| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 846.15 KB | Adobe PDF |
Authors
Abstract(s)
O presente relatório de estágio (RE) reflete o processo de formação realizado pela mestranda no âmbito da Prática Educativa Supervisionada (PES), nos contextos de creche e de educação pré-escolar (EPE). Este documento demonstra as competências e aprendizagens construídas durante os dois estágios profissionais, mobilizando os conhecimentos científicos e pedagógicos alcançados durante o percurso de formação da mestranda. Para além do enquadramento legal e das ações educativas realizadas nos dois contextos, neste RE é ainda abordado como tópico de estudo e reflexão a importância das interações adulto-criança no desenvolvimento da linguagem. Deste modo, no capítulo inicial é realizado um enquadramento teórico sobre o desenvolvimento da linguagem e o impacto das interações neste processo, que é complementado com as perspetivas pedagógicas de HighScope, Goldshmied e Pikler. No capítulo II, apresenta-se a caracterização das instituições e dos ambientes educativos de cada contexto de estágio, sendo que a PES em creche foi realizada numa sala de um ano de idade e o estágio de EPE numa sala de quatro anos de idade. Também é mencionada a metodologia de investigação utilizada referindo a importância da observação, da planificação, da ação e da reflexão para uma melhor prática educativa. No capítulo III são evidenciadas as ações educativas que a mestranda desenvolveu durante a PES, articulando os conhecimentos teóricos do capítulo I com exemplos da prática. Por fim, é realizada uma reflexão final que consuma as aprendizagens e conhecimentos adquiridos, as estratégias de formação e os constrangimentos sentidos durante todo o percurso.
This report chronicles the internship journey undertaken by the master's student as part of Supervised Educational Practice in the realms of nursery and pre-school education. It serves as a testament to the skills honed and knowledge garnered throughout two professional internships, where the student applied a blend of scientific and pedagogical expertise acquired during her master's program. Beyond merely detailing the legal framework and educational initiatives undertaken in both settings, this report delves into the crucial role of adult-child interactions in fostering language development, offering a comprehensive exploration of this subject. Drawing upon theoretical insights from educational luminaries such as HighScoope, Goldshmied, and Pikler, it provides a robust framework for understanding language acquisition and the pivotal influence of interpersonal dynamics on it. In Chapter II, the report provides vivid characterizations of the institutions and educational atmospheres encountered in each internship placement. Specifically, it delineates the experiences within a one-year-old classroom in a daycare setting and a four-year-old classroom in a pre-school environment. The methodology employed throughout the research is also outlined, underscoring the significance of observation, meticulous planning, deliberate action, and thoughtful reflection in refining educational practices. Chapter III refers mainly to the educative actions developed during the Supervised Educational Practice, articulating the theoretical knowledge of chapter I with examples given from the practice. At the end of this document there is a final reflecttion that summarises the learnings as well as the acquired knowledge, the formation strategies and the restraints felt during the entire process.
This report chronicles the internship journey undertaken by the master's student as part of Supervised Educational Practice in the realms of nursery and pre-school education. It serves as a testament to the skills honed and knowledge garnered throughout two professional internships, where the student applied a blend of scientific and pedagogical expertise acquired during her master's program. Beyond merely detailing the legal framework and educational initiatives undertaken in both settings, this report delves into the crucial role of adult-child interactions in fostering language development, offering a comprehensive exploration of this subject. Drawing upon theoretical insights from educational luminaries such as HighScoope, Goldshmied, and Pikler, it provides a robust framework for understanding language acquisition and the pivotal influence of interpersonal dynamics on it. In Chapter II, the report provides vivid characterizations of the institutions and educational atmospheres encountered in each internship placement. Specifically, it delineates the experiences within a one-year-old classroom in a daycare setting and a four-year-old classroom in a pre-school environment. The methodology employed throughout the research is also outlined, underscoring the significance of observation, meticulous planning, deliberate action, and thoughtful reflection in refining educational practices. Chapter III refers mainly to the educative actions developed during the Supervised Educational Practice, articulating the theoretical knowledge of chapter I with examples given from the practice. At the end of this document there is a final reflecttion that summarises the learnings as well as the acquired knowledge, the formation strategies and the restraints felt during the entire process.
Description
Keywords
Educação de infância Prática educativa supervisionada Desenvolvimento da linguagem Interação adulto-criança Perspetivas pedagógicas Early childhood education Supervised educational practice Language development Interaction adult-child Pedagogical
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação