Leitura e narração de histórias por pais de crianças de 2 a 5 anos

• Autor(a) principal: Fontes, Luciane Mees [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203104; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-03-19/000912437.pdf
• topic: Leitura; Historias; Pais

The period between birth and 6 years of age has been considered as extremely important for the development of aspects that will influence throughout the life of the individual. Some activities, of low financial and logistic cost, have been very effective to aid in the stimulation of language and cognitive aspects in childhood. Among them, storytelling. This work aims to investigate the conceptions and stimulate the reading and narration of stories by parents of children from 2 to 5 years, considering that parents and guardians play a mediating role in the formation of readers. Participants of the study were 8 relatives of children aged 2 to 5 years attending a municipal school. The study consisted of two parts, in the first, the participant answered a questionnaire about the habits of telling stories to their children; then four workshops were held to encourage reflection on storytelling, repertoire, and the impact of activity on children's development, and workshops included storytelling, book-making and guidance on reading stimuli. The data collection was performed through a questionnaire applied before and after the meetings. The data were systematized through a qualitative approach, in order to analyze the repertoire of parents and guardians, as well as to evaluate the performance after the meetings. The results indicated that the practice of reading activity was poorly performed and / or little used before the meetings, in addition, that the holding of discussion and reflection meetings on child stimulation through storytelling for parents increases the repertoire and the knowledge about the subject, besides the verbal report of change in the quantity and quality of narration activities with children. It is suggested that more studies explore possibilities for reflection and operationalization of storytelling activities for parents and family and to seek the impact of these activities on child development.