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Influência do espaço educativo no desenvolvimento e na aprendizagem da criança
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O presente relatório resulta de um estudo de investigação-ação desenvolvido no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, na Escola Superior de Educação do Instituto Politécnico de Castelo Branco. O estudo intitulado “A Influência do Espaço Educativo no Desenvolvimento e na Aprendizagem da Criança” teve como principal objetivo compreender de que forma os diferentes espaços educativos, interiores, exteriores e comunitários, influenciam as aprendizagens e o desenvolvimento global das crianças em idade pré-escolar.
A investigação, de natureza qualitativa, foi realizada com um grupo de crianças de cinco anos e baseou-se na observação participante, registos de campo, grelhas de observação e análise reflexiva da prática pedagógica. As atividades foram implementadas em contextos diversificados, dentro e fora da sala de atividades, permitindo analisar o impacto das experiências em ambientes alternativos sobre a motivação, a autonomia, a criatividade e a interação social das crianças.
Os resultados evidenciam que o espaço educativo constitui um elemento pedagógico ativo, que comunica com a criança e a desafia, promovendo aprendizagens significativas, contextualizadas e integradas. Constatou-se que ambientes bem organizados, esteticamente apelativos e ricos em estímulos favorecem o bem-estar, a curiosidade e a construção do conhecimento, em linha com os princípios das Orientações Curriculares para a Educação Pré-Escolar (Silva et al., 2016).
Conclui-se que o espaço educativo deve ser concebido como um ambiente vivo, flexível e intencionalmente estruturado, que acolhe e inspira a criança, contribuindo para o seu desenvolvimento integral. Este estudo reforça a importância do papel do educador enquanto mediador das aprendizagens e organizador de contextos pedagógicos que valorizam a exploração, a experimentação e a interação com o meio.
Abstract: This report is the result of an action research study developed as part of the Master's in Preschool Education and Primary Education at the School of Education of the Polytechnic Institute of Castelo Branco. The study, titled "The Influence of Educational Spaces on Child Development and Learning," aimed to understand how different educational spaces—indoors, outdoors, and in the community—influence the learning and overall development of preschool children. The qualitative research was conducted with a group of five-year-old children and was based on participant observation, field records, observation grids, and reflective analysis of pedagogical practice. Activities were implemented in diverse contexts, both inside and outside the activity room, allowing us to analyze the impact of experiences in alternative environments on children's motivation, autonomy, creativity, and social interaction. The results demonstrate that the educational space constitutes an active pedagogical element, which communicates with and challenges children, promoting meaningful, contextualized, and integrated learning. It was found that wellorganized, aesthetically appealing, and stimulating environments foster well-being, curiosity, and the construction of knowledge, in line with the principles of the Curricular Guidelines for Preschool Education (Silva et al., 2016). It is concluded that the educational space should be conceived as a lively, flexible, and intentionally structured environment that welcomes and inspires children, contributing to their integral development. This study reinforces the importance of the educator's role as a mediator of learning and organizer of pedagogical contexts that value exploration, experimentation, and interaction with the environment.
Abstract: This report is the result of an action research study developed as part of the Master's in Preschool Education and Primary Education at the School of Education of the Polytechnic Institute of Castelo Branco. The study, titled "The Influence of Educational Spaces on Child Development and Learning," aimed to understand how different educational spaces—indoors, outdoors, and in the community—influence the learning and overall development of preschool children. The qualitative research was conducted with a group of five-year-old children and was based on participant observation, field records, observation grids, and reflective analysis of pedagogical practice. Activities were implemented in diverse contexts, both inside and outside the activity room, allowing us to analyze the impact of experiences in alternative environments on children's motivation, autonomy, creativity, and social interaction. The results demonstrate that the educational space constitutes an active pedagogical element, which communicates with and challenges children, promoting meaningful, contextualized, and integrated learning. It was found that wellorganized, aesthetically appealing, and stimulating environments foster well-being, curiosity, and the construction of knowledge, in line with the principles of the Curricular Guidelines for Preschool Education (Silva et al., 2016). It is concluded that the educational space should be conceived as a lively, flexible, and intentionally structured environment that welcomes and inspires children, contributing to their integral development. This study reinforces the importance of the educator's role as a mediator of learning and organizer of pedagogical contexts that value exploration, experimentation, and interaction with the environment.
Descrição
Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º CEB.
Palavras-chave
Prática supervisionada da educação pré-escolar Espaço educativo Aprendizagem Desenvolvimento Pré-escolar Supervised practice in preschool education Educational space Learning Development Preschool