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Abstract(s)
Objetivo: A deteção precoce das alterações linguísticas na infância permite a
tomada de decisões que poderá evitar o agravamento de uma dificuldade ligeira em
algo mais severo. O educador pode intervir nas dificuldades da linguagem, através do
uso e do incentivo da linguagem por meio da facilitação de interações com pessoas e
objetos significativos para a criança (Sim-Sim, Silva & Nunes, 2008). É desta premissa
que surge este trabalho de investigação que procura analisar a opinião dos educadores
de infância quanto à relevância das alterações linguísticas no desenvolvimento da
criança e nas oportunidades de interação no contexto de jardim-de-infância.
Método: A análise da perspetiva dos educadores compreendeu uma pesquisa
por inquérito, recorrendo a um questionário de vinhetas com as alterações da
linguagem e da fala mais prevalentes na infância, este procuraria a obtenção de
indícios concernentes à importância das alterações linguísticas no desenvolvimento e
na participação nas atividades em contexto de jardim-de-infância. Recorrendo à
amostragem de conveniência, foram inquiridos 72 educadores de infância (do ensino
público, privado e de instituições particulares de solidariedade social (IPSS)) a exercer
funções em todo o território nacional.
Resultados/Discussão: As alterações da fluência (vinheta 3) e o atraso do
desenvolvimento da linguagem (vinheta 4) parecem interferir ou influenciar mais a
capacidade de interação e socialização da criança no ambiente escolar segundo a
opinião dos educadores de infância pesquisados. Aferimos que para que haja um
correto desenvolvimento das competências linguísticas e sociais é fulcral que exista
um ambiente facilitador além do respeito pela individualidade de cada ser humano e
um trabalho contíguo e sincronizado entre pais, professores e técnicos tendo em vista
o supremo interesse pela evolução e desenvolvimento (cognitivo, académico,
linguístico, afetivo e social) de cada criança.
Objective: Early detection of language difficulties in childhood allows taking decision that will prevent the worsening of a slight difficulty. The educator can intervene in the difficulties of language, through the use and encouragement of language by facilitating interactions with people and significant objects for the child (Sim-Sim, Silva & Nunes, 2008). It is from this premise that arises this research work, which analyzes the views of early childhood educators about the importance of linguistic difficulties in the child's development and about the interaction opportunities in the kindergarten context. Method: The analysis made from the perspective of educators comprised a survey research, using a vignette questionnaire with the changes in the most prevalent language in childhood, its objective is to obtain evidence concerning the importance of language changes in the development and in the participation in activities in kindergarten context. Using the convenience sampling, 72 kindergarten teachers were interviewed (public, private education and private institutions of social solidarity (IPSS)) working throughout the national territory. Results / Discussion: The fluency changes (vignette 3) and the delay of language development (vignette 4) seem to interfere with or influence over the ability of interaction and socialization of children in the school environment in the opinion of the kindergarten teachers surveyed. We can come to the conclusion that to assure a correct development of language and social skills. It is crucial that there is an enabling environment and the respect for the individuality of each human being and a contiguous and synchronized work between parents, teachers and technicians with a view to the best interests for the evolution and development (cognitive, academic, linguistic, emotional and social) of each child.
Objective: Early detection of language difficulties in childhood allows taking decision that will prevent the worsening of a slight difficulty. The educator can intervene in the difficulties of language, through the use and encouragement of language by facilitating interactions with people and significant objects for the child (Sim-Sim, Silva & Nunes, 2008). It is from this premise that arises this research work, which analyzes the views of early childhood educators about the importance of linguistic difficulties in the child's development and about the interaction opportunities in the kindergarten context. Method: The analysis made from the perspective of educators comprised a survey research, using a vignette questionnaire with the changes in the most prevalent language in childhood, its objective is to obtain evidence concerning the importance of language changes in the development and in the participation in activities in kindergarten context. Using the convenience sampling, 72 kindergarten teachers were interviewed (public, private education and private institutions of social solidarity (IPSS)) working throughout the national territory. Results / Discussion: The fluency changes (vignette 3) and the delay of language development (vignette 4) seem to interfere with or influence over the ability of interaction and socialization of children in the school environment in the opinion of the kindergarten teachers surveyed. We can come to the conclusion that to assure a correct development of language and social skills. It is crucial that there is an enabling environment and the respect for the individuality of each human being and a contiguous and synchronized work between parents, teachers and technicians with a view to the best interests for the evolution and development (cognitive, academic, linguistic, emotional and social) of each child.
Description
Keywords
Alterações linguísticas interação em jardim-de-infância educadores de Infância terapeutas da fala linguistic difficulties interaction in kindergarten kindergarten teachers speech Therapists
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação