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Publication
"Trouxeste uma história hoje?": O contributo das histórias para a infância no desenvolvimento da linguagem em contexto de Pré-Escolar e do 1º CEB
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| 6.54 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório final de estágio surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e, para além de sintetizar e refletir sobre o meu percurso ao longo da prática pedagógica, apresenta um trabalho de investigação de natureza qualitativa realizado durante esta prática.
Foi um estudo efetuado com crianças dos contextos de creche, de jardim de infância e de 1.º CEB: a investigação considerou as características dos participantes, bem como o seu contexto de aprendizagem. O objetivo consistiu em investigar a influência do contacto das crianças com histórias para a infância num aspeto específico do seu desenvolvimento da linguagem oral e escrita – o alargamento do léxico.
Para investigar esta influência, propiciou-se uma miríade de contactos com histórias para a infância às crianças (sobretudo contos tradicionais). As intervenções apresentaram uma estrutura comum – contação/leitura das histórias com a utilização de diversos recursos (fantoches, cenários, música…) e atividades de pós-contação/leitura.
Os dados obtidos, através de grelhas de observação, notas de campo e análise dos registos das crianças, evidenciam um impacte positivo do contacto com histórias para a infância no desenvolvimento do léxico nas crianças de todos os grupos. Conclui-se, assim, que é importante desenvolver intervenções pedagógicas a partir da contação e/ou leituras de histórias para a infância, no quadro do desenvolvimento da linguagem oral e escrita, no contexto da prática pedagógica.
The following report appears within the scope of a Master’s degree in Preschool Education and 1st cycle of Primary School Education. In addition to the summary and reflexion of the pedagogical practice, it also includes its respective qualitative research data. This study was executed with children from nursery, kindergarten and primary school: the research considered the characteristics of the participants, as well as their learning context. The aim was to investigate the influence of children’s stories on a specific aspect of their oral and written development – the development of their lexicon. Pondering over this influence, we exposed children to multiple contacts with children’s stories (including traditional tales). The interventions were established through a common framework – storytelling/reading, making use of multiple resources (puppets, sceneries, music…), followed by post-reading activities. The data gathered through observation grids, field notes and the analysis of children’s records showed a positive impact when children were put in contact with children’s stories as well as the lexicon development in children in Preschool and Primary Education. Therefore, it is important to develop pedagogical interventions based on storytelling/reading children’s stories so as to develop the oral and written development, in the context of pedagogical practice.
The following report appears within the scope of a Master’s degree in Preschool Education and 1st cycle of Primary School Education. In addition to the summary and reflexion of the pedagogical practice, it also includes its respective qualitative research data. This study was executed with children from nursery, kindergarten and primary school: the research considered the characteristics of the participants, as well as their learning context. The aim was to investigate the influence of children’s stories on a specific aspect of their oral and written development – the development of their lexicon. Pondering over this influence, we exposed children to multiple contacts with children’s stories (including traditional tales). The interventions were established through a common framework – storytelling/reading, making use of multiple resources (puppets, sceneries, music…), followed by post-reading activities. The data gathered through observation grids, field notes and the analysis of children’s records showed a positive impact when children were put in contact with children’s stories as well as the lexicon development in children in Preschool and Primary Education. Therefore, it is important to develop pedagogical interventions based on storytelling/reading children’s stories so as to develop the oral and written development, in the context of pedagogical practice.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
histórias para a infância conto tradicional desenvolvimento linguístico consciência lexical desempenho do contador/leitor children’s stories traditional tales language development lexical awareness counter/reader performance