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O desenvolvimento de competências sociais em contexto pré-escolar
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Este Relatório de Estágio apresenta uma componente relacionada com as Práticas Supervisionadas em Educação Pré-Escolar e em 1º Ciclo do Ensino Básico e outra relacionada com o estudo sobre o Desenvolvimento de Competências Sociais em Contexto Pré-Escolar, projeto de investigação implementado no âmbito da Prática Supervisionada em Educação Pré-escolar.
A escolha desta temática deve-se ao facto das competências sociais terem vindo a ganhar importância desde os anos 70 do passado século, visto que o adequado desenvolvimento das mesmas influencia positivamente a vida futura das crianças.
Como opção metodológica selecionámos a investigação-ação, que permite relacionar a ação com a investigação, recorrendo a um processo cíclico que alterna entre a ação e a reflexão crítica, passando pela observação e pela planificação.
Os participantes do estudo são crianças, com idades compreendidas entre os três e os quatro anos, que frequentam o jardim-de-infância onde foi implementada a Prática Supervisionada em Educação Pré-escolar.
De modo a compreendermos quais as dimensões das competências sociais que as crianças de três ou quatro anos têm ou não desenvolvidas, preenchemos escalas de observação de comportamentos. Após a análise de resultados, implementámos algumas atividades de promoção de competências sociais baseadas num programa previamente aplicado, comparando depois os resultados obtidos nas escalas de observação antes e após as atividades.
A família é um dos focos deste estudo, pois esta é considerada como o primeiro agente socializador da criança.
O Jardim de Infância surge por ser um dos locais onde as crianças passam a maior parte do seu tempo e por ser aqui que estas desenvolvem as suas relações sociais.
This internship Report presents a component related to the Supervised Practice in Pre-School Education and in 1st Cycle of Basic Education, and other related to the study on the development of Social Competence in school context, research project implemented within the framework of supervised practice in Pre-School Education. The choice of this theme is because social skills have been gaining importance since the '70 of the past century, whereas the proper development of the same influences positively the future life of children. As a methodological option was selected the research-action, which allows you to relate the action with research, using a cyclic process that alternates between action and critical reflection through observation and by planning. Study participants are children, aged between three and four years, who attend the kindergarten where implemented the supervised practice in Pre-School Education. In order to understand what the dimensions of the social skills that children of three or four years have not developed or were filled scales of observation of behaviors. After analysis of results, have implemented some social competence promotion activities based on a program previously applied, comparing the results obtained after the scales of observation before and after the activities. The family is one of the focuses of this study, as this is considered as the first child's socializing agent. The kindergarten is for being one of the places where children spend most of their time and for being here that these develop their social relations.
This internship Report presents a component related to the Supervised Practice in Pre-School Education and in 1st Cycle of Basic Education, and other related to the study on the development of Social Competence in school context, research project implemented within the framework of supervised practice in Pre-School Education. The choice of this theme is because social skills have been gaining importance since the '70 of the past century, whereas the proper development of the same influences positively the future life of children. As a methodological option was selected the research-action, which allows you to relate the action with research, using a cyclic process that alternates between action and critical reflection through observation and by planning. Study participants are children, aged between three and four years, who attend the kindergarten where implemented the supervised practice in Pre-School Education. In order to understand what the dimensions of the social skills that children of three or four years have not developed or were filled scales of observation of behaviors. After analysis of results, have implemented some social competence promotion activities based on a program previously applied, comparing the results obtained after the scales of observation before and after the activities. The family is one of the focuses of this study, as this is considered as the first child's socializing agent. The kindergarten is for being one of the places where children spend most of their time and for being here that these develop their social relations.
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 Ciclo do Ensino Básico.
Palavras-chave
Competências sociais Educação pré-escolar Jardim-de-infância Família Social skills Pre-school education Kindergarten Family