Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/1181 |
Resumo: | Our aim was to characterise the relationships between literacy practises developed in Portuguese kindergartens and children’s conceptualisations about the functions and nature of written language. The participants were 16 kindergarten teachers and 160 five-year-old children – i.e. a 1:10 teacher/child ratio. We developed an observation grid to characterise their literacy practises. It covers two main aspects of the teachers’ work: reading, writing and metalinguistic practises (14 items) and ways of supporting children’s attempts to read and write (16 items). It was used by two observers who spent two weeks in the kindergartens. The kindergarten teachers were divided into three groups depending on their literacy practises. In order to characterise the children’s conceptualisations about written language, in October and May we assessed both their perceptions of the objectives and functions of written language and their invented spelling. The results show that there are close relationships between literacy practises pursued by the three groups of kindergarten teachers and the children’s conceptualisations about written language. |
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Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool childrenLiteracy practicesConceptualisationsWritten languagePreschool childrenOur aim was to characterise the relationships between literacy practises developed in Portuguese kindergartens and children’s conceptualisations about the functions and nature of written language. The participants were 16 kindergarten teachers and 160 five-year-old children – i.e. a 1:10 teacher/child ratio. We developed an observation grid to characterise their literacy practises. It covers two main aspects of the teachers’ work: reading, writing and metalinguistic practises (14 items) and ways of supporting children’s attempts to read and write (16 items). It was used by two observers who spent two weeks in the kindergartens. The kindergarten teachers were divided into three groups depending on their literacy practises. In order to characterise the children’s conceptualisations about written language, in October and May we assessed both their perceptions of the objectives and functions of written language and their invented spelling. The results show that there are close relationships between literacy practises pursued by the three groups of kindergarten teachers and the children’s conceptualisations about written language.International Association for the Improvement of Mother Tongue EducationRepositório do ISPAMartins, Margarida Alves2012-01-18T21:15:59Z2007-01-01T00:00:00Z2007-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/1181engL1 – Educational Studies in Language and Literature, 7 (3), 147-1711578-6617info: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:RCAAP2022-09-05T16:37:17Zoai:repositorio.ispa.pt:10400.12/1181Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:19:17.866555Repositório 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 |
Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children |
title |
Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children |
spellingShingle |
Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children Martins, Margarida Alves Literacy practices Conceptualisations Written language Preschool children |
title_short |
Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children |
title_full |
Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children |
title_fullStr |
Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children |
title_full_unstemmed |
Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children |
title_sort |
Literacy practises in kindergartens and conceptualisations about written language among portuguese preschool children |
author |
Martins, Margarida Alves |
author_facet |
Martins, Margarida Alves |
author_role |
author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Martins, Margarida Alves |
dc.subject.por.fl_str_mv |
Literacy practices Conceptualisations Written language Preschool children |
topic |
Literacy practices Conceptualisations Written language Preschool children |
description |
Our aim was to characterise the relationships between literacy practises developed in Portuguese kindergartens and children’s conceptualisations about the functions and nature of written language. The participants were 16 kindergarten teachers and 160 five-year-old children – i.e. a 1:10 teacher/child ratio. We developed an observation grid to characterise their literacy practises. It covers two main aspects of the teachers’ work: reading, writing and metalinguistic practises (14 items) and ways of supporting children’s attempts to read and write (16 items). It was used by two observers who spent two weeks in the kindergartens. The kindergarten teachers were divided into three groups depending on their literacy practises. In order to characterise the children’s conceptualisations about written language, in October and May we assessed both their perceptions of the objectives and functions of written language and their invented spelling. The results show that there are close relationships between literacy practises pursued by the three groups of kindergarten teachers and the children’s conceptualisations about written language. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-01-01T00:00:00Z 2007-01-01T00:00:00Z 2012-01-18T21:15:59Z |
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 |
http://hdl.handle.net/10400.12/1181 |
url |
http://hdl.handle.net/10400.12/1181 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
L1 – Educational Studies in Language and Literature, 7 (3), 147-171 1578-6617 |
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 |
International Association for the Improvement of Mother Tongue Education |
publisher.none.fl_str_mv |
International Association for the Improvement of Mother Tongue Education |
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 |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
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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1799130052456087552 |