Helping understand written texts: Why start in early childhood education?

Detalhes bibliográficos
Autor(a) principal: Brandão, Ana Carolina Perrusi
Data de Publicação: 2023
Outros Autores: da Silva, Alexsandro
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/9455
Resumo: The paper discusses the development of comprehension of texts with children who do not yet read conventionally. With this intention, we conducted a review of research in the area of cognitive psychology with emphasis on those involving the practice of shared reading stories with children between 4-5 years old. In the analysis of these studies, we discussed the implications of their results for pedagogical action, evaluating the potential of certain methodological procedures adopted to develop children’s comprehension. Finally, we reflect on alternatives for exploring both reading strategies and text content in order to guide the formation of “active listeners” who produce meaning from the texts they listen to and who, later on, will be able to read autonomously.
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spelling Helping understand written texts: Why start in early childhood education?Ayudando a comprender textos escritos: ¿Por qué comenzar en la educación infantil?L'aide à la compréhension de textes écrits: Pourquoi commencer à la maternelle?Ajudando a compreender textos escritos: Por que começar na educação infantil?CompreensãoLeituraEducação Pré-escolarComprehensionReadingPreschool EducationComprensiónLecturaEducación InfantilCompréhensionLectureÉcole MaternelleThe paper discusses the development of comprehension of texts with children who do not yet read conventionally. With this intention, we conducted a review of research in the area of cognitive psychology with emphasis on those involving the practice of shared reading stories with children between 4-5 years old. In the analysis of these studies, we discussed the implications of their results for pedagogical action, evaluating the potential of certain methodological procedures adopted to develop children’s comprehension. Finally, we reflect on alternatives for exploring both reading strategies and text content in order to guide the formation of “active listeners” who produce meaning from the texts they listen to and who, later on, will be able to read autonomously.El artículo discute el desarrollo de la comprensión de textos con niños que aún no leen de manera convencional. Con esa intención, realizamos una revisión de investigaciones en el área de la psicología cognitiva, con énfasis en aquellas que envuelven la lectura compartida de histórias con niños entre 4 y 5 años. En el análisis de estos estudios, discutimos las implicaciones de sus resultados para la acción pedagógica, evaluando el potencial de ciertos procedimientos metodológicos adoptados para desarrollar la comprensión de los niños. Finalmente, reflexionamos sobre alternativas para explorar tanto las estrategias de lectura como el contenido de los textos con miras a orientar la formación de “oyentes activos”, que produzcan significados a partir de los textos que escuchan y que, más adelante, podrán leer de manera autónoma.L’article traite du développement de la compréhension de textes avec des enfants qui ne lisent pas de façon conventionnelle. Pour ce faire, nous avons réalisé une revue des recherches dans le domaine de la psychologie cognitive, particulièrement sur celles impliquant la lecture partagée d’histoires avec des enfants entre 4 et 5 ans. Dans l’analyse de ces études, nous discutons de l’implication de leurs résultats pour l’action pédagogique, évaluant le potentiel de certaines procédures méthodologiques adoptées pour développer la compréhension des enfants. Enfin, nous réfléchissons à des alternatives pour exploiter à la fois les stratégies de lecture et le contenu des textes en vue d’orienter la formation d’“auditeurs actifs”, qui produisent du sens à partir des textes qu’ils écoutent et qui, plus tard, pourront lire de manière autonome.O artigo discute o desenvolvimento da compreensão de textos com crianças que ainda não leem convencionalmente. Com essa intenção, conduzimos uma revisão de pesquisas na área de psicologia cognitiva, com destaque para aquelas envolvendo a leitura compartilhada de histórias com crianças entre 4 e 5 anos. Na análise desses estudos, discutimos as implicações dos seus resultados para a ação pedagógica, avaliando o potencial de certos procedimentos metodológicos adotados para desenvolver a compreensão das crianças. Por fim, refletimos sobre alternativas de exploração tanto de estratégias de leitura quanto do conteúdo do texto com vistas a orientar a formação de “ouvintes ativos”, que produzem sentidos com base em textos que escutam e que, mais adiante, poderão ler autonomamente.Fundação Carlos Chagas2023-08-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/9455Cadernos de Pesquisa; Vol. 53 (2023); e09455Cadernos de Pesquisa; Vol. 53 (2023); e09455Cadernos de Pesquisa; Vol. 53 (2023); e09455Cadernos de Pesquisa; v. 53 (2023); e094551980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporenghttps://publicacoes.fcc.org.br/cp/article/view/9455/4637https://publicacoes.fcc.org.br/cp/article/view/9455/4638https://publicacoes.fcc.org.br/cp/article/view/9455/4798https://publicacoes.fcc.org.br/cp/article/view/9455/4799https://publicacoes.fcc.org.br/cp/article/view/9455/4800https://publicacoes.fcc.org.br/cp/article/view/9455/4801Copyright (c) 2023 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessBrandão, Ana Carolina Perrusida Silva, Alexsandro2024-02-06T17:35:02Zoai:ojs.publicacoes.fcc.org.br:article/9455Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2024-02-06T17:35:02Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Helping understand written texts: Why start in early childhood education?
Ayudando a comprender textos escritos: ¿Por qué comenzar en la educación infantil?
L'aide à la compréhension de textes écrits: Pourquoi commencer à la maternelle?
Ajudando a compreender textos escritos: Por que começar na educação infantil?
title Helping understand written texts: Why start in early childhood education?
spellingShingle Helping understand written texts: Why start in early childhood education?
Brandão, Ana Carolina Perrusi
Compreensão
Leitura
Educação Pré-escolar
Comprehension
Reading
Preschool Education
Comprensión
Lectura
Educación Infantil
Compréhension
Lecture
École Maternelle
title_short Helping understand written texts: Why start in early childhood education?
title_full Helping understand written texts: Why start in early childhood education?
title_fullStr Helping understand written texts: Why start in early childhood education?
title_full_unstemmed Helping understand written texts: Why start in early childhood education?
title_sort Helping understand written texts: Why start in early childhood education?
author Brandão, Ana Carolina Perrusi
author_facet Brandão, Ana Carolina Perrusi
da Silva, Alexsandro
author_role author
author2 da Silva, Alexsandro
author2_role author
dc.contributor.author.fl_str_mv Brandão, Ana Carolina Perrusi
da Silva, Alexsandro
dc.subject.por.fl_str_mv Compreensão
Leitura
Educação Pré-escolar
Comprehension
Reading
Preschool Education
Comprensión
Lectura
Educación Infantil
Compréhension
Lecture
École Maternelle
topic Compreensão
Leitura
Educação Pré-escolar
Comprehension
Reading
Preschool Education
Comprensión
Lectura
Educación Infantil
Compréhension
Lecture
École Maternelle
description The paper discusses the development of comprehension of texts with children who do not yet read conventionally. With this intention, we conducted a review of research in the area of cognitive psychology with emphasis on those involving the practice of shared reading stories with children between 4-5 years old. In the analysis of these studies, we discussed the implications of their results for pedagogical action, evaluating the potential of certain methodological procedures adopted to develop children’s comprehension. Finally, we reflect on alternatives for exploring both reading strategies and text content in order to guide the formation of “active listeners” who produce meaning from the texts they listen to and who, later on, will be able to read autonomously.
publishDate 2023
dc.date.none.fl_str_mv 2023-08-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/9455
url https://publicacoes.fcc.org.br/cp/article/view/9455
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/9455/4637
https://publicacoes.fcc.org.br/cp/article/view/9455/4638
https://publicacoes.fcc.org.br/cp/article/view/9455/4798
https://publicacoes.fcc.org.br/cp/article/view/9455/4799
https://publicacoes.fcc.org.br/cp/article/view/9455/4800
https://publicacoes.fcc.org.br/cp/article/view/9455/4801
dc.rights.driver.fl_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 53 (2023); e09455
Cadernos de Pesquisa; Vol. 53 (2023); e09455
Cadernos de Pesquisa; Vol. 53 (2023); e09455
Cadernos de Pesquisa; v. 53 (2023); e09455
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
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instname_str Fundação Carlos Chagas (FCC)
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institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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