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O impacto da leitura de livros na formação integral das crianças na educação de infância
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| 1.44 MB | Adobe PDF |
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Abstract(s)
Este relatório de estágio insere-se no âmbito da Unidade Curricular de Prática Educativa Supervisionada, com foco na Creche e na Educação Pré-Escolar. O estágio constituiu uma fase essencial na formação da mestranda, permitindo-lhe refletir criticamente sobre as experiências pedagógicas e integrar teoria e prática na sua evolução profissional.
A investigação desenvolvida teve como objetivo analisar a importância da leitura de livros no desenvolvimento das crianças em creche e pré-escolar, destacando as contribuições para o desenvolvimento cognitivo, linguístico e social. A questão orientadora foi: De que forma a leitura de livros pode contribuir para o desenvolvimento cognitivo, linguístico e social das crianças na educação de infância?
A metodologia baseou-se na observação das práticas pedagógicas em contexto de estágio, análise dos livros utilizados, conversas com educadoras e pesquisa bibliográfica. Os resultados indicam que a leitura, mediada por adultos, promove o desenvolvimento da linguagem, amplia o vocabulário, estimula a imaginação e favorece as interações sociais. A adaptação das estratégias pedagógicas ao grupo revelou-se essencial para o envolvimento das crianças e para a eficácia das aprendizagens.
Conclui-se que a leitura integrada nas práticas educativas desde a creche até ao pré-escolar é uma ferramenta crucial para o desenvolvimento global das crianças, reforçando a importância de ações intencionais que valorizem a participação ativa e o interesse dos educandos.
This internship report is part of the Supervised Educational Practice course unit, focusing on Nursery and Early Childhood Education. The internship constitutes a crucial phase in the trainee’s development, enabling critical reflection on pedagogical experiences and the integration of theory and practice in their professional growth. The research aimed to analyse the importance of book reading in the development of children in nursery and preschool settings, emphasising its contributions to cognitive, linguistic, and social development. The guiding question was: How does book reading contribute to the cognitive, linguistic, and social development of children in early childhood education? The methodology was based on observing pedagogical practices in the internship context, analysing the books used, discussions with educators, and bibliographic research. The findings indicate that adult-mediated reading promotes language development, broadens vocabulary, stimulates imagination, and enhances social interactions. Adapting pedagogical strategies to the group proved essential for children’s engagement and the effectiveness of learning. It is concluded that integrating reading into educational practices from nursery through preschool is a vital tool for children’s overall development, highlighting the importance of intentional actions that value active participation and the interests of learners.
This internship report is part of the Supervised Educational Practice course unit, focusing on Nursery and Early Childhood Education. The internship constitutes a crucial phase in the trainee’s development, enabling critical reflection on pedagogical experiences and the integration of theory and practice in their professional growth. The research aimed to analyse the importance of book reading in the development of children in nursery and preschool settings, emphasising its contributions to cognitive, linguistic, and social development. The guiding question was: How does book reading contribute to the cognitive, linguistic, and social development of children in early childhood education? The methodology was based on observing pedagogical practices in the internship context, analysing the books used, discussions with educators, and bibliographic research. The findings indicate that adult-mediated reading promotes language development, broadens vocabulary, stimulates imagination, and enhances social interactions. Adapting pedagogical strategies to the group proved essential for children’s engagement and the effectiveness of learning. It is concluded that integrating reading into educational practices from nursery through preschool is a vital tool for children’s overall development, highlighting the importance of intentional actions that value active participation and the interests of learners.
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Keywords
Leitura de livros Desenvolvimento infantil Educação de infância Prática educativa supervisionada Book reading Child development Early childhood education Supervised educational practice
Pedagogical Context
Citation
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Instituto Politécnico do Porto. Escola Superior de Educação
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Without CC licence