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Advisor(s)
Abstract(s)
O desenvolvimento da consciência fonológica é uma competência primária
muito importante para a posterior aprendizagem das competências da leitura e da
escrita. Assim, devido à escassez de formação nesta área no âmbito da formação
inicial dos educadores de infância, torna-se fulcral a capacitação destes profissionais,
tendo em vista desenvolver, de uma forma mais eficaz, os seus alunos, capacitandoos
a tornarem-se leitores e escritores fluentes. Podem, assim, melhorar a
funcionalidade comunicativa das crianças em sociedade e, consequentemente, a sua
qualidade de vida. O objetivo deste estudo centra-se na realização de uma formação
acerca do desenvolvimento da consciência fonológica para educadores de infância,
verificando, posteriormente, qual o seu contributo ao nível dos conhecimentos teóricos
e práticos destes profissionais.
Para o efeito, realizou-se uma investigação-ação em que foram utilizados dois
questionários, um antes da formação e outro após a mesma, como instrumentos de
recolha de dados. A amostra não probabilística de conveniência foi constituída por 18
educadores de um grande agrupamento do concelho de Viseu.
Concluiu-se que a formação contribuiu para a melhoria das conceções teóricopráticas
dos educadores de infância, relativamente ao desenvolvimento, atividades e
estratégias a utilizar ao nível da consciência fonológica. Contribuiu também para a
compreensão da importância do desenvolvimento da consciência fonológica, em
crianças dos 3 aos 6 anos, bem como do papel crucial que desempenha na futura
aprendizagem das competências de leitura e escrita. Para além disso, a formação
promoveu competências na deteção atempada das dificuldades de consciência
fonológica, de forma a diminuir, no futuro, casos de crianças com dificuldades na
aprendizagem da leitura e da escrita.
The development of the phonological awareness is a very important primary competence for the rear learning of reading and writing skills. Therefore, due to the lack of training in this field in the early learning stage of childhood educators, the training of these professionals is crucial, aiming to develop their students more effectively, enabling them to become fluent readers and writers. They can thus improve the communicative functionality of children in society and, therefore, their life quality. The aim of this study is a training about the development of the phonological awareness for the childhood educators, verifying afterwards, the contribution of the theoretical and practical knowledge of these professionals. For this purpose, an action-research was carried out in which two questionnaires were used, as instruments of data collection, one prior to the training and another afterwards. The non-probabilistic convenience sample composed of 18 educators from a large school grouping in the municipality of Viseu. The conclusion was that the training contributed to the improvement of the childhood educators theoretical-practical conceptions, regarding the development, activities and strategies to be used at the phonological awareness level. It also contributed to the understanding of the importance of developing phonological awareness in children from the age of 3 to 6, as well as the crucial role it has in the future learning of the reading and writing skills. In addition, the training promoted the ability to detect phonological awareness difficulties in the early stages, in order to reduce future cases of children with reading and writing learning difficulties.
The development of the phonological awareness is a very important primary competence for the rear learning of reading and writing skills. Therefore, due to the lack of training in this field in the early learning stage of childhood educators, the training of these professionals is crucial, aiming to develop their students more effectively, enabling them to become fluent readers and writers. They can thus improve the communicative functionality of children in society and, therefore, their life quality. The aim of this study is a training about the development of the phonological awareness for the childhood educators, verifying afterwards, the contribution of the theoretical and practical knowledge of these professionals. For this purpose, an action-research was carried out in which two questionnaires were used, as instruments of data collection, one prior to the training and another afterwards. The non-probabilistic convenience sample composed of 18 educators from a large school grouping in the municipality of Viseu. The conclusion was that the training contributed to the improvement of the childhood educators theoretical-practical conceptions, regarding the development, activities and strategies to be used at the phonological awareness level. It also contributed to the understanding of the importance of developing phonological awareness in children from the age of 3 to 6, as well as the crucial role it has in the future learning of the reading and writing skills. In addition, the training promoted the ability to detect phonological awareness difficulties in the early stages, in order to reduce future cases of children with reading and writing learning difficulties.
Description
Keywords
consciência fonológica leitura e escrita formação de educadores de infância awareness reading and writing childhood educators
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu