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Abstract(s)
O presente relatório de estágio reflete o percurso profissional da mestranda ocorrido nos contextos em que realizou as Práticas Educativas Supervisionadas, nomeadamente em creche, com crianças de dois anos e em educação pré-escolar, com um grupo de quatro anos. Como tal, o documento apresenta os fundamentos teóricos e legais que sustentaram as práticas pedagógicas desenvolvidas e consequentes aprendizagens construídas. Para além do enquadramento legal da educação de infância em Portugal, a mestranda optou por abordar no presente relatório, a literacia emergente, a diferenciação pedagógica e inclusão de crianças com Necessidades Adicionais de Suporte com sustentação na abordagem à metodologia de Emmi Pikler, o modelo curricular HighScope e a metodologia de trabalho de projeto, tópicos especialmente significativos para as aprendizagens e práticas formativas apresentadas e analisadas. São ainda retratadas, as caracterizações das instituições, grupos e salas de atividades, bem como a metodologia de investigação utilizada. As aprendizagens desenvolvidas pela formanda, tiveram como base uma postura crítica e reflexiva que desencadeou experiências pedagógicas fundamentadas, descritas no último capítulo. Estas, constituíram os pilares do desenvolvimento das competências profissionais da discente.
This internship report reflects the professional journey of the master's student during the Supervised Educational Practices, carried out in the contexts of a nursery, with two-year-old children and in pre-school education, with a group of four-year-olds. As such, this document presents the theoretical and legal foundations that supported the pedagogical practices performed and the resulting constructed learning. In addition to the legal framework of early childhood education in Portugal, the master's student chose to address, in this report, emergent literacy, pedagogical differentiation, and the inclusion of children with Additional Support Needs, supported by the Emmi Pikler approach, the HighScope curriculum model, and project work methodology, topics especially significant for the presented and analyzed formative practices and learning. The institutions' characterizations, groups, and activity rooms, as well as the research methodology used, are also portrayed. The student's learning was based on a critical and reflective stance that triggered well-founded pedagogical experiences described in the last chapter. These constituted the pillars of the development of the student's professional competencies.
This internship report reflects the professional journey of the master's student during the Supervised Educational Practices, carried out in the contexts of a nursery, with two-year-old children and in pre-school education, with a group of four-year-olds. As such, this document presents the theoretical and legal foundations that supported the pedagogical practices performed and the resulting constructed learning. In addition to the legal framework of early childhood education in Portugal, the master's student chose to address, in this report, emergent literacy, pedagogical differentiation, and the inclusion of children with Additional Support Needs, supported by the Emmi Pikler approach, the HighScope curriculum model, and project work methodology, topics especially significant for the presented and analyzed formative practices and learning. The institutions' characterizations, groups, and activity rooms, as well as the research methodology used, are also portrayed. The student's learning was based on a critical and reflective stance that triggered well-founded pedagogical experiences described in the last chapter. These constituted the pillars of the development of the student's professional competencies.
Description
Keywords
Educação de Infância Literacia emergente Diferenciação pedagógica Inclusão Metodologia de Trabalho de Projeto Early childhood educationc Emergent literacy Pedagogical differentiation Inclusion Project Work Methodology
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação