Publication
Intervenção pedagógica em Educação Pré-Escolar e 1.º CEB: a importância do espaço exterior para o bem-estar emocional e implicação de crianças com Necessidades de Saúde Especiais
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| 3.21 MB | Adobe PDF |
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Abstract(s)
O presente Relatório Final de Estágio encontra-se dividido em duas partes. A primeira é a análise e reflexão crítica das aprendizagens construídas ao longo da Prática de Ensino Supervisionada em contexto, nomeadamente no 1.º Ciclo do Ensino Básico e na Educação PréEscolar. A segunda relaciona-se com o trabalho de investigação, focado em compreender e identificar as potencialidades do espaço exterior na implicação e no bem-estar emocional de uma criança com Necessidades de Saúde Especiais (NSE), bem como os benefícios deste espaço na sua aprendizagem. Tanto a primeira como a segunda parte encontram-se fundamentadas com testemunhos da prática e autores de referência. A investigação realizada seguiu uma abordagem de carácter qualitativo, onde a implicação (IMP) e o bem-estar emocional (BEE) de uma criança com Perturbação do Espetro do Autismo (PEA) foram o fator chave. Ao longo do estudo privilegiaram-se como técnicas de recolha de dados a observação participante e o registo de avaliação da IMP e do BEE da participante do estudo, a entrevista semiestruturada à mãe e à Educadora de Infância da criança participante no estudo e a análise de registos vídeo e/ou áudio e registos fotográficos recolhidos ao longo das intervenções. A relevância que o espaço exterior assumiu na IMP, no BEE e na construção de algumas aprendizagens da criança com PEA, corroboram alguns dos aspetos já identificados em estudos de diversos autores apresentados nos capítulos da revisão da literatura. Os resultados alcançados realçaram a importância do espaço exterior, especialmente para crianças com Necessidades de Saúde Especiais (NSE), ao evidenciar como este ambiente pode ser especialmente benéfico, pela oferta de oportunidades de interação e descobertas adaptadas às suas necessidades, favorecendo a inclusão e possibilitando que se conectem com a natureza, e se expressem e desenvolvam de forma mais livre, respeitando o seu ritmo e promovendo uma maior sensação de BEE.
This Final Internship Report is divided into two parts. The first is the analysis and critical reflection of the lessons learned during the Supervised Teaching Practice in context, namely in the 1st Cycle of Basic Education and in Pre-School Education. The second relates to the research work, focused on understanding and identifying the potential of the outdoor space in the involvement and emotional well-being of a child with Special Health Needs (SHN), as well as the benefits of this space in their learning. Both the first and second parts are based on testimonies from practice and reference authors. The research followed a qualitative approach, where the involvement (IMP) and emotional well-being (BEE) of a child with Autism Spectrum Disorder (ASD) were the key factors. Throughout the study, the most important data collection techniques were participant observation and the evaluation record of the participant's EIM and EWB, semi-structured interviews with the mother and the kindergarten teacher of the child participating in the study and the analysis of video and/or audio records and photographic records collected throughout the interventions. The relevance of the outdoor space in the IMP, in the BEE and in the construction of some of the ASD child's learning, corroborates some of the aspects already identified in studies by various authors presented in the literature review chapters. The results highlight the importance of the outdoors, especially for children with Special Health Needs (SHN), by showing how this environment can be especially beneficial, by offering opportunities for interaction and discovery adapted to their needs, favoring inclusion and enabling them to connect with nature, express themselves and develop more freely, respecting their pace and promoting a greater sense of BEE.
This Final Internship Report is divided into two parts. The first is the analysis and critical reflection of the lessons learned during the Supervised Teaching Practice in context, namely in the 1st Cycle of Basic Education and in Pre-School Education. The second relates to the research work, focused on understanding and identifying the potential of the outdoor space in the involvement and emotional well-being of a child with Special Health Needs (SHN), as well as the benefits of this space in their learning. Both the first and second parts are based on testimonies from practice and reference authors. The research followed a qualitative approach, where the involvement (IMP) and emotional well-being (BEE) of a child with Autism Spectrum Disorder (ASD) were the key factors. Throughout the study, the most important data collection techniques were participant observation and the evaluation record of the participant's EIM and EWB, semi-structured interviews with the mother and the kindergarten teacher of the child participating in the study and the analysis of video and/or audio records and photographic records collected throughout the interventions. The relevance of the outdoor space in the IMP, in the BEE and in the construction of some of the ASD child's learning, corroborates some of the aspects already identified in studies by various authors presented in the literature review chapters. The results highlight the importance of the outdoors, especially for children with Special Health Needs (SHN), by showing how this environment can be especially beneficial, by offering opportunities for interaction and discovery adapted to their needs, favoring inclusion and enabling them to connect with nature, express themselves and develop more freely, respecting their pace and promoting a greater sense of BEE.
Description
Keywords
Educação Pré-Escolar Espaço exterior Implicação Bem-estar emocional Perturbação do Espetro do Autismo Necessidades de Saúde Especiais Pre-school education Outdoor space Implication
Pedagogical Context
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