Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/16850 |
Resumo: | The main objective of this study was to investigate the presentation of instructions by the teacher to students of early childhood education. The study was conducted with students in two classes and their teachers, one class with children between five and six years old and the other with children between three and four years old. The shooting was made during two school days, each session lasted about an hour and occurred within the classroom during normal activities. Thereafter, all sessions were transcript and then divided into instructional episodes. These episodes were then organized into a table in their respective columns: a situation antecedent to instruction, instruction in itself, the behavior of the student after the instruction and the behavior of the teacher after the student s response. Then, instructions were classified. First, whether they were individual or group instructions, then in terms of topography, whether they were: oral instructions, oral instructions combined with visual instructions, oral instructions combined with demonstration and finally, oral instruction combined with visual instructions and demonstration. Also, depending on relational characteristics, whether or not they had the components of triple contingency. The behavior of the student (whether he followed instructions fully, partially or did not follow them) was also analyzed. And lastly, the subsequent behavior of the teacher was analyzed on whether she did: some positive comment or gesture, a negative gesture or comment, not issue any comment, only directed a gaze, emphasize the previous instruction, or if she did not make any mention to the students response and engaged in another activity. In terms of the public of the instructions, in the older class, the number of group and individual instructions were very close. In the youngest class, the number of individual instructions was higher, mainly because of the activity performed in one of the days of the shooting. In terms of form, oral instructions were predominant without the use of other resources. In terms of relational characteristics, the higher number of instructions, in both classes, was instructions that specified only the response. Regarding the behavior of the student, most instructions were followed. There was not much difference in following instruction in terms of the form of instructions and in terms of their relational characteristics. However, regarding following instructions, the individual instruction had a higher proportion as compared to the group ones. The high number of instructions per minute was an interesting factor. Another possibility examined was the presence of the response of observation, since when it was present; the response of following instructions was higher. And finally, the clarity of the instructions issued, since the use of questions and irony seems to make following the instructions more difficult. Thus, we conclude that the analysis of the number of instructions issued and their respective characteristics should be essential content in teachers training courses |
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Sério, Tereza Maria de Azevedo PiresSério, Tereza Maria de Azevedo Pireshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4251151H8Melo, Ana Cecilia da Costa Carvalho2016-04-29T13:18:11Z2009-06-022009-05-15Melo, Ana Cecilia da Costa Carvalho. Instructions as an educational resource: an example in a pre-school. 2009. 116 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.https://tede2.pucsp.br/handle/handle/16850The main objective of this study was to investigate the presentation of instructions by the teacher to students of early childhood education. The study was conducted with students in two classes and their teachers, one class with children between five and six years old and the other with children between three and four years old. The shooting was made during two school days, each session lasted about an hour and occurred within the classroom during normal activities. Thereafter, all sessions were transcript and then divided into instructional episodes. These episodes were then organized into a table in their respective columns: a situation antecedent to instruction, instruction in itself, the behavior of the student after the instruction and the behavior of the teacher after the student s response. Then, instructions were classified. First, whether they were individual or group instructions, then in terms of topography, whether they were: oral instructions, oral instructions combined with visual instructions, oral instructions combined with demonstration and finally, oral instruction combined with visual instructions and demonstration. Also, depending on relational characteristics, whether or not they had the components of triple contingency. The behavior of the student (whether he followed instructions fully, partially or did not follow them) was also analyzed. And lastly, the subsequent behavior of the teacher was analyzed on whether she did: some positive comment or gesture, a negative gesture or comment, not issue any comment, only directed a gaze, emphasize the previous instruction, or if she did not make any mention to the students response and engaged in another activity. In terms of the public of the instructions, in the older class, the number of group and individual instructions were very close. In the youngest class, the number of individual instructions was higher, mainly because of the activity performed in one of the days of the shooting. In terms of form, oral instructions were predominant without the use of other resources. In terms of relational characteristics, the higher number of instructions, in both classes, was instructions that specified only the response. Regarding the behavior of the student, most instructions were followed. There was not much difference in following instruction in terms of the form of instructions and in terms of their relational characteristics. However, regarding following instructions, the individual instruction had a higher proportion as compared to the group ones. The high number of instructions per minute was an interesting factor. Another possibility examined was the presence of the response of observation, since when it was present; the response of following instructions was higher. And finally, the clarity of the instructions issued, since the use of questions and irony seems to make following the instructions more difficult. Thus, we conclude that the analysis of the number of instructions issued and their respective characteristics should be essential content in teachers training coursesO objetivo principal deste estudo foi investigar a apresentação de instruções pelo professor aos alunos da Educação Infantil. O estudo foi conduzido com alunos de duas turmas e suas respectivas professoras, sendo uma classe de Pré-Alfabetização (crianças entre cinco e seis anos de idade) e a outra de Jardim (crianças entre três e quatro anos de idade). As filmagens foram realizadas durante dois dias letivos, cada sessão teve duração de cerca de uma hora e ocorreu dentro da sala de aula durante as atividades normais. Posteriormente, todas as sessões foram transcritas e, em seguida, divididas em episódios instrucionais. Estes episódios foram, então, organizados num quadro, em suas respectivas colunas: situação antecedente à instrução, instrução em si, comportamento do(s) aluno(s) subseqüente à instrução e comportamento da professora após resposta do(s) aluno(s). Em seguida, as instruções foram classificadas. Primeiro, se estas eram instruções coletivas ou individuais. Depois em termos de topografia, se estas eram: instrução oral, instrução oral combinada com visual, instrução oral combinada com demonstração e por último, instrução oral combinada com visual e com demonstração. E ainda, em função das características relacionais, se estas apresentavam ou não os componentes da tríplice contingência. O comportamento do aluno (se ele seguia totalmente, parcialmente ou não seguia as instruções) também foi analisado. E por último, foi analisado o comportamento subseqüente da professora se ela fez: algum comentário ou gesto positivo; um comentário ou gesto negativo; não emitiu comentário algum, apenas direcionou o olhar; enfatizou a instrução anterior; ou se ela não faz menção alguma às respostas dos alunos e se engaja em outra atividade. Em relação, ao público das instruções para a classe do Pré, o número de instruções coletivas e individuais foram muito próximo. Já na classe do Jardim, o número de instruções individuais foi maior, principalmente, em função da atividade exercida em um dos dias de coleta. Já em termos de forma, predominaram as instruções orais sem utilizar outros recursos. Em termos de características relacionais, o maior número de instruções, tanto numa turma quanto na outra, foi instruções que especificavam somente a resposta. No que diz respeito, ao comportamento do aluno, a maioria das instruções foram seguidas. Sendo que, não houve muita diferença no seguir instrução em relação à forma das instruções e suas características relacionais. Entretanto, no que diz respeito a seguir instruções, as instruções individuais tiveram um percentual mais alto em relação às coletivas. O número alto de instruções por minuto foi um fator interessante. Outra possibilidade analisada foi a presença da resposta de observação, visto que, quando esta era presente, o seguir instrução era mais alto. E por último, a clareza das instruções emitidas, pois a utilização de perguntas e ironia parece dificultar o seguimento da instrução. Assim, concluímos que a análise da quantidade de instruções emitidas e de suas respectivas características deve ser conteúdo indispensável para cursos de formação de professoresapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/35600/Ana%20Cecilia%20da%20Costa%20Carvalho%20Melo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBRPsicologiaInstruçãoRegrasEducação infantilAvaliacao do comportamentoEducacao de criancasProfessores de educacao pre-escolarInstructionRulesPre-schoolCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALInstruções como parte de práticas educacionais: um exemplo numa escola de educação infantilInstructions as an educational resource: an example in a pre-schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAna Cecilia da Costa Carvalho Melo.pdf.txtAna Cecilia da Costa Carvalho Melo.pdf.txtExtracted texttext/plain179379https://repositorio.pucsp.br/xmlui/bitstream/handle/16850/3/Ana%20Cecilia%20da%20Costa%20Carvalho%20Melo.pdf.txtb1d0f7f1b2b696ba95fbfd7925f0053bMD53ORIGINALAna Cecilia da Costa Carvalho Melo.pdfapplication/pdf635072https://repositorio.pucsp.br/xmlui/bitstream/handle/16850/1/Ana%20Cecilia%20da%20Costa%20Carvalho%20Melo.pdf57d62100a6074618893104c2b4a1b0c9MD51THUMBNAILAna Cecilia da Costa Carvalho Melo.pdf.jpgAna Cecilia da Costa Carvalho Melo.pdf.jpgGenerated Thumbnailimage/jpeg3288https://repositorio.pucsp.br/xmlui/bitstream/handle/16850/2/Ana%20Cecilia%20da%20Costa%20Carvalho%20Melo.pdf.jpg61abad23289287c8a6303913259724abMD52handle/168502022-04-28 14:27:37.637oai:repositorio.pucsp.br:handle/16850Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T17:27:37Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil |
dc.title.alternative.eng.fl_str_mv |
Instructions as an educational resource: an example in a pre-school |
title |
Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil |
spellingShingle |
Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil Melo, Ana Cecilia da Costa Carvalho Instrução Regras Educação infantil Avaliacao do comportamento Educacao de criancas Professores de educacao pre-escolar Instruction Rules Pre-school CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
title_short |
Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil |
title_full |
Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil |
title_fullStr |
Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil |
title_full_unstemmed |
Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil |
title_sort |
Instruções como parte de práticas educacionais: um exemplo numa escola de educação infantil |
author |
Melo, Ana Cecilia da Costa Carvalho |
author_facet |
Melo, Ana Cecilia da Costa Carvalho |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sério, Tereza Maria de Azevedo Pires |
dc.contributor.advisor1Lattes.fl_str_mv |
Sério, Tereza Maria de Azevedo Pires |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4251151H8 |
dc.contributor.author.fl_str_mv |
Melo, Ana Cecilia da Costa Carvalho |
contributor_str_mv |
Sério, Tereza Maria de Azevedo Pires |
dc.subject.por.fl_str_mv |
Instrução Regras Educação infantil Avaliacao do comportamento Educacao de criancas Professores de educacao pre-escolar |
topic |
Instrução Regras Educação infantil Avaliacao do comportamento Educacao de criancas Professores de educacao pre-escolar Instruction Rules Pre-school CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
dc.subject.eng.fl_str_mv |
Instruction Rules Pre-school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL |
description |
The main objective of this study was to investigate the presentation of instructions by the teacher to students of early childhood education. The study was conducted with students in two classes and their teachers, one class with children between five and six years old and the other with children between three and four years old. The shooting was made during two school days, each session lasted about an hour and occurred within the classroom during normal activities. Thereafter, all sessions were transcript and then divided into instructional episodes. These episodes were then organized into a table in their respective columns: a situation antecedent to instruction, instruction in itself, the behavior of the student after the instruction and the behavior of the teacher after the student s response. Then, instructions were classified. First, whether they were individual or group instructions, then in terms of topography, whether they were: oral instructions, oral instructions combined with visual instructions, oral instructions combined with demonstration and finally, oral instruction combined with visual instructions and demonstration. Also, depending on relational characteristics, whether or not they had the components of triple contingency. The behavior of the student (whether he followed instructions fully, partially or did not follow them) was also analyzed. And lastly, the subsequent behavior of the teacher was analyzed on whether she did: some positive comment or gesture, a negative gesture or comment, not issue any comment, only directed a gaze, emphasize the previous instruction, or if she did not make any mention to the students response and engaged in another activity. In terms of the public of the instructions, in the older class, the number of group and individual instructions were very close. In the youngest class, the number of individual instructions was higher, mainly because of the activity performed in one of the days of the shooting. In terms of form, oral instructions were predominant without the use of other resources. In terms of relational characteristics, the higher number of instructions, in both classes, was instructions that specified only the response. Regarding the behavior of the student, most instructions were followed. There was not much difference in following instruction in terms of the form of instructions and in terms of their relational characteristics. However, regarding following instructions, the individual instruction had a higher proportion as compared to the group ones. The high number of instructions per minute was an interesting factor. Another possibility examined was the presence of the response of observation, since when it was present; the response of following instructions was higher. And finally, the clarity of the instructions issued, since the use of questions and irony seems to make following the instructions more difficult. Thus, we conclude that the analysis of the number of instructions issued and their respective characteristics should be essential content in teachers training courses |
publishDate |
2009 |
dc.date.available.fl_str_mv |
2009-06-02 |
dc.date.issued.fl_str_mv |
2009-05-15 |
dc.date.accessioned.fl_str_mv |
2016-04-29T13:18:11Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Melo, Ana Cecilia da Costa Carvalho. Instructions as an educational resource: an example in a pre-school. 2009. 116 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16850 |
identifier_str_mv |
Melo, Ana Cecilia da Costa Carvalho. Instructions as an educational resource: an example in a pre-school. 2009. 116 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009. |
url |
https://tede2.pucsp.br/handle/handle/16850 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento |
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PUC-SP |
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BR |
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Psicologia |
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Pontifícia Universidade Católica de São Paulo |
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