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O presente trabalho apresenta uma apreciação crítica do estágio desenvolvido no Mestrado em Educação Pré-escolar e Ensino do 1.º CEB, no âmbito da Prática de Ensino Supervisionada, e o relatório do estudo realizado sobre o perfil de uma educadora e a relação estabelecida com as crianças. Tratou-se de um estudo de natureza qualitativa que adotou como procedimentos metodológicos observações não--participantes juntamente com a aplicação da Escala de Empenhamento do Adulto e entrevistas semiestruturadas aos participantes: uma educadora e 12 das crianças do seu grupo, com 4 e 5 anos de idade. A Escala de Empenhamento do Adulto foi mobilizada por forma a aprofundar dimensões da interação entre adulto e crianças, no contexto de uma relação educativa de um ambiente seguro e propício ao desenvolvimento da criança. Os resultados obtidos com a Escala de Empenhamento do Adulto para avaliar o perfil da educadora foram acima do valor mínimo de qualidade considerado por Laevers (superior a 3,5 valores nas dimensões de sensibilidade, estimulação e autonomia). O estudo de investigação permitiu identificar caraterísticas na relação adulto-criança que promovem uma relação securizante.
Abstrat This work presents a critical appreciation of the stage developed in the Master's degree of Early Childood Education and Elementary School, within the Supervised Teaching Practice, and the report of the study about the profile of an educator and the relationship established with the children. This was a qualitative study that adopted as methodological procedures no participant observations and the implementation of the Adult Engagement Scale and semi structured interviews to the participants: one educator, twelve children of her group, with four and five years of age. The Adult Engagement Scale was mobilized to deepen dimensions of interaction between adults and children. The theoretical framework included the educative relationship according to the curriculum guidelines for pre-school education and the Specific Profile Performance of the Childhood Educator. And yet, in structuring a safe environment conducive to child development, taking into consideration the role of educator. The results obtained with the scale of Adult Engagement to evaluate the profile of the teacher were higher than the minimum quality considered by Laevers (values higher than 3,5 on the dimensions of sensitivity, stimulation and authonomy). The research study allowed to identify characteristics in the adult-child relationship that promote a reassuring relationship.
Abstrat This work presents a critical appreciation of the stage developed in the Master's degree of Early Childood Education and Elementary School, within the Supervised Teaching Practice, and the report of the study about the profile of an educator and the relationship established with the children. This was a qualitative study that adopted as methodological procedures no participant observations and the implementation of the Adult Engagement Scale and semi structured interviews to the participants: one educator, twelve children of her group, with four and five years of age. The Adult Engagement Scale was mobilized to deepen dimensions of interaction between adults and children. The theoretical framework included the educative relationship according to the curriculum guidelines for pre-school education and the Specific Profile Performance of the Childhood Educator. And yet, in structuring a safe environment conducive to child development, taking into consideration the role of educator. The results obtained with the scale of Adult Engagement to evaluate the profile of the teacher were higher than the minimum quality considered by Laevers (values higher than 3,5 on the dimensions of sensitivity, stimulation and authonomy). The research study allowed to identify characteristics in the adult-child relationship that promote a reassuring relationship.
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Keywords
Pré-escolar Perfil do educador Interação Ambiente securizante Relação educativa
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Viseu. Escola Superior de Educação de Viseu