| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.23 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O ambiente comunicacional e de linguagem promovido pelo educador na sala é um dos elementos fundamentais para a qualidade do contexto de Jardim-de-Infância (JI).A CLEOS – Classroom Language Environment Observation Scales (Phillips et al., 2018) - é uma ferramenta que integra um conjunto de itens que classificam a instrução incidental de vocabulário, bem como, a apresentação de técnicas de instrução intencionais pelos educadores. Partindo do uso da CLEOS, o presente estudo pretende descrever a implementação de um programa de intervenção orientado para a promoção da qualidade do contexto de linguagem e comunicação numa sala da creche, avaliando o seu impacte sobre indicadores interacionais, de comunicação e linguagem de uma criança de 2 anos sinalizada com atraso no desenvolvimento da linguagem. Adotou-se uma abordagem quantitativa, através de um desenho de estudo quase-experimental, de caso único, tipo AB. Assim, partiu-se da definição de uma linha de base de desempenho referente ao padrão interacional, comunicacional e de linguagem (com enfoque no vocabulário utilizado) para avaliar o impacte da intervenção. Nessa avaliação, para além da CLEOS, utilizou-se uma grelha de observação de atos comunicativos e a versão portuguesa do Inventário de Desenvolvimento Comunicativo de MacArthur-Bates (2003- adaptada por Leopoldina et al., 2017. O programa de intervenção – informado com base na aplicação da CLEOS - visou a estruturação e planeamento de estratégias comunicativas e de instrução incidental e especifica do vocabulário, embebidas nas rotinas de creche ao longo de 2 meses e meio.
Os resultados mostraram que a CLEOS parece ser uma ferramenta facilitadora na avaliação e planeamento de contextos de JI com maior qualidade quanto ao ambiente linguístico e comunicacional. As estratégias embebidas no quotidiano do JI que visavam a instrução acidental e intencional de linguagem e vocabulário – nomeadamente através da introdução de palavras e suas definições na hora do conto e no brincar livre -, impactaram positivamente a aquisição de linguagem e de atos comunicativos da criança em foco.
The communication and language environment promoted by the educator in the classroom is one of the fundamental elements for the quality of the Kindergarten (JI) context. CLEOS - Classroom Language Environment Observation Scales (Phillips et al., 2018) - is one tool that integrates a set of items that classify incidental vocabulary instruction, as well as the presentation of intentional instruction techniques by educators. Based on the use of CLEOS, this study aims to describe the implementation of an intervention program aimed at promoting the quality of the language and communication context in a daycare room, evaluating its impact on a child's interactional, communication and language indicators. 2-year-old with delayed language development. A quantitative approach was adopted, through a quasi-experimental, single-case, type AB study design. Thus, we started from the definition of a performance baseline referring to the interactional, communicational and language pattern (with a focus on the vocabulary used) to assess the impact of the intervention. In this evaluation, in addition to CLEOS, a grid for observation of communicative acts and the Portuguese version of the Communicative Development Inventory of MacArthur-Bates (2003- adapted by Leopoldina et al., 2017) were used. The intervention program - informed with based on the application of CLEOS - aimed at structuring and planning communicative strategies and incidental and specific vocabulary instruction, embedded in daycare routines over 2 and a half months. The results showed that CLEOS seems to be a facilitating tool in the assessment and planning of JI contexts with higher quality regarding the linguistic and communicational environment. The strategies embedded in the daily life of JI that aimed at accidental and intentional instruction in language and vocabulary - namely through the introduction of words and their definitions at story time and in free play - positively impacted the child's language acquisition and communicative acts in focus
The communication and language environment promoted by the educator in the classroom is one of the fundamental elements for the quality of the Kindergarten (JI) context. CLEOS - Classroom Language Environment Observation Scales (Phillips et al., 2018) - is one tool that integrates a set of items that classify incidental vocabulary instruction, as well as the presentation of intentional instruction techniques by educators. Based on the use of CLEOS, this study aims to describe the implementation of an intervention program aimed at promoting the quality of the language and communication context in a daycare room, evaluating its impact on a child's interactional, communication and language indicators. 2-year-old with delayed language development. A quantitative approach was adopted, through a quasi-experimental, single-case, type AB study design. Thus, we started from the definition of a performance baseline referring to the interactional, communicational and language pattern (with a focus on the vocabulary used) to assess the impact of the intervention. In this evaluation, in addition to CLEOS, a grid for observation of communicative acts and the Portuguese version of the Communicative Development Inventory of MacArthur-Bates (2003- adapted by Leopoldina et al., 2017) were used. The intervention program - informed with based on the application of CLEOS - aimed at structuring and planning communicative strategies and incidental and specific vocabulary instruction, embedded in daycare routines over 2 and a half months. The results showed that CLEOS seems to be a facilitating tool in the assessment and planning of JI contexts with higher quality regarding the linguistic and communicational environment. The strategies embedded in the daily life of JI that aimed at accidental and intentional instruction in language and vocabulary - namely through the introduction of words and their definitions at story time and in free play - positively impacted the child's language acquisition and communicative acts in focus
Description
Keywords
Comunicação Linguagem Pré-escolar Programas de intervenção Communication Language Preschool Intervention programs
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação