Interação adulto-criança em creches públicas: estilos linguísticos

• Autor(a) principal: Ramos, Deborah Dornellas
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/6997
• topic: Interação; Creche; Desenvolvimento linguístico; Interaction; Daycare; Language development; CIENCIAS HUMANAS::PSICOLOGIA

Basedon the perspective of social interaction scholars of language, studies try to analyze interactive contexts between children and adults, focusing the adult s communicative styles and its relations with the children s language development. Researches suggests that some communicative styles can promote this language development, such as: feedbacks, recasts, fine-tuning, responsivity and joint attention contexts, while others, as directives, are involved in controversies. On the interactive contexts between children and educators at public daycares, the educators linguistic styles are very importants, specially to children who interact with them around 24 months, because this is considered a critical period on language development. Another influence factor is the socioeconomic status, because it has relations with the teachers educational levels, and influence the educators communicative styles and the children s language development. Therefore, this study investigated the child-educator interaction, trying to verify the educator s language styles and the communication of children whose age was between 23 and 25 months, during the interaction. The data was collect at six daycares from João Pessoa, Paraíba, where six educators interacted with 12 children between 23 and 25 months. In the beginning, the educators were interviewed to establish rapport, to obtain sociodemographics informations and to apprehend their child development s conceptions. After that, the educator-child interactions were systematically observed on dyadic and polyadic contexts of book reading. The interviews data were examined based on the content analysis, proposed by Bardin, while the interactions transcriptions used the norms of the computational program CHILDES (Child Language Data Exchange System), that assisted on the frequencies and percentages calculations of the interactive behaviors. The interactional categories were elaborated considering the theoretical references and the communicative behaviors presented by the children and the educators. The two different interactive contexts implied in differences about the language usage of the teachers. On the dyadic contexts, the educators used almost the double of the utterances presented on the collective contexts, detaching the directives of attention, the assertives end the yes/no questions. Moreover, communicative styles related to the language development promotion, as: Wh questions, praises, recasts and affection s demonstrations, were more frequents on dialogical than collective contexts. On the collective contexts also prevailed the directives of attention and the assertives, however, the assertives were more frequents than the directives and the control directives presented a high incidence when compared with the dyadic contexts. About children communication, it s important to point out that they presented a language less developed than we expected to their age, as result of the few number of words and word combinations. Therefore, it is necessary to consider that, beyond the mutual influence between the adults communicative styles and the children s level of language development, others factors can have exerted influence on the results, such as the socioeconomic status and the educational level of the parents and the educators, beyond their conceptions about childhood and child development.