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Advisor(s)
Abstract(s)
O presente trabalho encontra-se dividido em duas partes. Na primeira é
apresentada uma reflexão sobre os estágios que ocorreram na Educação Pré-Escolar
e no 1º Ciclo do Ensino Básico no ano letivo 2012/2013. Nesta reflexão encontram-se
referenciadas a caracterização de cada contexto onde cada estágio ocorreu, bem
como a análise das aprendizagens desenvolvidas como educadora de infância e como
professora do 1º Ciclo do Ensino Básico pela mestranda, visando retratar e refletir
acerca das experiências vivenciadas. A segunda parte do trabalho recai sobre o tema
“planos e rotinas em creche”, tendo como objetivo verificar se a organização do
ambiente educativo, mais concretamente no que respeita aos planos e rotinas, pode
promover oportunidades de aprendizagem.
A investigação teve como locus de estudo um berçário, uma sala de 1/2 anos e
uma sala de 2/3 anos, de uma IPSS do concelho de Viseu. No berçário observaram-se
duas auxiliares permanentes e uma auxiliar de apoio à refeição e à hora da sesta. Nas
salas de creche, observou-se, em cada uma, uma educadora e uma auxiliar. As
observações foram registadas numa folha de incidentes críticos, elaborada a partir do
formulário de avaliação Program Quality Assessement – PQA (versão Creche) –
Avaliação da Qualidade do Programa (versão adaptada).
Os principais resultados demonstram que as rotinas educativas estão bem
patentes na prática diária da creche, assumindo particular relevo na criação de
oportunidades de aprendizagem e desenvolvimento das crianças.
The present report is divided into two parts. The first part is a reflexive assessment on the learning that occurred in context of supervised teaching practice in early childhood education and 1st cycle of basic education, in the academic year 2012/2013. In this reflection there are references to the characterizations of each context in which the supervised teaching practice occurred, as well as the analysis of learning developed as a early childhood teacher and as a teacher of the 1st cycle of basic education for master's degree, aiming to portray and to reflect on the experiences at each stage. The second part of the report is about " plans and educational routines in childcare: analysis of learning opportunities“, aiming to verify whether the organization of the educational environment in childcare, specifically in relation to plans and routines, can promote learning opportunities for children. The investigation took place in a nursery, in a room with 1/2 years old children and in a room with 2 /3 years old children, in an IPSS of the county of Viseu. In the nursery we observed two permanent assistants and a third assistant at meal and nap time. In the nursery rooms, an early childhood teacher and an assistant were observed, in each. The observations were recorded as critical incidents, in a schedule drawn from the evaluation form of the Program Quality Assessement - PQA (Creche version). The main results show that educational routines are evident in daily practice in childcare and they are particularly important in creating learning and development opportunities for children.
The present report is divided into two parts. The first part is a reflexive assessment on the learning that occurred in context of supervised teaching practice in early childhood education and 1st cycle of basic education, in the academic year 2012/2013. In this reflection there are references to the characterizations of each context in which the supervised teaching practice occurred, as well as the analysis of learning developed as a early childhood teacher and as a teacher of the 1st cycle of basic education for master's degree, aiming to portray and to reflect on the experiences at each stage. The second part of the report is about " plans and educational routines in childcare: analysis of learning opportunities“, aiming to verify whether the organization of the educational environment in childcare, specifically in relation to plans and routines, can promote learning opportunities for children. The investigation took place in a nursery, in a room with 1/2 years old children and in a room with 2 /3 years old children, in an IPSS of the county of Viseu. In the nursery we observed two permanent assistants and a third assistant at meal and nap time. In the nursery rooms, an early childhood teacher and an assistant were observed, in each. The observations were recorded as critical incidents, in a schedule drawn from the evaluation form of the Program Quality Assessement - PQA (Creche version). The main results show that educational routines are evident in daily practice in childcare and they are particularly important in creating learning and development opportunities for children.
Description
Keywords
Creche Oportunidades de aprendizagem Planos e rotinas educativas Qualidade Childcare Quality learning opportunities Educational plans and routines
Pedagogical Context
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu