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Authors
Advisor(s)
Abstract(s)
O presente relatório de investigação surge no âmbito da Prática de Ensino
Supervisionada (PES) integrada no plano de estudos do Mestrado em Educação Pré-
Escolar e ensino do 1.°CEB. Encontra-se dividido em duas partes. A primeira parte
inclui uma reflexão crítica sobre as práticas em contexto. A segunda parte diz respeito
ao estudo realizado sobre o brincar com as Tecnologias de Informação e
Comunicação (TIC) em Educação Pré-Escolar, integrando uma revisão da literatura,
apresentação da metodologia, análise e discussão dos dados e respetivas conclusões.
O estudo teve como objetivo a conceção de uma área de interesse referente às
TIC e desenvolveu-se em torno de uma questão central: que significados são
atribuídos pelas crianças – na sua atividade e no seu discurso – às tecnologias de
informação e comunicação no contexto de criação e exploração de uma área de
interesse. A recolha de dados foi realizada num jardim de infância de Viseu, tendo
como participantes 20 crianças com idades compreendidas entre os 3 e os 6 anos de
idade, sendo de caráter descritivo com recurso à observação e a entrevistas às
crianças.
Os resultados do estudo indicam que a criação da área “reparar as TIC” e a
exploração de ferramentas e aparelhos eletrónicos foram promotores de
aprendizagem por parte das crianças. Discutem-se os significados atribuídos pelas
crianças durante o processo. A diversidade de aparelhos eletrónicos e as
possibilidades de manipulação e exploração livre em contexto de brincar permitiram às
crianças uma maior proximidade com a área das TIC, assim como um maior
aprofundamento de conhecimentos.
This research report comes within the course of supervised teaching practice (PES) in which is integrated in the Master's curriculum in pre-school education and education of the 1st Cycle of Basic Education. This report is divided into two parts. The first part includes a critical reflection on the practice context. The second part concerns the study "the importance of playing with the Information and Communication Technologies (ICT) at the intersection of research and reflection on the practices of pre-school education and 1ºCEB" with the literature review, presentation of the methodology , analysis and discussion of data. This study aimed to design an area of interest related to ICT and understand the meanings attributed by the children to ICTs, through their actions while playing. Data collection was done in a garden-of-childhood in Viseu, with 20 children between 3 and 6 years of age, being a descriptive character using observation and interviews with children. The results of the study indicate that the creation of the “repair ICT” area and tools exploration and gadgets, were children’s learning promoters. The meanings attributed by children during the process are discussed. The variety of electronic devices and their possibilities of manipulation and free exploration in play context, have allowed children to be closer to the ICT area, as well as a deeper knowledge.
This research report comes within the course of supervised teaching practice (PES) in which is integrated in the Master's curriculum in pre-school education and education of the 1st Cycle of Basic Education. This report is divided into two parts. The first part includes a critical reflection on the practice context. The second part concerns the study "the importance of playing with the Information and Communication Technologies (ICT) at the intersection of research and reflection on the practices of pre-school education and 1ºCEB" with the literature review, presentation of the methodology , analysis and discussion of data. This study aimed to design an area of interest related to ICT and understand the meanings attributed by the children to ICTs, through their actions while playing. Data collection was done in a garden-of-childhood in Viseu, with 20 children between 3 and 6 years of age, being a descriptive character using observation and interviews with children. The results of the study indicate that the creation of the “repair ICT” area and tools exploration and gadgets, were children’s learning promoters. The meanings attributed by children during the process are discussed. The variety of electronic devices and their possibilities of manipulation and free exploration in play context, have allowed children to be closer to the ICT area, as well as a deeper knowledge.
Description
Keywords
Educação Pré-Escolar Brincar Tecnologias de Informação e Comunicação Áreas de interesse 1.º Ciclo do Ensino Básico Early Childhood Education Play Information and Communication Technologies
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu