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Desenvolver a consciência fonémica no pré-escolar, um programa de intervenção
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Abstract(s)
O presente estudo tem como objectivos verificar o impacto de um treino fonológico num grupo de crianças em idade pré-escolar, mais concretamente, pretendemos analisar o impacto do programa de intervenção ao nível do desempenho infantil em diferentes tipos de tarefas de consciência fonológica, nomeadamente ao nível da classificação da sílaba inicial e classificação do fonema inicial.
O estudo pretende também analisar o desenvolvimento das sessões do programa de intervenção enquanto parte integrante do processo ensino-aprendizagem, bem como os efeitos deste programa nas dinâmicas relacionais entre as crianças.
Os participantes são 21 crianças na faixa etária dos 4 a 5 anos, divididos em dois grupos, o grupo experimental e o grupo de controlo. A sua idade, inteligência, conhecimento das letras e consciência fonológica foram controlados.
Nos pré e pós-testes, a consciência fonológica das crianças foi avaliada através de duas provas de classificação. Entre os dois momentos, o GE realizou um programa de intervenção ao nível da consciência fonológica e o GC realizou actividades diversas, com legos e tangran. Em cada uma das seis sessões do programa de intervenção, as crianças eram convidadas a realizarem actividades com base na consciência fonémica, quer individualmente quer em grupo, dependendo da sessão. Pretendia-se criar um ambiente de confiança em que as crianças se ajudassem mutuamente e colaborassem na partilha de informação para realizarem a actividade com sucesso. Os objectivos específicos são: comparar a evolução dos dois grupos ao nível consciência silábica e da consciência fonémica. Os resultados mostram que se verificou uma diferença significativa entre o grupo experimental e o grupo de controlo. Ao aplicarmos este programa constatamos que as crianças com mais facilidade em realizar as tarefas auxiliavam os colegas, e estes aceitavam a sua ajuda, pelo que o programa se demonstrou eficaz na dinâmica de grupo, na medida em que todas as crianças beneficiaram com a partilha de informação.
The present study aims to verify the impact of a phonological training of a group of children in pre-school. Specifically, we intend to analyze the impact of the intervention program at children‟s performance on different types of phonological awareness tasks, namely, an initial syllable classification test and an initial phoneme classification. Our study also aims to analyze the development of the sessions as part of the teaching learning process, as well as the effects of this program in the relational dynamics between the children. The participants were 21 children between four and five years old, divided into two groups: the experimental (EG) and the control group (CG). Their age, intelligence, knowledge of letters and phonological awareness were controlled. In the pre-test and the post-test, children‟s phonological awareness was assessed with two classification tasks. Between the two, EG conducted an intervention program at the level of phonological awareness and CG conducted various activities with legos and tangran. In each of the six sessions of the intervention program, children were invited to perform activities based on phonological awareness, either individually or in groups, depending on the session. The aim was to create a trusting environment in which children help each other and collaborate in sharing information to perform the activity successfully. Our specific aims were: to compare the development of phonological awareness between the two groups at the syllabic at the phonemic awareness level. The results show that the experimental group showed a significant development at the level of phonological awareness tasks while the results of the control group were almost null. By applying this program we found that children with greater ease in performing the tasks helped their colleagues, who gladly accepted their help, so the program has been shown effective in group dynamics in that all children benefited from the sharing of information
The present study aims to verify the impact of a phonological training of a group of children in pre-school. Specifically, we intend to analyze the impact of the intervention program at children‟s performance on different types of phonological awareness tasks, namely, an initial syllable classification test and an initial phoneme classification. Our study also aims to analyze the development of the sessions as part of the teaching learning process, as well as the effects of this program in the relational dynamics between the children. The participants were 21 children between four and five years old, divided into two groups: the experimental (EG) and the control group (CG). Their age, intelligence, knowledge of letters and phonological awareness were controlled. In the pre-test and the post-test, children‟s phonological awareness was assessed with two classification tasks. Between the two, EG conducted an intervention program at the level of phonological awareness and CG conducted various activities with legos and tangran. In each of the six sessions of the intervention program, children were invited to perform activities based on phonological awareness, either individually or in groups, depending on the session. The aim was to create a trusting environment in which children help each other and collaborate in sharing information to perform the activity successfully. Our specific aims were: to compare the development of phonological awareness between the two groups at the syllabic at the phonemic awareness level. The results show that the experimental group showed a significant development at the level of phonological awareness tasks while the results of the control group were almost null. By applying this program we found that children with greater ease in performing the tasks helped their colleagues, who gladly accepted their help, so the program has been shown effective in group dynamics in that all children benefited from the sharing of information
Description
Keywords
Programa de consciência fonológica Consciência silábica consciência fonémica crianças em idade pré-escolar