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Abstract(s)
Face às recentes orientações curriculares para a educação pré-escolar onde o brincar surge como um impulsionador do desenvolvimento e integração das aprendizagens da criança, este estudo tem como objetivo analisar a perspetiva dos educadores de infância sobre o conceito de brincar e da sua implementação nas práticas pedagógicas; bem como examinar os efeitos da implementação de um currículo centrado no brincar – proposto por Toni Linder (1999) “Read, Play and Learn” – na participação de uma criança com restrições ao nível da linguagem.
De forma a responder ao primeiro objetivo deste estudo, foram realizadas entrevistas semiestruturadas a dez educadoras de infância, a exercer funções nos distritos do Porto e Braga. Para avaliar os efeitos da implementação do “Read, Play and Learn” foi desenvolvido um estudo de caso único, com desenho AB. O programa dirigiu-se a um grupo de 27 crianças, entre os quatro e cinco anos, e desenrolou-se ao longo de quatro semanas. Para aferir os seus efeitos na participação da criança em foco, procedeu-se ao uso de grelhas de observação onde se registou a frequência de diferentes atos comunicacionais, e duas entrevistas semiestruturadas à educadora de infância durante a implementação do programa.
Os resultados obtidos sugerem que os educadores de infância definem o brincar pela sua “espontaneidade”, por algo “oposto/diferente às atividades estruturadas”, mas que tem como papel ser um impulsionador de “oportunidades/ferramentas de aprendizagem” Quanto ao seu papel enquanto facilitador os educadores de infância destacam que através da “exploração de interesses” é possível desenvolver aprendizagens significativas para a criança. Os obstáculos consistem em encontrar estratégias/orientações adequadas para desenvolver uma prática centrada no brincar. O papel enquanto educador é o de “mediação da interação” com o meio físico e humano que rodeia a criança, sendo sempre um “facilitador/orientador” no processo de aprendizagem. Na apreciação do brincar enquanto ferramenta de inclusão, os educadores destacam o papel dos pares enquanto impulsionadores de inclusão nos momentos de brincar. Os dados recolhidos no estudo de caso único sugerem efeitos positivos da implementação do programa na participação da criança, com aumento significativo das respostas verbais e da alternância de turnos com os pares.
In view of recent curricular guidelines for pre-school education where play emerges as a promoter of the development and integration of children's learning, this study aims to analyze the perspective of kindergarten teachers regarding the implementation of pedagogical practices centered on play, as well as examining the effects of the implementation of a play-based curriculum - proposed by Toni Linder (1999) "Read, Play and Learn" - in the participation of a child with language restrictions. In order to respond to the first objective of this study, we conducted semi-structured interviews with ten kindergarten teachers teaching in the districts of Porto and Braga. To evaluate the effects of the "Read, Play and Learn" implementation, a single case study was developed, type AB. The program was directed to a group of 27 children between the ages of four and five, and it took place over four weeks. In order to assess their effects on the child's participation in the study, we used observational grids where the frequency of different communicational acts was recorded, as well as two semi-estructured interviews with the kindergarten teacher which took place during the implementation of the program. The results obtained suggest that the kindergarten theachers define play for their "spontaneity", for something "opposite / different to structured activities", but whose role is to be a driver of "learning opportunities / tools". As for his role as facilitator kindergarten teachers point out that through the "exploration interest" children can develop meaningful learnings. The obstacles are to find appropriate strategies / guidelines for developing a play-based curriculum. The role of the kindergarten teacher is to "mediate the interaction" with the physical and human environment around the child, always being a “facilitator / mentor" in the learning process. In the appreciation of play as an inclusion tool, kindergarten teachers highlight the role of peers in the inclusion of the child in play moments. The data collected in single case study suggest positive effects in implementation of the program on child participation, with significant increase of verbal responses and shift alternation with peers.
In view of recent curricular guidelines for pre-school education where play emerges as a promoter of the development and integration of children's learning, this study aims to analyze the perspective of kindergarten teachers regarding the implementation of pedagogical practices centered on play, as well as examining the effects of the implementation of a play-based curriculum - proposed by Toni Linder (1999) "Read, Play and Learn" - in the participation of a child with language restrictions. In order to respond to the first objective of this study, we conducted semi-structured interviews with ten kindergarten teachers teaching in the districts of Porto and Braga. To evaluate the effects of the "Read, Play and Learn" implementation, a single case study was developed, type AB. The program was directed to a group of 27 children between the ages of four and five, and it took place over four weeks. In order to assess their effects on the child's participation in the study, we used observational grids where the frequency of different communicational acts was recorded, as well as two semi-estructured interviews with the kindergarten teacher which took place during the implementation of the program. The results obtained suggest that the kindergarten theachers define play for their "spontaneity", for something "opposite / different to structured activities", but whose role is to be a driver of "learning opportunities / tools". As for his role as facilitator kindergarten teachers point out that through the "exploration interest" children can develop meaningful learnings. The obstacles are to find appropriate strategies / guidelines for developing a play-based curriculum. The role of the kindergarten teacher is to "mediate the interaction" with the physical and human environment around the child, always being a “facilitator / mentor" in the learning process. In the appreciation of play as an inclusion tool, kindergarten teachers highlight the role of peers in the inclusion of the child in play moments. The data collected in single case study suggest positive effects in implementation of the program on child participation, with significant increase of verbal responses and shift alternation with peers.
Description
Keywords
Brincar Criança Necessidades adicionais de suporte Desenvolvimento Play Child Additional support needs Development
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação