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A participação e o envolvimento das famílias na educação de infância
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O presente relatório, inserido no âmbito da Prática Educativa Supervisionada do Mestrado em Educação Pré-Escolar, centra-se na temática da participação e do envolvimento das famílias na educação de infância, reconhecendo o seu papel fundamental no desenvolvimento global da criança e na construção de práticas educativas significativas.
A intervenção decorreu em dois contextos distintos: em creche, com crianças de dois anos, num contexto privado, e em educação pré-escolar, com crianças dos três aos seis anos, num contexto público, o que permitiu uma análise reflexiva sobre diferentes realidades educativas.
No contexto de creche, a intervenção pedagógica foi orientada pelos interesses do grupo, com especial enfoque na hora do conto e no projeto de sala subordinado ao tema da felicidade, procurando responder às necessidades identificadas.
No contexto de pré-escolar, foi desenvolvido um projeto centrado na hora do conto, momento privilegiado do grupo, com o objetivo de promover o desenvolvimento da expressão e da comunicação oral, identificadas como principais fragilidades. Simultaneamente, procurou-se valorizar a diversidade cultural existente no grupo, composto por crianças de seis nacionalidades distintas, potenciando a inclusão e o enriquecimento das experiências educativas.
Os resultados evidenciaram progressos ao nível das aprendizagens e do desenvolvimento das crianças, nomeadamente na sua participação, comunicação e envolvimento nas atividades propostas. Paralelamente, este percurso contribuiu significativamente para o desenvolvimento profissional da mestranda, permitindo a construção de uma prática pedagógica mais consciente, fundamentada e ajustada às características e necessidades dos contextos educativos.
Este relatório pretende demonstrar, que a articulação entre os interesses das crianças, a intencionalidade educativa e o envolvimento das famílias constituem um fator determinante para a promoção de aprendizagens significativas e para o desenvolvimento integral da criança
This report, developed within the scope of the Supervised Teaching Practice of the Master’s Degree in Pre-School Education, focuses on the theme of family participation and involvement in early childhood education, recognizing their fundamental role in the child’s overall development and in the construction of meaningful educational practices. The intervention took place in two distinct contexts: a nursery setting, with two-year-old children in a private institution, and a pre-school setting, with children aged three to six in a public institution. This allowed for a reflective analysis of different educational realities. In the nursery context, the pedagogical intervention was guided by the group’s interests, with a particular emphasis on storytelling time and a classroom project centered on the theme of happiness, aiming to respond to the identified needs. In the pre-school context, a project focused on storytelling time—an especially valued moment for the group—was developed with the aim of promoting the development of oral expression and communication, identified as the main areas of difficulty. At the same time, efforts were made to value the cultural diversity within the group, composed of children from six different nationalities, fostering inclusion and enriching educational experiences. The results showed progress in terms of children’s learning and development, particularly in their participation, communication, and engagement in the proposed activities. At the same time, this process contributed significantly to the professional development of the student teacher, enabling the construction of a more conscious, well-founded, and context-responsive pedagogical practice. This report aims to demonstrate that the articulation between children’s interests, educational intentionality, and family involvement constitutes a determining factor in promoting meaningful learning and the holistic development of the child.
This report, developed within the scope of the Supervised Teaching Practice of the Master’s Degree in Pre-School Education, focuses on the theme of family participation and involvement in early childhood education, recognizing their fundamental role in the child’s overall development and in the construction of meaningful educational practices. The intervention took place in two distinct contexts: a nursery setting, with two-year-old children in a private institution, and a pre-school setting, with children aged three to six in a public institution. This allowed for a reflective analysis of different educational realities. In the nursery context, the pedagogical intervention was guided by the group’s interests, with a particular emphasis on storytelling time and a classroom project centered on the theme of happiness, aiming to respond to the identified needs. In the pre-school context, a project focused on storytelling time—an especially valued moment for the group—was developed with the aim of promoting the development of oral expression and communication, identified as the main areas of difficulty. At the same time, efforts were made to value the cultural diversity within the group, composed of children from six different nationalities, fostering inclusion and enriching educational experiences. The results showed progress in terms of children’s learning and development, particularly in their participation, communication, and engagement in the proposed activities. At the same time, this process contributed significantly to the professional development of the student teacher, enabling the construction of a more conscious, well-founded, and context-responsive pedagogical practice. This report aims to demonstrate that the articulation between children’s interests, educational intentionality, and family involvement constitutes a determining factor in promoting meaningful learning and the holistic development of the child.
Descrição
Palavras-chave
Crianças Envolvimento Famílias Participação Prática educativa supervisionada Children’s Families Involvement Participation Supervised teaching practice