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Advisor(s)
Abstract(s)
O presente trabalho tem como tema “Competências Fonológicas
na Educação Pré-escolar”, cuja questão principal é: “será
possível desenvolver as competências fonológicas das crianças
através de estratégia específicas?” O estudo realizou-se com
uma amostra de sete crianças, com cinco anos de idade.
Contextualização teórica: foi elaborado o enquadramento teórico
sobre o desenvolvimento da linguagem, o desenvolvimento da
fonologia na criança e as perspectivas do desenvolvimento da
linguagem, nos currículos High/ Scope, Te Whäriki, The Early
Years Foundation Stage (EYFS).
Método: foi aplicado um questionário sociolinguístico aos
encarregados de educação com objectivo de obter informação
nomeadamente sobre a escolaridade, a profissão, os hábitos
de leitura. No mês de Novembro, foi avaliada a articulação
verbal das crianças, através do Teste Fonético Fonológico –
ALPE. Posteriormente, foram realizadas actividades específicas,
visando o desenvolvimento de competências fonológicas. No
mês de Abril, foi efectuada novamente a avaliação da
articulação verbal, através do mesmo teste.
Resultados: através da análise e da comparação dos
resultados da aplicação do Teste Fonético-Fonológico, nos
meses de Novembro e Abril, verificou-se uma evolução
positiva na articulação verbal de cada criança avaliada.
The subject of this study is “Phonological skills Infant school”, and the main question it poses is: is it possible to develop children phonological skills, through the use of specific strategies? The sample for this study was a group of seven five year old children. Theoretical context: a theoretical background was prepared, concerning the development and evolution of the children’s phonology and the prospects of language development in High/ Scope, Te Whäriki and The Early Years Foundation Stage (EYFS) curricula. Method: a sociolinguistics questionnaire was presented to the parents with the purpose of gathering information about: schooling, occupation and reading habits. In November an assessment of the children’s articulation skills was made, using the Phonological Phonetic Test- ALPE. Following that, some specific activities were executed, regarding the development of phonological skills. In April the verbal articulation assessment was repeated using the same kind of test. Results: after analyzing and comparing the results of the two Phonetic Phonological Tests (November and April), it was concluded that there was a positive evolution of the verbal articulation in every child observed.
The subject of this study is “Phonological skills Infant school”, and the main question it poses is: is it possible to develop children phonological skills, through the use of specific strategies? The sample for this study was a group of seven five year old children. Theoretical context: a theoretical background was prepared, concerning the development and evolution of the children’s phonology and the prospects of language development in High/ Scope, Te Whäriki and The Early Years Foundation Stage (EYFS) curricula. Method: a sociolinguistics questionnaire was presented to the parents with the purpose of gathering information about: schooling, occupation and reading habits. In November an assessment of the children’s articulation skills was made, using the Phonological Phonetic Test- ALPE. Following that, some specific activities were executed, regarding the development of phonological skills. In April the verbal articulation assessment was repeated using the same kind of test. Results: after analyzing and comparing the results of the two Phonetic Phonological Tests (November and April), it was concluded that there was a positive evolution of the verbal articulation in every child observed.
Description
Keywords
Fonologia Articulação verbal Educação Pré-escolar Desenvolvimento da linguagem
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu