Browsing by Author "Pinto, Ana Isabel"
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- 7th Portuguese audiology conference and 11th workshop of the ESS-P.PORTOPublication . Tomé, David; Pinto, Ana Isabel; Lopes, Paula; Oliveira, Vasco; Carmo, Paulo do; Marques, AntónioLast year’s 7th Portuguese Audiology Conference and 11th Workshop, held at the School of Health, Polytechnic of Porto, Portugal, was entitled “Audiology in the Digital Era”, reflecting the boom in the application of technology and software in clinical and daily life.
- A aprendizagem significativa: um projeto de ensino-aprendizagem da língua portuguesa com estudantes surdosPublication . Barbosa, Susana; Pinto, Ana IsabelO ensino da língua portuguesa deverá contribuir para desenvolver a competência comunicativa dos estudantes, ou seja, “contribuir sobretudo para (…) ajudar a saber fazer coisas com as palavras” (Lomas, 2003, p.15). De fato, a educação na escola deve concorrer para o aperfeiçoamento desta competência, sendo que esta se materializa, na formação em língua portuguesa, pelo recurso ao texto, que é pretexto e mote para a aprendizagem. Nesse sentido, o estudante comunica na tentativa de atribuir significado ao texto, pois “o texto só existe, só diz, quando o leitor lhe atribui significado; e ao fazê-lo atribui o «seu» significado” (Sousa, 1989, p. 19). No caso específico do estudante surdo, o aprender a ‘fazer coisas com palavras’, em língua portuguesa, materializa-se enquanto segunda língua, visto a língua gestual ser a sua língua primeira. O fato de identificarmos dificuldades na competência comunicativa, em língua portuguesa, dos estudantes surdos da Escola Superior de Educação do Porto levou-nos a criar um projeto de apoio a esta comunidade, no qual procuramos desenvolver estratégias significativas que conduzissem à melhoria do seu desempenho em língua portuguesa. Este projeto teve por base a aprendizagem significativa de Ausubel (1966), que compreende o processo de ensino-aprendizagem 1 A APRENDIZAGEM SIGNIFICATIVA: UM PROJETO DE ENSINO-APRENDIZAGEM DA LÍNGUA PORTUGUESA COM ESTUDANTES SURDOS SIGNIFICANT TEACHING-LEARNING PROCESS: A PROJECT OF PORTUGUESE LANGUAGE TEACHING TO DEAF STUDENTS v. 11 • n. 2 • p. 10-2 • jul./dez. 2015 11 como sendo progressivo, autonomizante e situado em contextos reais, levando à mobilização de conhecimentos prévios no momento de ensino. Apesar dos dados que aqui apresentamos não serem passíveis de generalização, podemos afirmar que, neste caso, a implementação de uma aprendizagem significativa se traduziu no aperfeiçoamento da competência comunicativa e consequente melhoria dos resultados escolares, dos estudantes surdos. Palavras-chave: estudantes surdos;
- Bebés, famílias e creches: Relato de um workshop para profissionais e para famíliasPublication . Coelho, Vera; Cadima, Joana; Peixoto, Carla; Pinto, Ana Isabel; Pessanha, Manuela; Barros, SílviaAtualmente, a creche representa um dos contextos principais de desenvolvimento de bebés, sendo a transição do contexto familiar para a creche um momento crítico para os bebés e respetivas famílias (e.g., Balaban, 2011; Merril, 2010). O presente estudo descritivo tem por objetivo conhecer as práticas de transição dos bebés do contexto familiar para a creche, implementadas em instituições da Grande Área Metropolitana do Porto, assim como a utilidade percebida destas práticas por parte de profissionais de educação a desempenhar funções em salas de bebés. No âmbito do projeto de investigação Transição dos bebés para a creche: comunicação família-creche, qualidade dos contextos e adaptação do bebé , foram recolhidos dados, entre Setembro de 2013 e Março de 2014, junto de 90 profissionais de educação de salas de bebés através do Questionário sobre características estruturais de berçários (QSCE-B; Barros, Pessanha, Pinto, & Cadima, 2013) e do Questionário sobre práticas de transição dos bebés para a creche (QPTBC; Peixoto, Pinto, & Barros, 2013). Em geral, os resultados indicaram a preocupação dos profissionais com a adaptação dos bebés e das famílias ao contexto de creche através da implementação de algumas das práticas de transição recomendadas na literatura do domínio.
- Educação e investigação em idades precocesPublication . Pinto, Ana Isabel; Pessanha, Manuela; et al.
- Effects of home environment and center-based child care quality on children’sPublication . Pinto, Ana Isabel; Pessanha, Manuela; Aguiar, CecíliaThis study examined the joint effects of home environment and center-based child care quality on children’s language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months;Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children’s language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children’s language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children’s language and early literacy outcomes: positive associations among home environment quality and children’s developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.
- Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomesPublication . Pinto, Ana Isabel; Pessanha, Manuela; Aguiar, CecíliaThis study examined the joint effects of home environment and center-based child care quality on children’s language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children’s language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children’s language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children’s language and early literacy outcomes: positive associations among home environment quality and children’s developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.
- Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomesPublication . Pinto, Ana Isabel; Pessanha, Manuela; Aguiar, CecíliaThis study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.
- Infant child care quality in Portugal: Associations with structural characteristicsPublication . Barros, Sílvia; Cadima, Joana; Bryant, Donna M.; Coelho, Vera; Pinto, Ana Isabel; Pessanha, Manuela; Peixoto, CarlaThis study examines the quality of infant center care in Portugal through a multi-measure approach and investigates the associations among process quality dimensions and structural quality indicators. Ninety infant child care classrooms were observed during two full mornings with the Infant/Toddler Environment Rating Scale (ITERS-R), the Classroom Assessment Scoring System-Infant (CLASS-Infant) and the Caregiver Interaction Scale (CIS). Results revealed that a two-factor structure of process quality with the domains (a) Relationships and (b) Use of Space and Materials provided the best fit to the data. Of the structural indicators that were examined, teacher training showed the most robust relation to both process quality domains. In addition, classrooms with smaller groups and in centers located in non-urban areas were likely to show more sensitive relationships between teachers and infants. These findings have implications for public policy and professional development efforts on infant center care.
- Infant child care quality in Portugal: Associations with structural characteristicsPublication . Barros, Sílvia; Cadima, Joana; Bryant, Donna M.; Coelho, Vera; Pinto, Ana Isabel; Pessanha, Manuela; Peixoto, CarlaThis study examines the quality of infant center care in Portugal through a multi-measure approach and investigates the associations among process quality dimensions and structural quality indicators. Ninety infant child care classrooms were observed during two full mornings with the Infant/Toddler Environment Rating Scale (ITERS-R), the Classroom Assessment Scoring System-Infant (CLASS-Infant) and the Caregiver Interaction Scale (CIS). Results revealed that a two-factor structure of process quality with the domains (a) Relationships and (b) Use of Space and Materials provided the best fit to the data. Of the structural indicators that were examined, teacher training showed the most robust relation to both process quality domains. In addition, classrooms with smaller groups and in centers located in non-urban areas were likely to show more sensitive relationships between teachers and infants. These findings have implications for public policy and professional development efforts on infant center care.
- Infant child care quality in Portugal: Associations with structural characteristicsPublication . Barros, Sílvia; Cadima, Joana; Bryant, Donna M.; Coelho, Vera; Pinto, Ana Isabel; Pessanha, Manuela; Peixoto, CarlaThis study examines the quality of infant center care in Portugal through a multi-measure approach and investigates the associations among process quality dimensions and structural quality indicators. Ninety infant child care classrooms were observed during two full mornings with the ITERS-R, the CLASS-Infant and the CIS. Results revealed that a two-factor structure of process quality with the domains (a) Relationships and (b) Use of Space and Materials provided the best fit to the data. Of the structural indicators that were examined, teacher training showed the most robust relation to both process quality domains. In addition, classrooms with smaller groups and in centers located in non-urban areas were likely to show more sensitive relationships between teachers and infants. These findings have implications for public policy and professional development efforts on infant center care.
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