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O presente Relatório Final de Estágio (RFE) realizado no âmbito do Mestrado em Educação Pré-Escolar do 1.º Ciclo do Ensino Básico permite a elaboração de duas partes. A primeira parte diz respeito à reflexão critica relativamente aos contextos de estágio e as aprendizagens desenvolvidas em ambos os estágios, tendo por base as orientações dos Padrões de Desempenho Docente. A segunda parte reporta-se à investigação realizada intitulada “As emoções das crianças. Um estudo realizado a partir da Educação Física na Educação Pré-escolar” esta investigação surgiu em contexto de jardim de infância, na Unidade Curricular Prática de Ensino Supervisionada. Envolveu 21 crianças, com idades entre três e cinco anos, e quatro educadoras, todas com experiência prévia na escola localizada na periferia de Viseu, onde as crianças estavam matriculadas. É importante destacar que as crianças de hoje crescem num ambiente marcado pela rápida evolução tecnológica e pela rotina dos pais, que frequentemente trabalham até tarde. Como consequência, as crianças passam longas horas na escola, o que pode prejudicar os vínculos e as relações familiares. Nesse cenário, a escola assume um papel cada vez mais central no desenvolvimento das crianças, particularmente no que diz respeito ao desenvolvimento das emoções. Nesta linha de pensamento, é na escola que a criança tem mais oportunidade de brincar, de correr, saltar e sujar-se, deste modo o presente estudo propõe uma abordagem didática através da Educação Física, que estabelece uma ligação entre o jogo e as emoções, permitindo investigar se esta área contribui para o desenvolvimento emocional das crianças. A Educação Física envolve o corpo como principal ferramenta de trabalho, onde há uma comunicação contínua entre o cérebro e o corpo, mostrando que o desenvolvimento emocional está intimamente ligado ao desenvolvimento cognitivo e motor. A metodologia adotada no estudo é de natureza qualitativa, com características de investigação-ação, uma vez que há uma intervenção prática no contexto real. As atividades com as crianças consistiram em sete intervenções focadas na promoção e no desenvolvimento de competências emocionais através de jogos. Além disso, foram realizadas entrevistas semiestruturadas com as quatro educadoras. Para a recolha de dados, foram utilizadas a observação participante, notas de campo, gravações de áudio e a análise de documentos. Assim foi possível recolher os dados necessários para conseguirmos tirar algumas conclusões, dando resposta a questão-problema. Os resultados indicam que a Educação Física pode promover o desenvolvimento emocional das crianças. No entanto, para que isso ocorra de forma eficaz, é essencial que as educadoras criem ambientes seguros e estimulantes, onde as crianças possam explorar as suas emoções livremente. As educadoras devem ser atentas, acolhedoras e estabelecer boas relações com as crianças e suas famílias, proporcionando-lhes um ambiente de bem-estar.
This Final Internship Report (FIR) carried out within the scope of the Master's Degree in Preschool Education for the 1st Cycle of Basic Education allows the preparation of two parts. The first part concerns the critical reflection on the internship contexts and the learning developed in both internships, based on the guidelines of the Teacher Performance Standards. The second part refers to the research carried out entitled “Children's emotions. A study carried out based on Physical Education in Preschool Education”. This research was carried out in a kindergarten context, in the Supervised Teaching Practice Curricular Unit. It involved 21 children, aged between three and five years old, and four educators, all with previous experience in the school located on the outskirts of Viseu, where the children were enrolled. It is important to highlight that today's children grow up in an environment marked by rapid technological evolution and the routine of parents, who often work late. As a consequence, children spend long hours at school, which can harm family bonds and relationships. In this scenario, schools play an increasingly central role in children's development, particularly with regard to the development of emotions. In this line of thought, it is at school that children have more opportunities to play, run, jump and get dirty. Therefore, this study proposes a didactic approach through Physical Education, which establishes a link between play and emotions, allowing us to investigate whether this area contributes to children's emotional development. Physical Education involves the body as the main work tool, where there is continuous communication between the brain and the body, showing that emotional development is closely linked to cognitive and motor development. The methodology adopted in the study is qualitative in nature, with characteristics of action research, since there is a practical intervention in a real context. The activities with the children consisted of seven interventions focused on the promotion and development of emotional skills through games. In addition, semi-structured interviews were conducted with the four educators. For data collection, participant observation, field notes, audio recordings and document analysis were used. In this way, it was possible to collect the necessary data to be able to draw some conclusions, answering the problem question. The results indicate that Physical Education can promote children's emotional development. However, for this to occur effectively, it is essential that educators create safe and stimulating environments where children can explore their emotions freely. Educators must be attentive, welcoming and establish good relationships
This Final Internship Report (FIR) carried out within the scope of the Master's Degree in Preschool Education for the 1st Cycle of Basic Education allows the preparation of two parts. The first part concerns the critical reflection on the internship contexts and the learning developed in both internships, based on the guidelines of the Teacher Performance Standards. The second part refers to the research carried out entitled “Children's emotions. A study carried out based on Physical Education in Preschool Education”. This research was carried out in a kindergarten context, in the Supervised Teaching Practice Curricular Unit. It involved 21 children, aged between three and five years old, and four educators, all with previous experience in the school located on the outskirts of Viseu, where the children were enrolled. It is important to highlight that today's children grow up in an environment marked by rapid technological evolution and the routine of parents, who often work late. As a consequence, children spend long hours at school, which can harm family bonds and relationships. In this scenario, schools play an increasingly central role in children's development, particularly with regard to the development of emotions. In this line of thought, it is at school that children have more opportunities to play, run, jump and get dirty. Therefore, this study proposes a didactic approach through Physical Education, which establishes a link between play and emotions, allowing us to investigate whether this area contributes to children's emotional development. Physical Education involves the body as the main work tool, where there is continuous communication between the brain and the body, showing that emotional development is closely linked to cognitive and motor development. The methodology adopted in the study is qualitative in nature, with characteristics of action research, since there is a practical intervention in a real context. The activities with the children consisted of seven interventions focused on the promotion and development of emotional skills through games. In addition, semi-structured interviews were conducted with the four educators. For data collection, participant observation, field notes, audio recordings and document analysis were used. In this way, it was possible to collect the necessary data to be able to draw some conclusions, answering the problem question. The results indicate that Physical Education can promote children's emotional development. However, for this to occur effectively, it is essential that educators create safe and stimulating environments where children can explore their emotions freely. Educators must be attentive, welcoming and establish good relationships
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Keywords
Educação Pré-Escolar Emoções Educação Física Desenvolvimento emocional Bem-estar Preschool Education Emotions Physical Education Emotional Development Well-being