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Abstract(s)
A educação é a base da vida, imprescindível para o desenvolvimento e crescimento da criança, a nível pessoal e social. A infância ressalva um cargo fulcral nesse trabalho educacional, constituindo a base da educação, uma vez que é nos primeiros anos de vida que a criança se começa a “arquitetar”. O adulto que a acompanha deve ajudá-la a desenvolver capacidades, demonstrar características, lidar com situações do dia-a-dia, socializar com as pessoas que a rodeiam e por fim motivá-la a crescer quer a nível físico, quer psíquico. No seio da abrangente área da educação, existem muitas problemáticas célebres e uma delas passa pelo tema da sobredotação, na existência de crianças com capacidades excecionais de aprendizagem. É um tema de crescente preocupação na área da educação, mas que requer uma análise cuidada, apresentando-se uma problemática com ideias díspares, abrangentes e por vezes controversas.
Este estudo pretendeu analisar as perceções que os agentes educativos têm acerca do atendimento efetuado junto de crianças com capacidades excecionais de aprendizagem, baseando-se na opinião de 38 educadores de infância e 39 pais de crianças em idade pré-escolar. Para tal foi utilizado um questionário sociodemográfico, no qual estão integradas 38 afirmações acerca do desenvolvimento destas crianças a nível socio-emocional e a nível académico. Os resultados indicam que as perceções dos pais e educadores, relativas ao impacto da entrada antecipada, são maioritariamente favoráveis. As médias obtidas pelos pais e educadores situam-se acima da mediana (M=32,5), tanto no domínio académico (M=35,8), como no psicossocial. Relativamente à formação dos educadores, foram em maior número os educadores que não possuíam formação (n=23) do que os que possuíam (n=15), revelando que existiam perceções mais favoráveis por parte dos educadores que não possuíam formação. Os educadores (n=26), que não tiveram contacto com crianças excecionais indicam valores superiores aos que já tiveram contacto (n=12). O mesmo acontece em relação às suas perceções, uma vez que os que não tiveram contacto possuem uma visão mais positiva em relação ao impacto. Verificamos uma diferença estatisticamente significativa entre as quatro variáveis em análise, que se refere à formação dos participantes, as restantes não se revelaram significativas.
Education is the basis of life, essential for development and growth of the child, at the personal and social level. Childhood has a central role in this educational work, forming the basis of education, since it is in early years of life that the child begins to "engineer". The accompanying adult must help her to develop skills, demonstrate features, deal with everyday situations, socialize with people around her, and finally motivate them to grow both physically or psychically. Within the broad area of education, there are many famous problematic areas and one of them is the giftedness, the existence of children with exceptional learning abilities. It is an issue of growing concern in education, but it requires a careful analysis, being a problematic with disparate ideas, comprehensive and sometimes controversial. This study aims to analyze the perceptions that education agents have about the care of children with exceptional learning abilities. The study analyzed the opinions of 38 kindergarten teachers and 39 parents of children in preschool age. A sociodemographic questionnaire was used, in which 38 statements about the development of these children at socio-emotional and academic level are embedded. The results show that the perceptions of parents and educators, about the impact of early entry, are mostly favorable The obtained average by parents and educators are above the median (M = 32.5), both in the academic (M = 35.8), as in the psychosocial domain. Regarding teachers training, the educators without training were in greater number (n = 23) than those who had (n = 15), revealing that there were more favorable perceptions of the educators who had no training. Educators (n = 26) who did not have contact with exceptional children show higher values than those who had contact (n = 12).The same happens on their perceptions, since those who did not have contact have a more positive vision about the impact. A statistically significant difference between the four variables in the analysis was found, which refers to the training of participants, the others variables did not proved to be significant.
Education is the basis of life, essential for development and growth of the child, at the personal and social level. Childhood has a central role in this educational work, forming the basis of education, since it is in early years of life that the child begins to "engineer". The accompanying adult must help her to develop skills, demonstrate features, deal with everyday situations, socialize with people around her, and finally motivate them to grow both physically or psychically. Within the broad area of education, there are many famous problematic areas and one of them is the giftedness, the existence of children with exceptional learning abilities. It is an issue of growing concern in education, but it requires a careful analysis, being a problematic with disparate ideas, comprehensive and sometimes controversial. This study aims to analyze the perceptions that education agents have about the care of children with exceptional learning abilities. The study analyzed the opinions of 38 kindergarten teachers and 39 parents of children in preschool age. A sociodemographic questionnaire was used, in which 38 statements about the development of these children at socio-emotional and academic level are embedded. The results show that the perceptions of parents and educators, about the impact of early entry, are mostly favorable The obtained average by parents and educators are above the median (M = 32.5), both in the academic (M = 35.8), as in the psychosocial domain. Regarding teachers training, the educators without training were in greater number (n = 23) than those who had (n = 15), revealing that there were more favorable perceptions of the educators who had no training. Educators (n = 26) who did not have contact with exceptional children show higher values than those who had contact (n = 12).The same happens on their perceptions, since those who did not have contact have a more positive vision about the impact. A statistically significant difference between the four variables in the analysis was found, which refers to the training of participants, the others variables did not proved to be significant.
Description
Keywords
Educação pré-escolar Crianças sobredotadas