Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/12980 |
Resumo: | During childhood language difficulties have been identified as a risk factor for social and academic development. Shared story reading plays an important role in promoting the language. The general objective of this thesis was to evaluate the effect of an intervention program applied by teachers to expand vocabulary and the number of conversations initiated by children in Early Childhood Education, inserted in regions with low socioeconomic status. The thesis had its secondary objective to systematically evaluate the possible effects of this intervention on the acquisition of written language. The work was organized in two studies. Study 1 aimed at verifying the effects of continuing formation with teachers of early childhood education, which should put into specific strategies during shared reading, stimulation of children's oral language and the generalization of these strategies in other daily activities. Study 2, with the general objective of verifying the impact that the continuing formation performed with the teachers in Study 1 had on the development of the children's oral and written language, considering that the teachers started to use more consistently in their classrooms some strategies that they are considered by the literature as efficient for oral language promotion in the school context. The intervention performed in Study 1 showed evidence of changes in teachers' practices, especially in times of shared reading (Study 1), but this result was not enough to verify the increase in oral and written language competence of children who were inserted in the classroom of the teachers participating in the training (Study 2). We discuss the need for refinement of the instruments used to assess children's language competence and also for more lasting and continuous interventions throughout early childhood education. |
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Menotti, Ana Rubia SaesDomeniconi, Camilahttp://lattes.cnpq.br/9684535663947328http://lattes.cnpq.br/93369607484606254c85d010-3e16-4690-98b0-f33f194f998a2020-06-29T12:36:56Z2020-06-29T12:36:56Z2020-05-27MENOTTI, Ana Rubia Saes. Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças. 2020. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12980.https://repositorio.ufscar.br/handle/ufscar/12980During childhood language difficulties have been identified as a risk factor for social and academic development. Shared story reading plays an important role in promoting the language. The general objective of this thesis was to evaluate the effect of an intervention program applied by teachers to expand vocabulary and the number of conversations initiated by children in Early Childhood Education, inserted in regions with low socioeconomic status. The thesis had its secondary objective to systematically evaluate the possible effects of this intervention on the acquisition of written language. The work was organized in two studies. Study 1 aimed at verifying the effects of continuing formation with teachers of early childhood education, which should put into specific strategies during shared reading, stimulation of children's oral language and the generalization of these strategies in other daily activities. Study 2, with the general objective of verifying the impact that the continuing formation performed with the teachers in Study 1 had on the development of the children's oral and written language, considering that the teachers started to use more consistently in their classrooms some strategies that they are considered by the literature as efficient for oral language promotion in the school context. The intervention performed in Study 1 showed evidence of changes in teachers' practices, especially in times of shared reading (Study 1), but this result was not enough to verify the increase in oral and written language competence of children who were inserted in the classroom of the teachers participating in the training (Study 2). We discuss the need for refinement of the instruments used to assess children's language competence and also for more lasting and continuous interventions throughout early childhood education.Durante a infância, as dificuldades de linguagem têm sido apontadas como fator de risco para o desenvolvimento social e acadêmico. A leitura compartilhada de estórias desempenha um papel importante na promoção da linguagem. O objetivo geral desta tese foi de avaliar o efeito de um programa de intervenção aplicado por professoras para a ampliação do vocabulário e do número de conversações iniciadas pela criança da Educação Infantil, inseridas em regiões com baixo nível socioeconômico. A tese teve como objetivo secundário avaliar de maneira sistemátíca possíveis efeitos desta intervenção sobre a aquisição de linguagem escrita. O trabalho foi organizado em dois estudos. O Estudo 1 com o objetivo de verificar os efeitos do treinamento realizado com as professoras da Educação Infantil, as quais deveriam colocar em prática estratégias específicas durante a leitura compartilhada, na estimulação da linguagem oral das crianças e a generalização dessas estratégias em outras atividades cotidianas. O Estudo 2 com o objetivo geral de verificar qual o impacto que o treinamento realizado com as professoras no Estudo 1 teve no desenvolvimento da linguagem oral e escrita das crianças, considerando que as professoras passaram a utilizar mais consistentemente em suas salas algumas estratégias que são consideradas pela literatura como eficientes para promoção da linguagem oral, em contexto escolar. A intervenção realizada no Estudo 1 mostrou indícios de alterações nas práticas das professoras, especialmente em momentos de leitura compartilhada, porém esse resultado não foi suficiente para que se possa verificar o aumento da competência linguística oral e escrita das crianças que estiveram inseridas nas salas das professoras participantes do treinamento (Estudo 2). Discute-se a necessidade de refinamento dos instrumentos que são utilizados para aferir a competência linguística das crianças e também de intervenções mais duradouras e continuadas durante todo o período da Educação Infantil.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessLinguagemLeitura compartilhadaProfessoresEducação infantilPrática educativaLanguageShared readingTeachersEarly childhood educationLow socioeconomic levelCIENCIAS HUMANAS::PSICOLOGIALeitura compartilhada por professores para ampliação das interações comunicativas e linguagens em criançasReading shared by teachers to extend communicative interactions and languages in childreninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6006007b69f6e8-d6cd-4343-a41c-bf4e9b8506c0reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseAnaRubiaSaesMenotti.pdfTeseAnaRubiaSaesMenotti.pdfTese de doutoradoapplication/pdf4158267https://repositorio.ufscar.br/bitstream/ufscar/12980/1/TeseAnaRubiaSaesMenotti.pdf4adf8491b51c6b380ab45468c5c4b966MD51carta-comprovante de versao definitiva-PPGPsi.pdfcarta-comprovante de versao definitiva-PPGPsi.pdfCarta comprovante assinada pela orientadoraapplication/pdf265684https://repositorio.ufscar.br/bitstream/ufscar/12980/3/carta-comprovante%20de%20versao%20definitiva-PPGPsi.pdf7aafde64dedebcda8e7c24804fed80d2MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/12980/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTTeseAnaRubiaSaesMenotti.pdf.txtTeseAnaRubiaSaesMenotti.pdf.txtExtracted texttext/plain214468https://repositorio.ufscar.br/bitstream/ufscar/12980/5/TeseAnaRubiaSaesMenotti.pdf.txt8adbf1fbfadc26c37e45000a77301f3dMD55carta-comprovante de versao definitiva-PPGPsi.pdf.txtcarta-comprovante de versao definitiva-PPGPsi.pdf.txtExtracted texttext/plain1232https://repositorio.ufscar.br/bitstream/ufscar/12980/7/carta-comprovante%20de%20versao%20definitiva-PPGPsi.pdf.txte84fecedc5f6d790f149a2ed9d47587eMD57THUMBNAILTeseAnaRubiaSaesMenotti.pdf.jpgTeseAnaRubiaSaesMenotti.pdf.jpgIM Thumbnailimage/jpeg6281https://repositorio.ufscar.br/bitstream/ufscar/12980/6/TeseAnaRubiaSaesMenotti.pdf.jpgb9654be60cb03965b0f0e8cb10901cefMD56carta-comprovante de versao definitiva-PPGPsi.pdf.jpgcarta-comprovante de versao definitiva-PPGPsi.pdf.jpgIM Thumbnailimage/jpeg7153https://repositorio.ufscar.br/bitstream/ufscar/12980/8/carta-comprovante%20de%20versao%20definitiva-PPGPsi.pdf.jpg0c6eddcf2291b086aa1dae149ad144b0MD58ufscar/129802023-09-18 18:31:57.134oai:repositorio.ufscar.br:ufscar/12980Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:57Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças |
dc.title.alternative.eng.fl_str_mv |
Reading shared by teachers to extend communicative interactions and languages in children |
title |
Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças |
spellingShingle |
Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças Menotti, Ana Rubia Saes Linguagem Leitura compartilhada Professores Educação infantil Prática educativa Language Shared reading Teachers Early childhood education Low socioeconomic level CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças |
title_full |
Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças |
title_fullStr |
Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças |
title_full_unstemmed |
Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças |
title_sort |
Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças |
author |
Menotti, Ana Rubia Saes |
author_facet |
Menotti, Ana Rubia Saes |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9336960748460625 |
dc.contributor.author.fl_str_mv |
Menotti, Ana Rubia Saes |
dc.contributor.advisor1.fl_str_mv |
Domeniconi, Camila |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9684535663947328 |
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4c85d010-3e16-4690-98b0-f33f194f998a |
contributor_str_mv |
Domeniconi, Camila |
dc.subject.por.fl_str_mv |
Linguagem Leitura compartilhada Professores Educação infantil Prática educativa Language Shared reading Teachers Early childhood education Low socioeconomic level |
topic |
Linguagem Leitura compartilhada Professores Educação infantil Prática educativa Language Shared reading Teachers Early childhood education Low socioeconomic level CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
During childhood language difficulties have been identified as a risk factor for social and academic development. Shared story reading plays an important role in promoting the language. The general objective of this thesis was to evaluate the effect of an intervention program applied by teachers to expand vocabulary and the number of conversations initiated by children in Early Childhood Education, inserted in regions with low socioeconomic status. The thesis had its secondary objective to systematically evaluate the possible effects of this intervention on the acquisition of written language. The work was organized in two studies. Study 1 aimed at verifying the effects of continuing formation with teachers of early childhood education, which should put into specific strategies during shared reading, stimulation of children's oral language and the generalization of these strategies in other daily activities. Study 2, with the general objective of verifying the impact that the continuing formation performed with the teachers in Study 1 had on the development of the children's oral and written language, considering that the teachers started to use more consistently in their classrooms some strategies that they are considered by the literature as efficient for oral language promotion in the school context. The intervention performed in Study 1 showed evidence of changes in teachers' practices, especially in times of shared reading (Study 1), but this result was not enough to verify the increase in oral and written language competence of children who were inserted in the classroom of the teachers participating in the training (Study 2). We discuss the need for refinement of the instruments used to assess children's language competence and also for more lasting and continuous interventions throughout early childhood education. |
publishDate |
2020 |
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2020-06-29T12:36:56Z |
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2020-06-29T12:36:56Z |
dc.date.issued.fl_str_mv |
2020-05-27 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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MENOTTI, Ana Rubia Saes. Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças. 2020. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12980. |
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https://repositorio.ufscar.br/handle/ufscar/12980 |
identifier_str_mv |
MENOTTI, Ana Rubia Saes. Leitura compartilhada por professores para ampliação das interações comunicativas e linguagens em crianças. 2020. Tese (Doutorado em Psicologia) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12980. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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