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Abstract(s)
O Relatório Final de Estágio desenvolvido no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico compreende duas partes. Uma primeira parte que tem um enfoque na reflexão crítico-reflexiva sobre as práticas em contexto da Educação Pré-Escolar (EPE e do 1.º Ciclo do Ensino Básico (1.º CEB) e uma segunda parte que reporta ao estudo desenvolvido num jardim de infância do concelho de Viseu e num jardim de infância da zona de Trás os Montes com o objetivo de averiguar se as canções são um recurso facilitador para a aquisição de novas palavras por parte das crianças com idades compreendidas entre os três e os seis anos.
A reflexão suportada pelos Padrões de Desempenho Docente debruça-se sobre as práticas educativas implementada e os materiais construídos e utilizados em contexto de estágio dos dois níveis de educação. A investigação realizada é um estudo de cariz qualitativo, relacionado com a utilização de canções infantis na Educação Pré-Escolar, com recurso a entrevistas semiestruturadas, tendo como participantes 7 educadoras de infância pertencentes a dois agrupamentos de escolas distintos, sendo um da zona norte e outro da zona centro de Portugal.
A investigação tem como principais objetivos, compreender as perceções dos educadores de infância sobre o papel das canções infantis na aquisição de novas palavras pelas crianças; identificar as dificuldades na promoção de práticas interdisciplinares que integrem a música e o ensino do Português; aferir as práticas curriculares promovidas pelos educadores de infância para o desenvolvimento da linguagem das crianças.
Os resultados obtidos através da realização da investigação, permitiram concluir que, nos casos onde ocorreu a recolha dos dados e de acordo com os intervenientes entrevistados, as canções infantis auxiliam as crianças com idades entre os três e os seis anos a adquirir novas palavras.
The Final Internship Report developed within the scope of the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education comprises two parts. The first part focuses on critical and reflective analysis of practices in the context of Preschool Education (PE) and the 1st Cycle of Basic Education (1st CBE). The second part addresses the study conducted in a preschool in the municipality of Viseu and another in the Trás-os-Montes region, aimed at investigating whether songs are a facilitating resource for children aged three to six in acquiring new words. The reflection, supported by Teacher Performance Standards, examines the educational practices implemented and the materials created and used during the internship in both levels of education. The research conducted is a qualitative study related to the use of children's songs in Preschool Education. It employed semi-structured interviews, involving seven preschool educators from two distinct school clusters—one in the northern and the other in the central region of Portugal. The main objectives of the research are to understand the perceptions of preschool educators regarding the role of children's songs in the acquisition of new words by children; to identify challenges in promoting interdisciplinary practices that integrate music and the teaching of Portuguese; and to assess the curricular practices promoted by preschool educators to support children's language development. The results obtained through this research concluded that, in the cases where data collection occurred and according to the interviewed participants, children's songs help children aged three to six acquire new words.
The Final Internship Report developed within the scope of the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education comprises two parts. The first part focuses on critical and reflective analysis of practices in the context of Preschool Education (PE) and the 1st Cycle of Basic Education (1st CBE). The second part addresses the study conducted in a preschool in the municipality of Viseu and another in the Trás-os-Montes region, aimed at investigating whether songs are a facilitating resource for children aged three to six in acquiring new words. The reflection, supported by Teacher Performance Standards, examines the educational practices implemented and the materials created and used during the internship in both levels of education. The research conducted is a qualitative study related to the use of children's songs in Preschool Education. It employed semi-structured interviews, involving seven preschool educators from two distinct school clusters—one in the northern and the other in the central region of Portugal. The main objectives of the research are to understand the perceptions of preschool educators regarding the role of children's songs in the acquisition of new words by children; to identify challenges in promoting interdisciplinary practices that integrate music and the teaching of Portuguese; and to assess the curricular practices promoted by preschool educators to support children's language development. The results obtained through this research concluded that, in the cases where data collection occurred and according to the interviewed participants, children's songs help children aged three to six acquire new words.
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Keywords
Educação Pré-Escolar Canções infantis Música Vocabulário Preschool Education Children’s Songs Music Vocabulary