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Abstract(s)
O presente trabalho enquadra-se na realização do relatório final de Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB) e tem como tema “O contributo da articulação entre a família e o jardim de infância no desenvolvimento da literacia emergente”. Este relatório final é o reflexo do percurso efetuado em contexto do referido Mestrado.
Este relatório encontra-se estruturado em duas partes, sendo que a primeira se inicia com uma reflexão sobre as práticas em contexto de Prática de Ensino Supervisionada (PES) relativas aos semestres da PES II e PES III. Na segunda parte, é apresentado o trabalho de investigação.
Com o intuito de perceber o contributo da família e do jardim de infância no desenvolvimento da literacia emergente foi realizada uma investigação de caráter quantitativo, utilizando o questionário direcionado aos educadores e pais/encarregados de educação de um agrupamento de escolas da cidade de Viseu.
A análise dos dados recolhidos revelou que as educadoras de infância e os pais/encarregados de educação dizem promover atividades literácitas conducentes à articulação entre ambos os contextos: família e o jardim de infância.
Os resultados obtidos permitiram concluir que existe articulação entre a família e as educadoras de infância de um agrupamento de escolas de Viseu, contribuindo para o desenvolvimento da literacia emergente.
Assim, a família e o jardim de infância, contextos privilegiados e enriquecedores de literacia, podem contribuir de forma decisiva para o desenvolvimento da literacia emergente na criança.
Abstract This work is part of the completion of the final report of Master in Pre-School Education (EPE) and education of the 1st cycle of basic education (1st CEB) and has as its theme "The contribution of the relationship between the family and kindergarten in the development of emergent literacy" This final report is a reflection of the journey effected in the said Master context. This report is structured in two parts, the first of which begins with a reflection on the practice Practice context Supervised Teaching (PES) for the six months of PES PES II and III. In the second part, the research work is presented. In order to realize the contribution of family and kindergarten in the development of emergent literacy one character quantitative research was carried out using a questionnaire directed to educators and parents / guardians of a group of Viseu of city schools. The analysis of the data collected revealed childhood educators and parents / guardians say promote activities leading to the linkage between the two contexts: family and kindergarten. The results showed that there is coordination between the family and the kindergarten teachers of a school group of Viseu, contributing to the development of emergent literacy. So the family and kindergarten, privileged and enriching contexts of literacy, can contribute decisively to the development of emergent literacy in children.
Abstract This work is part of the completion of the final report of Master in Pre-School Education (EPE) and education of the 1st cycle of basic education (1st CEB) and has as its theme "The contribution of the relationship between the family and kindergarten in the development of emergent literacy" This final report is a reflection of the journey effected in the said Master context. This report is structured in two parts, the first of which begins with a reflection on the practice Practice context Supervised Teaching (PES) for the six months of PES PES II and III. In the second part, the research work is presented. In order to realize the contribution of family and kindergarten in the development of emergent literacy one character quantitative research was carried out using a questionnaire directed to educators and parents / guardians of a group of Viseu of city schools. The analysis of the data collected revealed childhood educators and parents / guardians say promote activities leading to the linkage between the two contexts: family and kindergarten. The results showed that there is coordination between the family and the kindergarten teachers of a school group of Viseu, contributing to the development of emergent literacy. So the family and kindergarten, privileged and enriching contexts of literacy, can contribute decisively to the development of emergent literacy in children.
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Keywords
literacia emergente educação pré-escolar formação de leitores práticas de literacia familiar emergent literacy family literacy practices pre-school education training of players
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu