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Advisor(s)
Abstract(s)
Sabendo a importância que o ambiente educativo tem como fator condicionante
no desenvolvimento de competências das crianças, foi realizada
uma observação naturalista e aplicada a escala ITERS-R a uma sala com
quinze crianças com idades entre os vinte e quatro e os trinta e seis meses,
de uma instituição particular e de solidariedade social situada numa
zona rural. Verificou-se que a subescala da escuta e conversação referente
aos adultos da sala, tinha a cotação mais baixa e que um grupo de
sete crianças utiliza pouca comunicação oral durante as brincadeiras e
rotinas, sendo que as suas intenções comunicativas com um par ou adulto
estejam reduzidas a um vocábulo. A partir destes factos, a investigadora
aplicou a SGS II e o COR e elaborou um plano de intervenção com este
grupo de crianças, com duração de dois meses, de modo a desenvolver
a sua linguagem, nomeadamente, o vocabulário. Para além do conto de
histórias tradicionais, foram desenvolvidas várias atividades à volta dos
conceitos relacionados com rotinas e ações, animais, sentimentos e adjetivos
opostos. O objetivo foi verificar se a intervenção no contexto educativo
se traduziu num maior desempenho das crianças relativamente ao
vocabulário e verbalizações. No final da intervenção foi novamente aplicada
a SGS II e o COR, verificando-se uma evolução no desenvolvimento
da linguagem das crianças.
Abstract Knowing the importance that the educational environment has as a conditioning factor in developing skills of children, a naturalistic observation was conducted and the scale ITERS -R was applied in a room with fifteen children between twenty-four and thirty- six months from a particular and charitable institution located in the countryside. It was found that the subscale of listening and conversation regarding the adults in the room, had the lowest quote and a group of seven children used few oral communication during play and routines, and their communicative intentions with a couple or adults are reduced to one word. From these facts, the researcher applied the SGS II and COR and developed an intervention’ plan with this group of children, in two months, in order to develop their language, their vocabulary. In addition to the traditional tale stories, various activities around the concepts related routines and actions, animals, feelings and opposite adjectives were developed. The goal was to see if the intervention in the educational context has resulted in an increased children’s performance of vocabulary and utterances. At the end of the intervention, SGS II and COR were applied again and we find an evolution in children’ language development.
Abstract Knowing the importance that the educational environment has as a conditioning factor in developing skills of children, a naturalistic observation was conducted and the scale ITERS -R was applied in a room with fifteen children between twenty-four and thirty- six months from a particular and charitable institution located in the countryside. It was found that the subscale of listening and conversation regarding the adults in the room, had the lowest quote and a group of seven children used few oral communication during play and routines, and their communicative intentions with a couple or adults are reduced to one word. From these facts, the researcher applied the SGS II and COR and developed an intervention’ plan with this group of children, in two months, in order to develop their language, their vocabulary. In addition to the traditional tale stories, various activities around the concepts related routines and actions, animals, feelings and opposite adjectives were developed. The goal was to see if the intervention in the educational context has resulted in an increased children’s performance of vocabulary and utterances. At the end of the intervention, SGS II and COR were applied again and we find an evolution in children’ language development.
Description
Keywords
Crianças com dois anos Desenvolvimento do vocabulário Creche Toddlers Vocabulary development Day care center
Citation
Chiolas, I. S. (2018). De popó para carro, de miau para gato: a promoção da linguagem nas crianças de dois anos. In C. Tomás, T. Almeida & D. Lino (Coords.), Educação e Práticas Pedagógicas com crianças dos 0 aos 3 anos: Diálogos entre Pedagogia, Psicologia e Sociologia. (pp. 248-275) .Lisboa: Centro Interdisciplinar de Estudos Educacionais. ISBN 978-989-8912-05-3 DOI:https://doi.org/10.34629/ipl.eselx.cap.livros.036
Publisher
CIED - Centro Interdisciplinar de Estudos Educacionais