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Ferramentas de Avaliação para a Melhoria Das Relações Educadora-Crianças
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Este relatório de estágio divide-se em duas partes principais: uma reflexão sobre as práticas educativas realizadas e um projeto de investigação. A primeira parte apresenta uma análise das experiências pedagógicas desenvolvidas durante o estágio supervisionado, destacando os principais desafios, aprendizagens e sugerindo melhorias para uma prática educativa mais eficaz e centrada nas necessidades das crianças. A segunda parte incide sobre um estudo desenvolvido no contexto da Educação Pré-Escolar, com o objetivo de compreender de que forma ferramentas de avaliação podem contribuir para a melhoria das relações entre a educadora e as crianças. O problema de investigação que orientou o primeiro estudo foi: “De que forma a Escala de Empenho do Adulto e a Student-Teacher Relationship Scale (STRS) podem ajudar a educadora a melhorar as suas relações com as crianças e o seu desempenho profissional?”. A partir desta questão, analisou-se o impacto destas ferramentas na promoção de práticas pedagógicas mais conscientes e ajustadas, com especial enfoque na qualidade das interações e no relacionamento interpessoal em contexto educativo. A metodologia adotada foi de natureza quantitativa e descritiva, recorrendo à Escala de Empenho do Adulto, baseada na observação estruturada do desempenho da educadora, e à Student-Teacher Relationship Scale (STRS) é um instrumento de autorrelato que permite refletir sobre a relação com cada criança, focando as dimensões de proximidade, conflito e dependência. Os resultados do primeiro estudo revelaram que a STRS foi eficaz na avaliação das interações educadora-criança, permitindo identificar vínculos positivos e aspetos a melhorar. A Escala de Empenho do Adulto, por sua vez, ofereceu uma perspetiva externa sobre o desempenho da educadora, evidenciando o impacto da sua sensibilidade, capacidade de estimulação e promoção da autonomia no grupo de crianças. A utilização combinada destas ferramentas favoreceu uma reflexão crítica sobre a prática pedagógica e ajudou a melhorar a qualidade das interações. Com base nessa análise inicial, surgiu uma nova questão-problema que orientou o segundo estudo da investigação: “Será que, ao longo do tempo, se podem observar mudanças na relação entre a educadora e as crianças com base na utilização da STRS?”. Nesta etapa, o estudo passou a focar-se exclusivamente na aplicação contínua da STRS, com o objetivo geral de analisar a evolução das relações ao longo do tempo e avaliar se as intervenções baseadas nessa análise promovem melhorias significativas nas interações. Página | 5 Os resultados deste segundo estudo demonstraram melhorias claras nas dimensões de proximidade e conflito. Verificou-se um fortalecimento do vínculo afetivo e uma gestão mais eficaz das situações desafiantes, atribuídas à implementação de estratégias como a comunicação empática, o diálogo e a resolução colaborativa de problemas. A dimensão de dependência manteve-se relativamente estável, indicando que, apesar do progresso, as necessidades emocionais das crianças continuaram a exigir atenção. A principal contribuição deste estudo foi evidenciar que o uso contínuo da STRS não só permite avaliar as relações educadora-criança, como também promove um processo de autorreflexão e melhoria contínua da prática profissional. A monitorização regular possibilitou ajustes pedagógicos mais intencionais e alinhados com as necessidades do grupo.
This internship report is divided into two main parts: a reflection on the educational practices carried out and a research project. The first part presents an analysis of the pedagogical experiences developed during the supervised internship, highlighting the main challenges, learnings, and suggesting improvements for a more effective educational practice focused on the needs of children. The second part focuses on a study conducted in the context of Early Childhood Education, aiming to understand how assessment tools can contribute to improving the relationships between the educator and the children. The guiding research question for the first phase was: “How can the Adult Engagement Scale and the Student-Teacher Relationship Scale (STRS) help the educator improve her relationships with the children and her professional performance?” Based on this question, the impact of these tools on promoting more conscious and adjusted pedagogical practices was analyzed, with special emphasis on the quality of interactions and interpersonal relationships in the educational context. The methodology adopted was quantitative and descriptive in nature, using the Adult Engagement Scale, based on structured observation of the educator’s performance, and the Student-Teacher Relationship Scale (STRS), a self-report questionnaire that allows Página | 6 for reflection on the relationship with each child, focusing on the dimensions of closeness, conflict, and dependency. The results of the first phase showed that the STRS was effective in assessing educator-child interactions, allowing for the identification of positive bonds and areas for improvement. The Adult Engagement Scale, in turn, provided an external perspective on the educator’s performance, highlighting the impact of her sensitivity, ability to stimulate, and promotion of autonomy within the group of children. The combined use of these tools encouraged critical reflection on pedagogical practice and helped improve the quality of interactions. Based on this initial analysis, a new research question emerged to guide the second phase of the study: “Over time, can changes be observed in the relationship between the educator and the children based on the use of the STRS?” This phase focused exclusively on the continuous application of the STRS, with the general objective of analyzing the evolution of relationships over time and assessing whether interventions based on this analysis promote significant improvements in interactions. The results of the second phase showed clear improvements in the dimensions of closeness and conflict. There was a strengthening of the affective bond and more effective management of challenging situations, attributed to the implementation of strategies such as empathetic communication, dialogue, and collaborative problemsolving. The dependency dimension remained relatively stable, indicating that despite the progress, the emotional needs of the children continued to require attention. The main contribution of this phase was to show that the continuous use of the STRS not only enables the evaluation of educator-child relationships but also promotes a process of self-reflection and continuous improvement of professional practice. Regular monitoring allowed for more intentional pedagogical adjustments aligned with the needs of the group.
This internship report is divided into two main parts: a reflection on the educational practices carried out and a research project. The first part presents an analysis of the pedagogical experiences developed during the supervised internship, highlighting the main challenges, learnings, and suggesting improvements for a more effective educational practice focused on the needs of children. The second part focuses on a study conducted in the context of Early Childhood Education, aiming to understand how assessment tools can contribute to improving the relationships between the educator and the children. The guiding research question for the first phase was: “How can the Adult Engagement Scale and the Student-Teacher Relationship Scale (STRS) help the educator improve her relationships with the children and her professional performance?” Based on this question, the impact of these tools on promoting more conscious and adjusted pedagogical practices was analyzed, with special emphasis on the quality of interactions and interpersonal relationships in the educational context. The methodology adopted was quantitative and descriptive in nature, using the Adult Engagement Scale, based on structured observation of the educator’s performance, and the Student-Teacher Relationship Scale (STRS), a self-report questionnaire that allows Página | 6 for reflection on the relationship with each child, focusing on the dimensions of closeness, conflict, and dependency. The results of the first phase showed that the STRS was effective in assessing educator-child interactions, allowing for the identification of positive bonds and areas for improvement. The Adult Engagement Scale, in turn, provided an external perspective on the educator’s performance, highlighting the impact of her sensitivity, ability to stimulate, and promotion of autonomy within the group of children. The combined use of these tools encouraged critical reflection on pedagogical practice and helped improve the quality of interactions. Based on this initial analysis, a new research question emerged to guide the second phase of the study: “Over time, can changes be observed in the relationship between the educator and the children based on the use of the STRS?” This phase focused exclusively on the continuous application of the STRS, with the general objective of analyzing the evolution of relationships over time and assessing whether interventions based on this analysis promote significant improvements in interactions. The results of the second phase showed clear improvements in the dimensions of closeness and conflict. There was a strengthening of the affective bond and more effective management of challenging situations, attributed to the implementation of strategies such as empathetic communication, dialogue, and collaborative problemsolving. The dependency dimension remained relatively stable, indicating that despite the progress, the emotional needs of the children continued to require attention. The main contribution of this phase was to show that the continuous use of the STRS not only enables the evaluation of educator-child relationships but also promotes a process of self-reflection and continuous improvement of professional practice. Regular monitoring allowed for more intentional pedagogical adjustments aligned with the needs of the group.
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Educação Pré-Escolar Relação Educadora-Criança Autoavaliação Ferramentas de Avaliação Preschool Education Educator-Child Relationship Self-Assessment Assessment Tools
Pedagogical Context
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Without CC licence