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O presente relatório final de estágio, elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Escola Superior de Educação de Viseu, tem como principal objetivo caracterizar as competências socioemocionais de duas crianças em idade pré-escolar a frequentar um jardim de infância do distrito de Viseu. A investigação, definida como estudo multicaso, foi desenvolvida entre novembro de 2024 e maio de 2025 e baseou-se na observação direta (registo de incidentes críticos) e na aplicação de diversos instrumentos: as Escalas de Bem-Estar e Implicação de Laevers, o teste sociométrico, a Escala de Regulação Emocional de Shields e Cicchetti e a Escala de Competências Sociais de Lamer. A análise dos dados permitiu compreender o modo como cada criança manifesta e regula as suas emoções, interage com os pares e responde aos desafios do contexto educativo. Os resultados evidenciam perfis distintos de desenvolvimento socioemocional e reforçam a importância do papel do educador enquanto mediador emocional e promotor de contextos educativos afetivos, seguros e intencionalmente orientados para o desenvolvimento global da criança.
This final internship report, prepared within the scope of the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the School of Education of Viseu, aims primarily to characterize the socio-emotional competencies of two preschool-aged children attending a kindergarten in the district of Viseu. The research, defined as a multiple case study, was conducted between November 2024 and May 2025 and was based on direct observation (critical incident records) and the application of several instruments: Laevers’ Well-Being and Involvement Scales, the sociometric test, the Emotional Regulation Scale by Shields and Cicchetti, and Lamer’s Social Skills Scale. Data analysis made it possible to understand how each child expresses and regulates emotions, interacts with peers, and responds to challenges within the educational context. The results reveal distinct profiles of socio-emotional development and reinforce the importance of the educator’s role as an emotional mediator and promoter of affective, safe, and intentionally structured educational contexts aimed at the child’s overall development.
This final internship report, prepared within the scope of the Master’s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the School of Education of Viseu, aims primarily to characterize the socio-emotional competencies of two preschool-aged children attending a kindergarten in the district of Viseu. The research, defined as a multiple case study, was conducted between November 2024 and May 2025 and was based on direct observation (critical incident records) and the application of several instruments: Laevers’ Well-Being and Involvement Scales, the sociometric test, the Emotional Regulation Scale by Shields and Cicchetti, and Lamer’s Social Skills Scale. Data analysis made it possible to understand how each child expresses and regulates emotions, interacts with peers, and responds to challenges within the educational context. The results reveal distinct profiles of socio-emotional development and reinforce the importance of the educator’s role as an emotional mediator and promoter of affective, safe, and intentionally structured educational contexts aimed at the child’s overall development.
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competências socioemocionais regulação emocional bem-estar implicação educação pré-escolar socioemotional competencies emotional regulation well-being involvement preschool education