevância dos jogos para a
aprendizagem na área de Conhecimento do Mundo. A investigação ocorreu no jardim
de infância onde foi realizado o estágio.
Com o estudo, percebemos que embora existam alguns jogos didáticos que
apoiam as aprendizagens no âmbito das Ciências Sociais na Educação Pré-Escolar,
estes estão em minoria quando comparados com domínios como a Linguagem Oral e
Abordagem à Escrita ou Matemática
Abstract The first part of this report shows the reflection of the two experiences of practicum: one in early childhood education (year 2012/2013) and one in primary education (2013/2014). This reflection is based on the characterization of the contexts, as well as the analysis of the professional learning developed. The second part consists in a study on the use of educational games to promote learning about the social sciences, which are part of the knowledge of the world area, in early childhood education. Knowing that teaching materials and educational games support the process of learning and the understanding of topics and content in a more meaningful way; and that one of the content areas in early childhood education is knowledge of the world, the study sought to understand how the educational games support the learning in Social Sciences in early childhood education. First, an analysis of existing games in one specific kindergarten was undertook, through structured observation, to realize the kind of games that existed related to Social Sciences. Second, the teacher from the classroom was interviewed to clarify various topics, like how the existing games in the classroom are selected, the way the games are implemented, how many times the children use them and the significance of the games for the knowledge of the world area, specifically the Social Sciences. The research took place in the kindergarten where the practicum was conducted. With the study, we realized that although there are some educational games that support learning in Social Sciences in early childhood education, these are in minority when compared to areas such as language or mathematics.
Abstract The first part of this report shows the reflection of the two experiences of practicum: one in early childhood education (year 2012/2013) and one in primary education (2013/2014). This reflection is based on the characterization of the contexts, as well as the analysis of the professional learning developed. The second part consists in a study on the use of educational games to promote learning about the social sciences, which are part of the knowledge of the world area, in early childhood education. Knowing that teaching materials and educational games support the process of learning and the understanding of topics and content in a more meaningful way; and that one of the content areas in early childhood education is knowledge of the world, the study sought to understand how the educational games support the learning in Social Sciences in early childhood education. First, an analysis of existing games in one specific kindergarten was undertook, through structured observation, to realize the kind of games that existed related to Social Sciences. Second, the teacher from the classroom was interviewed to clarify various topics, like how the existing games in the classroom are selected, the way the games are implemented, how many times the children use them and the significance of the games for the knowledge of the world area, specifically the Social Sciences. The research took place in the kindergarten where the practicum was conducted. With the study, we realized that although there are some educational games that support learning in Social Sciences in early childhood education, these are in minority when compared to areas such as language or mathematics.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Conhecimento do Mundo jogos didáticos Didática das Ciências Sociais primary education Early Childhood Education Knowledge of the World educational games social sciences didactics
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu