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A aquisição e desenvolvimento do sentido espacial e dos localizadores espaciais numa perspetiva integradora
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Abstract(s)
O presente projeto de investigação surgiu no âmbito do Mestrado em Educação Pré-escolar, no contexto de prática pedagógica. O principal objetivo desta investigação foi analisar como é que as crianças, tanto do contexto de creche, como do contexto de jardim-de-infância, compreendem e produzem localizadores espaciais. Dada a natureza destas capacidades, a intervenção educativa proporcionou a articulação de duas áreas de conteúdo: a Matemática e a Língua.
Partindo de histórias ilustradas infantis com conteúdo matemático percebido ou incorporado, foram desenhadas tarefas que possibilitaram descrever capacidades de uso de localizadores espaciais. Para a realização do estudo, foram escolhidos dois participantes do contexto de creche e quatro participantes do contexto de jardim-de-infância. A metodologia utilizada enquadra-se numa perspetiva de investigação qualitativa orientada pelos princípios da investigação-ação.
Com este estudo, disponibilizam-se dados que permitem refletir sobre a complexidade existente no processo de aquisição e desenvolvimento da linguagem e na emergência de conceitos subjacentes à área da geometria. Em concreto, estes dados permitiram observar e analisar o tipo de estratégias linguísticas (estruturas frásicas e classes de palavras) mais utilizadas para expressar diferentes valores semânticos de localização espacial. Os resultados da análise evidenciam diferenças espectáveis entre as crianças da creche e as do jardim-de-infância, embora todas revelem ser capazes de compreender enunciados que integram localizadores espaciais e usar meios linguísticos como advérbios, preposições e locuções prepositivas para comunicar, com sentidos variados, a localização de elementos, capacidade comum ao desenvolvimento da geometria e da linguagem oral.
The current research report was conducted in partial fulfilment of the requirements for the Masters in Preschool Education, in the context of pedagogical practice. The focus of this research was to analyse how children, both in nursery and kindergarten settings, comprehend and produce spatial language and locators. Given the nature of these capacities, the educational intervention allowed the articulation of two disciplinary areas: Mathematics and Language. From illustrated children´s stories with mathematical content incorporated, tasks were developed which allowed me to describe capacities of using spatial locators. For the completion of the study, two participants were chosen from the nursery setting, and four participants from the kindergarten setting. A qualitative methodology was used, designed by the principles of action-research. With this study, data is provided that allows us to reflect on the existent complexity of the process of aquishition, and development of both language and the emerging of concepts related to geometry. Specifically, this data allowed me to observe and analyse the type of language strategies (sentence structures and word classes) most used to express different semantic values of spatial locators. The results from the analysis show expected differences between nursery and kindergarten children, although all of them demonstrate the capacity to comprehend sentences that integrate spatial locators, and to resort to linguistic means such as adverbs, prepositions and prepositional phrases to communicate, with varied meanings, the location of elements, which is a common capacity to the development of geometry and oral language.
The current research report was conducted in partial fulfilment of the requirements for the Masters in Preschool Education, in the context of pedagogical practice. The focus of this research was to analyse how children, both in nursery and kindergarten settings, comprehend and produce spatial language and locators. Given the nature of these capacities, the educational intervention allowed the articulation of two disciplinary areas: Mathematics and Language. From illustrated children´s stories with mathematical content incorporated, tasks were developed which allowed me to describe capacities of using spatial locators. For the completion of the study, two participants were chosen from the nursery setting, and four participants from the kindergarten setting. A qualitative methodology was used, designed by the principles of action-research. With this study, data is provided that allows us to reflect on the existent complexity of the process of aquishition, and development of both language and the emerging of concepts related to geometry. Specifically, this data allowed me to observe and analyse the type of language strategies (sentence structures and word classes) most used to express different semantic values of spatial locators. The results from the analysis show expected differences between nursery and kindergarten children, although all of them demonstrate the capacity to comprehend sentences that integrate spatial locators, and to resort to linguistic means such as adverbs, prepositions and prepositional phrases to communicate, with varied meanings, the location of elements, which is a common capacity to the development of geometry and oral language.
Description
Keywords
Desenvolvimento linguístico Aquisição do sintaxe Geometria Sentido espacial Localizadores espaciais Language development Syntax acquisition Geometry Spatial notion Spatial locators