DSpace Collection:
http://hdl.handle.net/20.500.11960/2339
2024-03-28T19:05:21ZEl recreo escolar en la educación infantil: desafíos y oportunidades de múltiples aprendizajes
http://hdl.handle.net/20.500.11960/3958
Title: El recreo escolar en la educación infantil: desafíos y oportunidades de múltiples aprendizajes
Authors: Saraiva, Linda; Pontes, Susana; Santos, Fernando; Sá, César
Abstract: El recreo escolar es un espacio educativo que debe ser considerado por los maestros de
Educación Infantil con una atención especial. En base a esta premisa, en este estudio se
pretende presentar un proyecto de intervención educativa llevado a cabo en un recreo escolar
de un Colegio de Educación Infantil y Primaria del municipio de Viana do Castelo, Portugal,
y analizar el impacto de los cambios realizados en el patio de recreo en el comportamiento
lúdico, motor y social de 18 niños de 3 a 6 años (Medad= 4.2±0.6). Para evaluar el impacto se
realizó una observación focal para comparar el comportamiento de los niños antes y después
de la intervención. La colección de datos se complementó con un análisis de los dibujos de los
niños antes y después de la intervención, y una breve entrevista sobre la satisfacción con los
juegos introducidos en el patio de recreo. Del análisis e interpretación de los resultados se
puede concluir que la intervención educativa llevada a cabo en el recreo escolar promovió en
los niños una conducta activa y socializadora. El circuito de triciclos fue la actividad lúdica
más explorada por la mayoría de los chicos, mientras que las chicas prefirieron los juegos
simbólicos y los aparatos fijos. Esta diferencia entre géneros se evidenció en las preferencias
lúdicas reportadas por los niños y en sus registros gráficos. Los dibujos revelaron que los
niños cambiaron su percepción espacial, funcional y estética del patio de recreo después de la
intervención. En resumen, la intervención promovió el juego simbólico, el juego social y el
juego de actividad física. School recess is an educational space that should be considered by teachers of early childhood
education with special attention. Based on this premise, this study intends to present a
educational intervention carried out in a preschool recess of Viana do Castelo, Portugal, and
to analyze the impact of changes made in the recess on playful, motor and social behavior of
18 children aged 3 to 6 years (Mage = 4.2 ± 0.6). To assess impact, a focal observation was
conducted to compare the children's behaviour before and after the intervention. Data
collection was complemented by an analysis of the children's drawings before and after the
intervention, and a brief interview on satisfaction with the games introduced in the
playground. Based on our analysis and the interpretation of results, we can conclude that the
educational intervention carried out in a preschool recess promoted the children’s active and
social behaviour. The tricycles circuit was the most exploited playful activity by most boys,
while girls have preferred pretend games and fixed equipment. This difference between
genders was evident in the playful preferences pointed out by children, and in their graphic
records. The children’s drawings revealed that their spatial, functional and aesthetic
perception of the recess space changed after the intervention. In summary, the intervention
promoted the pretend play, social play, and physical activity play of the children. ABSTRACT2021-01-01T00:00:00ZExploring the impact of a TPSR program on transference of responsibility goals within a preschool setting: an action research study
http://hdl.handle.net/20.500.11960/3957
Title: Exploring the impact of a TPSR program on transference of responsibility goals within a preschool setting: an action research study
Authors: Santos, Fernando; Miguel, Jacinta; Wright, Paul M.; Sá, César; Saraiva, Linda
Abstract: The teaching personal and social responsibility (TPSR) model has been extensively used in a
vast array of settings. However, few TPSR studies have focused on preschool settings. The purpose of
this action research study was to analyze the experiences of a program leader, her preschool children,
and their parents throughout a TPSR program focused on transference of responsibility model goals.
The participants were 25 preschool children, six parents, and a program leader involved in a preschool
setting located in the north of Portugal. Data were collected through reflexive journaling, participant
observations, semi-structured interviews, and focus group interviews. Findings suggest the TPSR
model could be a useful instructional model for preschool teachers focused on providing social and
emotional learning opportunities to their students. In order to foster transference, parents played a
pivotal role in this process and were included in the intervention, which appeared to enhance life
skill transfer.2020-01-01T00:00:00ZIs it possible to identify physical-motor profiles of preschool children on their association with selected biosocial factors?
http://hdl.handle.net/20.500.11960/3947
Title: Is it possible to identify physical-motor profiles of preschool children on their association with selected biosocial factors?
Authors: Gil-Madrona, Pedro; Losada-Puente, Luisa; Mendiri, Paula; Sá, César; Silva, Inês P.; Saraiva, Linda
Abstract: Biosocial factors play a crucial role in the physical-motor development (PMD) of children during the preschool age. The present study aims to identify physical-motor profiles throughout preschool age (3–6 years) and explore associations between profiles and selected biosocial factors such as age, sex, prematurity, weight, height, BMI, and participation in extracurricular physical activities. Data from 412 typically developing children (46.6% girls and 53.4% boys), aged 35–71 months (M = 51.21, SD = 10.47) was collected using the Psychomotor Activities Checklist and specifically the scale of Psycho-Motor Aspects. Cluster analysis made it possible to define four different childhood PMD profiles. High PMD; High PMD except left laterality; medium-low PMD; and low PMD. High PMD profile includes older children, with anthropometric measurements closer to the WHO recommendations, fewer preterm children, and greater participation in extracurricular physical activities. Low PMD profile includes younger children, with weight slightly above and height slightly below the WHO recommendations and low participation in extracurricular physical activities. This study allows us to identify specific trends that may be decisive for the motor development of children throughout preschool age, highlighting selected biological variables and participation in extracurricular physical activities.2024-02-14T00:00:00ZA socialização com a profissão na formação inicial de professores em Portugal
http://hdl.handle.net/20.500.11960/3870
Title: A socialização com a profissão na formação inicial de professores em Portugal
Authors: Sousa-Pereira, Fátima; Leite, Carlinda; Marinho, Paulo
Abstract: Na formação inicial de professores (FIP) é importante
existirem condições para uma socialização forte com a
docência e com a amplitude das funções exigidas no
exercício da profissão. Tendo por base esta perspetiva, o
artigo apresenta um estudo que teve por objetivo conhecer
condições que a FIP em Portugal oferece para a socialização
com a profissão docente. Foram entrevistados
coordenadores de 21 cursos, dos 148 que em Portugal
habilitam para a docência nos doze anos de escolaridade
obrigatória, e 16 professores cooperantes das escolas onde
é realizada a iniciação à prática profissional. Os discursos
dos entrevistados, interpretadas pela técnica de análise de
conteúdo, permitem apontar a: necessidade de trazer ao
debate académico uma reflexão sobre condições de
preparação dos futuros professores para lidarem com a
complexidade inerente ao exercício da profissão docente,
nomeadamente no tempo de contacto com as escolas e com
a prática profissional; importância de reconhecer o papel
dos professores cooperantes e dos supervisores que
acompanham os estudantes nos processos de socialização
profissional para que tenham condições para se envolverem
em investigação didática e da prática profissional;
necessidade de fortalecer políticas e programas de FIP que
potenciem a socialização com a profissão orientada para a
contínua melhoria da qualidade de formação de professores. ABSTRACT:
In initial teacher education (ITE) it is important to have conditions for strong socialization
with teaching and with the breadth of functions required in the exercise of the profession. Based
on this reference, the study aimed to know the conditions of the Portuguese model of ITE for
socialization with the profession. In the methodological procedure, coordinators of 21 courses
were interviewed, out of the 148 existing in Portugal, which enables teaching in the twelve years
of compulsory education, and 16 cooperating teachers at the schools where the professional
practice is carried out. The interviewees’ speeches, interpreted by the content analysis
technique, allow pointing out the: need to bring to the academic debate a reflection on the
conditions of preparation of future teachers to deal with the inherent complexity of the teaching
profession, namely in the time of contact with schools and with professional practice; the
importance of recognizing the role of cooperating teachers and supervisors who accompany
students in the processes of professional socialization so that they are able to engage in didactic
research and professional practice; need to strengthen ITE policies and programs that encourage
socialization with the profession-oriented towards the continuous improvement of quality of
teacher education.2023-12-27T00:00:00Z