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Advisor(s)
Abstract(s)
As competências narrativas emergem desde cedo, e vão sendo adquiridas ao longo
do desenvolvimento da criança. No entanto não significa que se desenrolam do
mesmo modo em todos as crianças pois crianças com dificuldades na produção
narrativa poderão ter necessidade de um ensino específico e estruturado. Sendo a
narrativa um aspeto importante da linguagem, é fundamental agir o mais cedo
possível para prevenir futuros problemas, tanto no percurso académico como social.
Tendo por base as questões em torno da produção narrativa, o presente estudo
tem como objetivo compreender a influência da intervenção narrativa no reconto e
nas narrativas de experiência pessoal em oito crianças do pré-escolar (5/6 anos),
estando um dos participantes diagnosticado com uma condição do espetro do autismo.
Ao longo do estudo, todos os participantes foram sendo avaliados pela escala
Narrative Language Measures durante 10 sessões e quanto à intervenção narrativa
denominada Campeões de histórias consistiu em 21 sessões com duração média
de 25 minutos.
Neste estudo recorremos ao delineamento experimental de linha de base múltipla,
o que nos permitiu analisar o desempenho de cada participante ao longo do tempo.
Os resultados revelaram que através da intervenção narrativa houve um aumento na
cotação dos testes da escala em todos os participantes, inclusive na criança com
condição do espetro autista, e que esses se mantiveram sempre acima dos níveis
basais após um período de duas semanas sem intervenção. Deste modo, podemos
concluir que a intervenção narrativa produziu efeitos relevantes quer no reconto,
quer nas narrativas de experiência pessoal dos participantes e que se apresenta como
uma intervenção económica, rápida e eficaz.
The narrative competences arise very earlier, and keep being acquired during the child s development; however, they don t develop in the same way in every child. Children with experience hardships in the production of the narrative may need specific and structured teaching. Since the narrative is an important aspect of language, it s vital to act as early as possible to prevent future problems both in the academic and social paths. Based on the issues of narrative, the present study aims to verify the influence of narrative intervention in regards to the recount and narrative of personal experiences of eight preschool pupils, aged 5 and 6 took part; one of them is diagnosed the Autism Spectre Disorders. For data gathering, all pupils were evaluated in the scale Narrative Language Measures in ten sessions. As for the narrative intervention named Story Champs, it consisted of 21 sessions with an average duration of 25 minutes. For this study we used an experimental design of multiple baseline, allowing us to analyze the performance of each participant over time. The results revealed that both in rettel as in personal experience narrative there was a significant increase in the test valuation of all pupils, and they always kept above the basic level after a period of two week without intervention. This way, we may conclude that the narrative intervention produced relevant effects in the rettel and personal experience narrative of all students. We noticed also the intervention appears as an economical, quick (21 sessions of 25 minutes each) and efficient.
The narrative competences arise very earlier, and keep being acquired during the child s development; however, they don t develop in the same way in every child. Children with experience hardships in the production of the narrative may need specific and structured teaching. Since the narrative is an important aspect of language, it s vital to act as early as possible to prevent future problems both in the academic and social paths. Based on the issues of narrative, the present study aims to verify the influence of narrative intervention in regards to the recount and narrative of personal experiences of eight preschool pupils, aged 5 and 6 took part; one of them is diagnosed the Autism Spectre Disorders. For data gathering, all pupils were evaluated in the scale Narrative Language Measures in ten sessions. As for the narrative intervention named Story Champs, it consisted of 21 sessions with an average duration of 25 minutes. For this study we used an experimental design of multiple baseline, allowing us to analyze the performance of each participant over time. The results revealed that both in rettel as in personal experience narrative there was a significant increase in the test valuation of all pupils, and they always kept above the basic level after a period of two week without intervention. This way, we may conclude that the narrative intervention produced relevant effects in the rettel and personal experience narrative of all students. We noticed also the intervention appears as an economical, quick (21 sessions of 25 minutes each) and efficient.
Description
Keywords
Intervenção Narrativa Narrative Intervention Pré-escolar Reconto Narrativas de Experiência Pessoal Preschool Retelling Narrative of Personal Experience
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação