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A importância do contacto com a natureza na Educação de Infância
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Este relatório de estágio desenvolvido no âmbito da Unidade Curricular Prática Educativa Supervisionada , do Mestrado em Educação Pré-Escolar, tem como objetivo descrever o percurso da mestranda na prática educativa supervisionada em contexto de creche e educação pré-escolar. A investigação centrou-se na importância do contacto com a natureza na educação de infância sendo que a intervenção pedagógica fundamenta-se numa perspetiva que reconhece a criança como sujeito ativo, competente e participante no seu processo de aprendizagem, valorizando os seus interesses, iniciativas e ritmos individuais.
Ao longo da prática educativa a importância do contacto com a natureza emergiu como um elemento central, alinhado com as perspetivas que enaltecem aprendizagens integradas e experiências sensoriais ricas. A investigação apresentada mostra que a exploração da natureza favorece o desenvolvimento cognitivo, social e emocional das crianças, potenciando a criatividade, a autonomia e o bem-estar.
A prática pedagógica foi sustentada pela metodologia de Investigação-Ação, articulada, no contexto de pré-escolar, com o trabalho por projetos. No contexto de creche, as intervenções focaram-se na exploração multissensorial e motora enquanto que no Pré-Escolar, a intervenção priorizou a autorregulação emocional articulada com as artes e a natureza.
O processo educativo desenvolveu-se de acordo com uma lógica cíclica de observação, planificação, ação e reflexão, permitindo a construção de práticas intencionais, contextualizadas e ajustadas ao grupo. Destaca-se a reflexão sistemática como elemento central na construção de um olhar crítico sobre a ação pedagógica, bem como o papel das planificações na organização de experiências educativas significativas e alinhadas com as OPC e OCEPE.
This internship report, developed within the scope of the Curricular Unit Supervised Teaching Practice of the Master’s Degree in Preschool Education, aims to describe the student trajectory in supervised educational practice in both nursery and preschool contexts. The research focused on the importance of contact with nature in early childhood education, with the pedagogical intervention grounded in a perspective that recognizes the child as an active, competent, and participatory subject in their own learning process, valuing their interests, initiatives, and individual rhythms. Throughout the educational practice, the importance of contact with nature emerged as a central element, aligned with perspectives that emphasize integrated learning and rich sensory experiences. The research presented shows that the exploration of nature fosters children’s cognitive, social, and emotional development, enhancing creativity, autonomy, and well-being. The pedagogical practice was supported by an Action Research methodology, articulated, in the preschool context, with project-based work. In the nursery context, the interventions focused on multisensory and motor exploration, while in the preschool context, the intervention prioritized emotional self-regulation, articulated with arts and nature. The educational process was developed according to a cyclical logic of observation, planning, action, and reflection, allowing for the construction of intentional, contextualized, and group-adjusted practices. Systematic reflection is highlighted as a central element in developing a critical perspective on pedagogical action, as well as the role of planning in organizing meaningful educational experiences aligned with the curricular guidelines OPC and OCEP
This internship report, developed within the scope of the Curricular Unit Supervised Teaching Practice of the Master’s Degree in Preschool Education, aims to describe the student trajectory in supervised educational practice in both nursery and preschool contexts. The research focused on the importance of contact with nature in early childhood education, with the pedagogical intervention grounded in a perspective that recognizes the child as an active, competent, and participatory subject in their own learning process, valuing their interests, initiatives, and individual rhythms. Throughout the educational practice, the importance of contact with nature emerged as a central element, aligned with perspectives that emphasize integrated learning and rich sensory experiences. The research presented shows that the exploration of nature fosters children’s cognitive, social, and emotional development, enhancing creativity, autonomy, and well-being. The pedagogical practice was supported by an Action Research methodology, articulated, in the preschool context, with project-based work. In the nursery context, the interventions focused on multisensory and motor exploration, while in the preschool context, the intervention prioritized emotional self-regulation, articulated with arts and nature. The educational process was developed according to a cyclical logic of observation, planning, action, and reflection, allowing for the construction of intentional, contextualized, and group-adjusted practices. Systematic reflection is highlighted as a central element in developing a critical perspective on pedagogical action, as well as the role of planning in organizing meaningful educational experiences aligned with the curricular guidelines OPC and OCEP
Descrição
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Autorregulação Creche Investigação-Ação Natureza Pré-Escolar Action Research Nature Nursery Pre-School Education Self-Regulation
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação
Licença CC
Sem licença CC