Digital manipulatives as scaffolds for preschoolers’ language development

Detalhes bibliográficos
Autor(a) principal: Sylla, Cristina Maria Santos Moreira Silva
Data de Publicação: 2016
Outros Autores: Pereira, Íris Susana, Coutinho, Clara Pereira, Branco, Pedro
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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spelling 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
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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
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