Digital manipulatives as scaffolds for preschoolers’ language development
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/39993 |
Resumo: | The study reported here aims at contributing to a deeper understanding of the educational possibilities offered by digital manipulatives in preschool contexts. It presents a study carried with a digital manipulative to enhance the development of lexical knowledge and language awareness, which are relevant language abilities for formal literacy learning. The study took place in a Portuguese preschool, with a class of 20 five-year-olds in collaboration with the teacher. The digital manipulative supported the construction of multiple fictional worlds, motivating children's verbal interactions, and the playing of words and sound games, thus contextualizing the learning of an extensive collection of vocabulary and language awareness abilities. The degree of engagement and involvement that the manipulative provided in supporting children’s imaginative play as well as the imitation, in their own play, of the playful pedagogical interventions that the teacher had designed, shows the importance of well- designed materials that support a child-centered learning model. As such, it sustains a discussion on the potential of digital manipulatives to enhance fundamental language development in the preschool years. Further, the study highlights the importance of multidisciplinary teams in the creation of innovative pedagogical materials. |
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Digital manipulatives as scaffolds for preschoolers’ language developmentDigital manipulativesEmergent literacyLearningOral expressionPhonological knowledgePreschoolersLexical knowledgeTangible interfacesCiências Sociais::Ciências da EducaçãoScience & TechnologyThe study reported here aims at contributing to a deeper understanding of the educational possibilities offered by digital manipulatives in preschool contexts. It presents a study carried with a digital manipulative to enhance the development of lexical knowledge and language awareness, which are relevant language abilities for formal literacy learning. The study took place in a Portuguese preschool, with a class of 20 five-year-olds in collaboration with the teacher. The digital manipulative supported the construction of multiple fictional worlds, motivating children's verbal interactions, and the playing of words and sound games, thus contextualizing the learning of an extensive collection of vocabulary and language awareness abilities. The degree of engagement and involvement that the manipulative provided in supporting children’s imaginative play as well as the imitation, in their own play, of the playful pedagogical interventions that the teacher had designed, shows the importance of well- designed materials that support a child-centered learning model. As such, it sustains a discussion on the potential of digital manipulatives to enhance fundamental language development in the preschool years. Further, the study highlights the importance of multidisciplinary teams in the creation of innovative pedagogical materials.This work was supported by the Portuguese Foundation for the Science and the Technology within the Post-Doctoral Grant SFRH/BPD/111891/2015.IEEEUniversidade do MinhoSylla, Cristina Maria Santos Moreira SilvaPereira, Íris SusanaCoutinho, Clara PereiraBranco, Pedro20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/39993engSylla, C., Pereira, I. S. P., Coutinho, C. P., & Branco, P. (2016). Digital Manipulatives as Scaffolds for Preschoolers' Language Development. IEEE Transactions on Emerging Topics in Computing, 4(3), 439-449. doi: 10.1109/tetc.2015.25000992168-675010.1109/TETC.2015.2500099http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=7328284info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-30T01:26:55Zoai:repositorium.sdum.uminho.pt:1822/39993Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:35:01.765678Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Digital manipulatives as scaffolds for preschoolers’ language development |
title |
Digital manipulatives as scaffolds for preschoolers’ language development |
spellingShingle |
Digital manipulatives as scaffolds for preschoolers’ language development Sylla, Cristina Maria Santos Moreira Silva Digital manipulatives Emergent literacy Learning Oral expression Phonological knowledge Preschoolers Lexical knowledge Tangible interfaces Ciências Sociais::Ciências da Educação Science & Technology |
title_short |
Digital manipulatives as scaffolds for preschoolers’ language development |
title_full |
Digital manipulatives as scaffolds for preschoolers’ language development |
title_fullStr |
Digital manipulatives as scaffolds for preschoolers’ language development |
title_full_unstemmed |
Digital manipulatives as scaffolds for preschoolers’ language development |
title_sort |
Digital manipulatives as scaffolds for preschoolers’ language development |
author |
Sylla, Cristina Maria Santos Moreira Silva |
author_facet |
Sylla, Cristina Maria Santos Moreira Silva Pereira, Íris Susana Coutinho, Clara Pereira Branco, Pedro |
author_role |
author |
author2 |
Pereira, Íris Susana Coutinho, Clara Pereira Branco, Pedro |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Sylla, Cristina Maria Santos Moreira Silva Pereira, Íris Susana Coutinho, Clara Pereira Branco, Pedro |
dc.subject.por.fl_str_mv |
Digital manipulatives Emergent literacy Learning Oral expression Phonological knowledge Preschoolers Lexical knowledge Tangible interfaces Ciências Sociais::Ciências da Educação Science & Technology |
topic |
Digital manipulatives Emergent literacy Learning Oral expression Phonological knowledge Preschoolers Lexical knowledge Tangible interfaces Ciências Sociais::Ciências da Educação Science & Technology |
description |
The study reported here aims at contributing to a deeper understanding of the educational possibilities offered by digital manipulatives in preschool contexts. It presents a study carried with a digital manipulative to enhance the development of lexical knowledge and language awareness, which are relevant language abilities for formal literacy learning. The study took place in a Portuguese preschool, with a class of 20 five-year-olds in collaboration with the teacher. The digital manipulative supported the construction of multiple fictional worlds, motivating children's verbal interactions, and the playing of words and sound games, thus contextualizing the learning of an extensive collection of vocabulary and language awareness abilities. The degree of engagement and involvement that the manipulative provided in supporting children’s imaginative play as well as the imitation, in their own play, of the playful pedagogical interventions that the teacher had designed, shows the importance of well- designed materials that support a child-centered learning model. As such, it sustains a discussion on the potential of digital manipulatives to enhance fundamental language development in the preschool years. Further, the study highlights the importance of multidisciplinary teams in the creation of innovative pedagogical materials. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016 2016-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/39993 |
url |
https://hdl.handle.net/1822/39993 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Sylla, C., Pereira, I. S. P., Coutinho, C. P., & Branco, P. (2016). Digital Manipulatives as Scaffolds for Preschoolers' Language Development. IEEE Transactions on Emerging Topics in Computing, 4(3), 439-449. doi: 10.1109/tetc.2015.2500099 2168-6750 10.1109/TETC.2015.2500099 http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=7328284 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
IEEE |
publisher.none.fl_str_mv |
IEEE |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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