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Ler e falar, falar e ler: conceções e práticas da importância da leitura para o desenvolvimento da fala
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.34 MB | Adobe PDF |
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Abstract(s)
O presente relatório surge na consequência da realização de estágio em contexto de pré-escolar, no âmbito da Prática Profissional Supervisionada II (PPSII) onde o objetivo é demonstrar de forma sistemática e fundamentada as experiências vivenciadas ao longo dos meses da prática. A realização ocorreu numa organização na zona de Lisboa, em contexto de pré-escolar, numa sala com crianças com quatro anos de idade.
O relatório para além de caracterizar o grupo de crianças, a organização, o ambiente educativo, as famílias das crianças e a equipa educativa, permite ainda evidenciar a investigação realizada acerca do tema “Ler e falar, falar e ler: Conceções e práticas da importância da leitura para o desenvolvimento da fala.
Neste sentido, defini alguns objetivos, para que fosse mais fácil a organização do relatório, bem como a resposta com o maior sucesso possível à questão problemática inicial.
Os objetivos definem-se por:
(1) Caracterizar o papel da educadora na promoção da leitura e no desenvolvimento da fala das crianças;
(2) Identificar os benefícios do processo de promoção da leitura face ao desenvolvimento da fala;
(3) Caracterizar o papel dos pais relativamente aos hábitos de leitura das crianças em casa.
Partindo destes objetivos, optei por realizar uma investigação de natureza qualitativa, recorrendo ao método de estudo de caso, apoiando-me ainda de métodos de recolha de dados, tais como registos escritos (notas de campo), registos fotográficos, uma entrevista à educadora cooperante, duas entrevistas a terapeutas da fala, um questionário às famílias das crianças e por fim a fundamentação teórica.
This report arises as a result of an internship in a preschool context, within the scope of Supervised Professional Practice II (PPSII), where the objective is to demonstrate in a systematic and well-founded way the experiences lived throughout the months of practice. The event took place in an organization in the Lisbon area, in a preschool context, in a room with four-year-old children. The report, in addition to characterizing the group of children, the organization, the educational environment, the children's families and the educational team, also highlights the research carried out on the theme "Reading and speaking, speaking and reading: Concepts and practices of the importance of reading for the development of speech. In this sense, I defined some objectives to make it easier to organize the report, as well as to respond with the greatest possible success to the initial problematic question. The objectives are characterized by: (1) Characterizing the role of the educator in promoting reading and the development of children's speech; (2) Identifying the benefits of the process of promoting reading in relation to the development of speech. Based on these objectives, I chose to carry out a qualitative investigation, using the case study method, also supported by data collection methods such as written records (field notes), photographic records, an interview with the cooperating educator, two interviews with speech therapists, a questionnaire with the children's families and finally theoretical foundation.
This report arises as a result of an internship in a preschool context, within the scope of Supervised Professional Practice II (PPSII), where the objective is to demonstrate in a systematic and well-founded way the experiences lived throughout the months of practice. The event took place in an organization in the Lisbon area, in a preschool context, in a room with four-year-old children. The report, in addition to characterizing the group of children, the organization, the educational environment, the children's families and the educational team, also highlights the research carried out on the theme "Reading and speaking, speaking and reading: Concepts and practices of the importance of reading for the development of speech. In this sense, I defined some objectives to make it easier to organize the report, as well as to respond with the greatest possible success to the initial problematic question. The objectives are characterized by: (1) Characterizing the role of the educator in promoting reading and the development of children's speech; (2) Identifying the benefits of the process of promoting reading in relation to the development of speech. Based on these objectives, I chose to carry out a qualitative investigation, using the case study method, also supported by data collection methods such as written records (field notes), photographic records, an interview with the cooperating educator, two interviews with speech therapists, a questionnaire with the children's families and finally theoretical foundation.
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Keywords
Livros Desenvolvimento da fala Leitura Crianças Books Speech development Reading Children