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Competências de Comunicação e Linguagem: programa aplicado a um grupo pré-escolar
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| 3.77 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este estudo aborda os desafios enfrentados por crianças em idade pré
escolar no
desenvolvimento da comunicação e da linguagem, agravados pela pandemia de COVID
19 e pelo uso crescente de dispositivos eletrónicos. O confinamento e o ensino à
distância limit aram as oportunidades de interação social essenciais para o
desenvolvimento linguístico e o uso excessivo de ecrãs também foi identificado como
um fator que contribui para atrasos na linguagem. O estudo envolveu um grupo do
ensino pré escolar composto por 20 crianças 3 a 5 anos )), das quais seis apresentavam
dificuldades na comunicação e na linguagem. Foi implementado um programa de
intervenção ao longo de 12 sessões, de janeiro a maio 2024 , com o objetivo de estimular
competências de comunicação e linguage m . Os efeitos da intervenção foram avaliad o s
através da "Grelha de Observação do Desenvolvimento Pré Escolar para Educadores"
(GODPE) (antes e após a intervenção). Além disso, o relato do fim de semana, a
sequencialização de histórias, e a sequencialização narrativa, d os alunos que
apresentavam maior comprometimento nas competências linguísticas, foram avaliadas
em três momentos ao longo da intervenção.
Os resultados revelaram melhorias significativas nas crianças, especialmente nas que
apresentavam maiore s desafios , sugerindo a importância de oferecer apoio contínuo e
individualizado e de adaptar as atividades às necessidades individuais para promover o
progresso no desenvolvimento linguístico das crianças . As estratégias
nomeadamente a prática na formação de frases, a correção de erros de articulação e a
orientação na organização temporal das narrativas, devem fazer parte da rotina dos
educadores .
This study addresses the challenges faced by preschool children in developing communication and language, aggravated by the COVID 19 pandemic and the increasing use of electronic devices. Lockdowns and distance learning have limited opportunities for social interaction, essential for language development as well as excessive screen use being also identified as a contributing factor to language delays. T he study involved 20 children between (3 and 5 years old), six of whom had difficulties in communication and language. An intervention program was implemented for over 12 sessions, from January to May 2024, with the aim of stimulating communication and lin guistic skills. The effects of the intervention were assessed using the "Preschool Development Observation Grid for Educators" (GODPE), (before and after the intervention). In addition, the weekend report, story sequencing and narrative sequencing of stude nts with greater impairment in language skills were assessed at three time points throughout the intervention. The results revealed significant improvements in the children, especially those who presented greater challenges, suggesting the importance of pr oviding continuous and individualized support and adapting activities to individual needs to promote progress in children's linguistic development. The strategies used, namely practice in sentence formation, correction of articulation errors and guidance i n the temporal organization of narratives, should be part of the educators' routine.
This study addresses the challenges faced by preschool children in developing communication and language, aggravated by the COVID 19 pandemic and the increasing use of electronic devices. Lockdowns and distance learning have limited opportunities for social interaction, essential for language development as well as excessive screen use being also identified as a contributing factor to language delays. T he study involved 20 children between (3 and 5 years old), six of whom had difficulties in communication and language. An intervention program was implemented for over 12 sessions, from January to May 2024, with the aim of stimulating communication and lin guistic skills. The effects of the intervention were assessed using the "Preschool Development Observation Grid for Educators" (GODPE), (before and after the intervention). In addition, the weekend report, story sequencing and narrative sequencing of stude nts with greater impairment in language skills were assessed at three time points throughout the intervention. The results revealed significant improvements in the children, especially those who presented greater challenges, suggesting the importance of pr oviding continuous and individualized support and adapting activities to individual needs to promote progress in children's linguistic development. The strategies used, namely practice in sentence formation, correction of articulation errors and guidance i n the temporal organization of narratives, should be part of the educators' routine.
Description
Keywords
Desenvolvimento da linguagem Pandemia Uso de ecrãs Intervenção educativa Competências linguísticas Educação pré escolar Language development Pandemic Screen use Educational intervention Linguistic skills Preschool education.
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence