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A promoção da literacia no jardim de infância e em ambiente familiar
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Abstract(s)
Tanto o ambiente escolar como o familiar contribuem bastante para o
desenvolvimento de competências de literacia. O jardim de infância (JI) proporciona à
criança experiências diversificadas de comunicação. É em família que a criança
constrói as primeiras perceções sobre a linguagem escrita, tendo em conta as
experiências significativas que vivencia. O presente estudo elege esta problemática
como tópico central e procura concretizar os seguintes objetivos: compreender as
perspetivas de educadoras de infância (EI) sobre a promoção da literacia, no JI e em
ambiente familiar; identificar as perceções de encarregados de educação (EE) quanto
aos estímulos que os seus educandos recebem em ambiente familiar. A literatura (e.g.
Dearing et. al, 2004, Weigel, Martin e Bennett, 2006) habilitou-nos ainda à formulação
da hipótese de que existe uma relação entre o nível sociocultural das famílias e o tipo de
estimulação a que as crianças estão sujeitas em casa. Participaram no estudo 2 EI e 105
EE de crianças a frequentar o último ano da educação pré-escolar. A recolha de dados
foi efetuada por entrevista semidiretiva e por inquérito por questionário. As EI
reportaram opiniões e práticas distintas sobre a estimulação da literacia: - uma defende
abordagens pedagógicas mais humanistas, centradas essencialmente nas motivações e
interesses das crianças. Promove a literacia através, sobretudo, de atividades baseadas
na leitura de histórias; - a outra EI defende uma maior intencionalidade, com objetivos
de aprendizagens mais estruturadas. Estimula a aprendizagem da leitura recorrendo a
estratégias que a literatura prevê e defende (e.g. Mata, 2006). Ambas concordam que os
EE estimulam pouco os educandos nesta área. Os EE inquiridos referem realizar
diversas atividades com os educandos, com particular destaque para a leitura de
histórias. A nossa hipótese de estudo confirmou-se: são os EE com habilitações mais
elevadas os que mais estimulam competências de literacia nos educandos. Sugerimos,
para estudos futuros, acrescentar às opiniões e perceções dados de observação direta,
nos ambientes familiar e escolar, quer para confirmar os testemunhos quer para
identificar outras.
The school environment is as much important as the familiar background for the development of the literacy skills. A kindergarten (JI) often offers a child the opportunity to experience different communications experiences but it is in the family that a child builds their first insights about written language, taking into account the significant experiences they live. This study takes this issue as his main topic looking to achieve the following objectives: Understand the kindergarten teachers (EI) points of view about literacy promotion, at kindergarten and at the families home environment; identify the parents/guardians perceptions (EE) about the incentives that their children acquire in the home environment. The literature (e.g. Dearing et. al, 2004, Weigel, Martin e Bennett, 2006) also allowed us the possibility of formulating an assumption of a relation between the family sociocultural level ant the type of stimulation the children encounter at home. 2 EI and 105 EE of children attending the last year of preschool entered in this study. The data collection was made through semi directive interview and by questionnaire survey. The EI’s reported different practises and opinions about literacy stimulation: - one defends a more humanistic based pedagogical approach, essentially centred in the children’s own interests and motivations. Promotes the literacy through, mostly, storytelling based activities; - The other EI defends a higher intentionality, with more structured learning objectives. Stimulates reading learning through foreseen and suggested strategies by the literature (e.g. Mata, 2006). Both agree that the parents/guardians give little or no encouragement to their children in this field. The inquired guardians reported doing several activities with their children’s, highlighting the storytelling as the main activity. Our hypothesis has been confirmed: the more qualified parents/guardians tend to encourage more their children’s literacy skills. We suggest, for future researches, the addition of direct observation data to the opinions and perceptions collected, in the school and home environments, either to confirm or to identify other literacy stimulation dimensions eventually not covered by this literature.
The school environment is as much important as the familiar background for the development of the literacy skills. A kindergarten (JI) often offers a child the opportunity to experience different communications experiences but it is in the family that a child builds their first insights about written language, taking into account the significant experiences they live. This study takes this issue as his main topic looking to achieve the following objectives: Understand the kindergarten teachers (EI) points of view about literacy promotion, at kindergarten and at the families home environment; identify the parents/guardians perceptions (EE) about the incentives that their children acquire in the home environment. The literature (e.g. Dearing et. al, 2004, Weigel, Martin e Bennett, 2006) also allowed us the possibility of formulating an assumption of a relation between the family sociocultural level ant the type of stimulation the children encounter at home. 2 EI and 105 EE of children attending the last year of preschool entered in this study. The data collection was made through semi directive interview and by questionnaire survey. The EI’s reported different practises and opinions about literacy stimulation: - one defends a more humanistic based pedagogical approach, essentially centred in the children’s own interests and motivations. Promotes the literacy through, mostly, storytelling based activities; - The other EI defends a higher intentionality, with more structured learning objectives. Stimulates reading learning through foreseen and suggested strategies by the literature (e.g. Mata, 2006). Both agree that the parents/guardians give little or no encouragement to their children in this field. The inquired guardians reported doing several activities with their children’s, highlighting the storytelling as the main activity. Our hypothesis has been confirmed: the more qualified parents/guardians tend to encourage more their children’s literacy skills. We suggest, for future researches, the addition of direct observation data to the opinions and perceptions collected, in the school and home environments, either to confirm or to identify other literacy stimulation dimensions eventually not covered by this literature.
Description
Keywords
Literacia Literacia emergente Família Crianças Jardim-de-infância Educadores-de-infância Literacy Emergent literacy Family Children Kindergarten Kindergarten Teachers