| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.33 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Objetivo: Partindo da análise da literatura realizada, em que é salientada a
ideia de que o desenvolvimento e aprendizagem ocorrem a partir das
experiências e influência dos contextos em que as crianças estão incluídas e a
partir das interações que estabelecem nesses mesmos contextos, pretende-se
compreender, neste estudo, se partindo do contexto natural, com diferentes
materiais e atores, é possível aumentar as oportunidades de comunicação e
participação de uma criança com restrições ao nível da linguagem, nos
momentos de jogo.
Método: Foi delineado e implementado um programa de intervenção, num
estabelecimento de ensino, na valência de pré-escolar, onde estiveram
envolvidas uma criança de 4 anos com restrições ao nível da linguagem oral, o
grupo de crianças em que estava incluída e a educadora do grupo. Para
monitorização do programa e avaliação da sua eficácia realizou-se um pré e
pós teste, onde foi definida a linha de base da criança. Ao longo do programa
foram registados, a partir de uma grelha de observação da frequência dos
atos comunicativos da criança, nas situações de jogo planificadas. Os
comportamentos e modelagem realizada por parte educador, foram
igualmente registados e analisados. Recorreu-se a realização de entrevistas
semiestruturadas para a recolha de dados relativos à criança e perceção do
educador.
Resultados/Discussão: Os dados recolhidos demonstram um aumento
significativo das tomadas de iniciativa verbal e alternância entre turnos, ao
longo da intervenção por parte da criança alvo. A presença do adulto e dos
pares parecem revelar-se como facilitador dos atos comunicativos da criança
com restrições ao nível da linguagem
Main goal: From the analysis of the written article in which is emphasized the idea that children personal development is based on experiencing the context they are integrated and the interactions that occur in that environment, this case study intends to realize if from the natural context, with different materials and players, it is possible to increase possibilities in communication and participation for a child with language difficulties in playing activities. Method: An intervention program was sketched and applied in a kindergarten with a 4 years old child with special needs in spoken language, the group of children which she was integrated and her teacher. For monitoring the experiment and evaluation of its efficiency a pretest and a post-test was made in which the baselines of the child were defined. During the experience it was detected the increase of the communication action in the planned activities, registered on a behavior matrix. The teacher´s behavior and modeling were also registered and analysed. Data was collected about the child and her educator perception using semi structured interviews. Results/Discussion: The collected data displays an increased number of spoken interaction and variation on timings during the intervention. The presence of peers and an adult appears to be an enhancing factor of the communication acts of the child with special needs in communication needs
Main goal: From the analysis of the written article in which is emphasized the idea that children personal development is based on experiencing the context they are integrated and the interactions that occur in that environment, this case study intends to realize if from the natural context, with different materials and players, it is possible to increase possibilities in communication and participation for a child with language difficulties in playing activities. Method: An intervention program was sketched and applied in a kindergarten with a 4 years old child with special needs in spoken language, the group of children which she was integrated and her teacher. For monitoring the experiment and evaluation of its efficiency a pretest and a post-test was made in which the baselines of the child were defined. During the experience it was detected the increase of the communication action in the planned activities, registered on a behavior matrix. The teacher´s behavior and modeling were also registered and analysed. Data was collected about the child and her educator perception using semi structured interviews. Results/Discussion: The collected data displays an increased number of spoken interaction and variation on timings during the intervention. The presence of peers and an adult appears to be an enhancing factor of the communication acts of the child with special needs in communication needs
Description
Keywords
Interação Interaction Comunicação Pares Necessidades educativas especiais Communication Peers Communication special needs
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação