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Advisor(s)
Abstract(s)
Avaliar, em educação pré-escolar, consiste na recolha de informação
essencial para tomar decisões sobre a forma de agir. Deste modo,
consideramos que a avaliação deve ser encarada como uma forma de
conhecimento direcionada para a ação. Refletir sobre as necessidades, sobre
os progressos e o valor atribuído às experiências de aprendizagem das crianças,
permite que o educador torne a sua intervenção pedagógica adequada e mais
intencional.
Este estudo pretende analisar a adequação e a utilização de um instrumento
de Avaliação - FAM (Functional Assessement Measure) como forma de
«screening» e de monitorização do desenvolvimento e da aprendizagem, em
crianças de idade pré-escolar, tanto no ensino regular como com crianças
elegíveis à Educação Especial.
A amostra é constituída por 30 crianças de idade pré-escolar, das quais 21
pertencem à mesma sala de uma instituição IPSS do concelho cidade da Maia,
e 9 crianças são acompanhadas pela Intervenção Precoce distribuídas por
vários agrupamentos do concelho da Cidade da Maia.
In the preschool education, the assessment process consists in the collection of essential information to decide on how to act. In this way, an assessment, should be seen as a form of knowledge directed towards the action. Reflection about the needs, progress, and learning experience of the child, provides the preschool teacher a better pedagogical intervention with concrete intentions. This study investigates the applicability of the Functional Assessment Measure (FAM) as a form of screening and monitoring of development and learning in preschoolers, both in regular and special education. The sample is composed of 30 preschoolers, whom 21 belong to the same regular school, and 9 from several different schools with special support needs. All of them, attend Maia city schools.
In the preschool education, the assessment process consists in the collection of essential information to decide on how to act. In this way, an assessment, should be seen as a form of knowledge directed towards the action. Reflection about the needs, progress, and learning experience of the child, provides the preschool teacher a better pedagogical intervention with concrete intentions. This study investigates the applicability of the Functional Assessment Measure (FAM) as a form of screening and monitoring of development and learning in preschoolers, both in regular and special education. The sample is composed of 30 preschoolers, whom 21 belong to the same regular school, and 9 from several different schools with special support needs. All of them, attend Maia city schools.
Description
Keywords
Avaliação funcional Educação Pré-Escolar Contextos Functional assessment Preschool Education and Environment
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação