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Authors
Advisor(s)
Abstract(s)
Baseado nos pressupostos subjacentes às práticas pedagógicas centradas
na criança, este estudo tem por objetivo analisar a perspetiva dos educadores
de infância sobre a promoção de oportunidades de escolha em contextos de
ensino pré-escolar, tendo por referência o processo de inclusão de crianças
com necessidades adicionais de suporte, bem como examinar os efeitos de
um programa de intervenção, centrado na expansão de oportunidades de
escolha, na participação de uma criança em situação de incapacidade.
A fim de responder ao primeiro objetivo foi auscultada a opinião de 71
educadores de infância, através de uma pesquisa por inquérito. Já para o
escrutínio dos efeitos do programa de intervenção, foi desenvolvido um
estudo de caso único, tipo AB, avaliando o seu impacte na participação de
uma criança de 4 anos com Paralisia Cerebral, através do uso de grelhas de
observação e de uma entrevista semiestruturada à educadora.
Os resultados sugerem que existe uma diferença significativa na facilidade
de implementação de oportunidades de escolha, quando consideradas
crianças com desenvolvimento típico e com necessidades adicionais de
suporte, que parece também variar em função das diferentes rotinas do
contexto pré-escolar e correlacionar-se com o nível de severidade da
incapacidade. As características das crianças e as exigências curriculares são
entendidas como as principais barreiras à implementação destas práticas. Os
resultados sugerem, ainda, que o programa de intervenção – baseado no
planeamento de oportunidades de escolha embebidas nos diferentes
momentos da rotina do contexto pré-escolar - teve impacte positivo na
participação da criança, com expansão dos indicadores de envolvimento,
interação/comunicação e satisfação
Based in principles related to child-centered pedagogy practices, the objective of this study is to analyze the perspective of kindergarten teachers on aspects relating to the promotion of choice opportunities in context of preschool education, with reference to the inclusion process of children in need of additional supports, and to examine the effects of an intervention program focused on expanding opportunities for choice in the participation of a child with disability. For the first objective it was analyzed the opinion of 71 kindergarten teachers, through a survey research. To examine the effects of the intervention program, it was developed a single case study, type AB, evaluating its impact in the participation of 4 years old child with Cerebral Palsy, through the use of observation sheets and of a semi structured interview to the educator. The results suggest that there is a significant difference in the ease of implementation of choice opportunities, between typically developing children and with additional support needs, which also seems to vary with the different routines of pre-school context and the severity levels of the disabilities. Child characteristics and the curricular demands are perceived as important barriers in the implementation of choices. Data also suggests that the intervention program – based in the planning of opportunities of choice embedded in the pre-school routines - had a positive effect in child participation, increasing her involvement, interaction/communication and satisfaction.
Based in principles related to child-centered pedagogy practices, the objective of this study is to analyze the perspective of kindergarten teachers on aspects relating to the promotion of choice opportunities in context of preschool education, with reference to the inclusion process of children in need of additional supports, and to examine the effects of an intervention program focused on expanding opportunities for choice in the participation of a child with disability. For the first objective it was analyzed the opinion of 71 kindergarten teachers, through a survey research. To examine the effects of the intervention program, it was developed a single case study, type AB, evaluating its impact in the participation of 4 years old child with Cerebral Palsy, through the use of observation sheets and of a semi structured interview to the educator. The results suggest that there is a significant difference in the ease of implementation of choice opportunities, between typically developing children and with additional support needs, which also seems to vary with the different routines of pre-school context and the severity levels of the disabilities. Child characteristics and the curricular demands are perceived as important barriers in the implementation of choices. Data also suggests that the intervention program – based in the planning of opportunities of choice embedded in the pre-school routines - had a positive effect in child participation, increasing her involvement, interaction/communication and satisfaction.
Description
Keywords
autodeterminação self-determination oportunidades de escolha crianças com necessidades educativas especiais contexto de ensino pré-escolar choice-making children with special educational needs
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação