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A Literatura para a Infância como motor de desenvolvimento da Linguagem Oral
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A literatura para a infância desempenha um papel fundamental para o
desenvolvimento da linguagem oral, proporcionando às crianças oportunidades ricas de
interação com a língua. Através da leitura de histórias, as crianças não só expandem o seu
vocabulário, como também desenvolvem competências fonológicas essenciais. A
estrutura rimada das histórias infantis, em particular, contribui para o reforço da
consciência fonológica. Assim, o presente estudo pretende compreender de que forma é
que a literatura para a infância pode contribuir para o desenvolvimento da linguagem oral.
O presente Relatório Final, elaborado no âmbito do Mestrado em Educação Pré-
Escolar, intitulado “A Literatura para a infância como motor de desenvolvimento da
linguagem oral”, aborda as fragilidades que algumas crianças revelaram ao identificar
rimas, segmentar palavras e compreender o tamanho das palavras. esperando-se que ao
serem promovidas tais competências, se ampliem igualmente, as oportunidades de
desenvolvimento linguístico e social neste contexto de educação pré-escolar.
Metodologicamente, o estudo baseou-se no paradigma interpretativo com
abordagem qualitativa, num grupo de vinte crianças participantes com cinco anos de
idade. Utilizou-se a investigação-ação, com sete sessões de intervenção que integram a
leitura de histórias infantis, escolhidas pela sua estrutura rimada e pela adequação ao
grupo.
Para a recolha de dados, foram utilizadas diversas estratégias, como a observação
direta, notas de campo, fotografias e conversas informais, que permitiram uma análise
detalhada das interações e aprendizagens das crianças.
Os resultados demonstraram uma evolução no desenvolvimento da linguagem
oral no grupo de crianças, com destaque na identificação de rimas e na segmentação das
palavras. Adicionalmente observou-se nas crianças um maior entusiasmo pela leitura e
uma melhoria nas interações sociais durante as atividades.
Children's literature plays a fundamental role in the development of oral language, providing children with rich opportunities for interaction with language. Through story reading, children not only expand their vocabulary but also develop essential phonological skills. The rhymed structure of children's stories, in particular, contributes to strengthening phonological awareness. Thus, this study aims to understand how children's literature can contribute to the development of oral language. This Final Report, prepared as part of the Master's in Preschool Education and titled "Children's Literature as a Driver of Oral Language Development", addresses the difficulties some children have demonstrated in identifying rhymes, segmenting words, and understanding word length. It is expected that by promoting these skills, linguistic and social development opportunities will also be expanded within the preschool education context. Methodologically, the study was based on an interpretative paradigm with a qualitative approach, involving a group of twenty for five years old. Action research was used, with seven intervention sessions incorporating the reading of children's stories selected for their rhymed structure and suitability for the group. Various strategies were used for data collection, such as direct observation, field notes, photographs, and informal conversations, allowing for a detailed analysis of children's interactions and learning. The results showed progress in the development of oral language among the children, particularly in their ability to identify rhymes and segment words. Additionally, an increased enthusiasm for reading and improved social interactions during activities were observed among the children.
Children's literature plays a fundamental role in the development of oral language, providing children with rich opportunities for interaction with language. Through story reading, children not only expand their vocabulary but also develop essential phonological skills. The rhymed structure of children's stories, in particular, contributes to strengthening phonological awareness. Thus, this study aims to understand how children's literature can contribute to the development of oral language. This Final Report, prepared as part of the Master's in Preschool Education and titled "Children's Literature as a Driver of Oral Language Development", addresses the difficulties some children have demonstrated in identifying rhymes, segmenting words, and understanding word length. It is expected that by promoting these skills, linguistic and social development opportunities will also be expanded within the preschool education context. Methodologically, the study was based on an interpretative paradigm with a qualitative approach, involving a group of twenty for five years old. Action research was used, with seven intervention sessions incorporating the reading of children's stories selected for their rhymed structure and suitability for the group. Various strategies were used for data collection, such as direct observation, field notes, photographs, and informal conversations, allowing for a detailed analysis of children's interactions and learning. The results showed progress in the development of oral language among the children, particularly in their ability to identify rhymes and segment words. Additionally, an increased enthusiasm for reading and improved social interactions during activities were observed among the children.