Loading...
Publication
Máscaras faciais e desenvolvimento da Linguagem:
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 771.91 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A aquisição e o desenvolvimento da linguagem começam nos primeiros anos de vida e é por esta altura que a criança, através do contacto social e da observação, vai começar a adquirir e a desenvolver a sua língua materna. Esta aquisição e desenvolvimento só são possíveis quando um bebé está exposto a uma língua durante a primeira infância e existem ambientes comunicativos com a própria criança. É a qualidade do seu input linguístico que determinará o seu sucesso nesta aquisição e desenvolvimento.
A comunicação engloba duas grandes vertentes, dependentes uma da outra: a comunicação verbal e a não-verbal. Dentro da comunicação não-verbal, para esta investigação, destaca-se a expressão facial, que abrange todos os movimentos realizados pela face (sorriso, levantamento de sobrancelhas, entre outros). Durante a pandemia Covid-19 em Portugal, em 2020, surgiu a imposição da utilização de máscaras faciais em todos os locais que não a própria habitação, por parte dos adultos, criando um obstáculo visual.
O principal objetivo desta investigação é então o de entender se o uso de máscaras faciais teve impacto na aquisição e desenvolvimento da linguagem das crianças em contexto de creche. Para obter os resultados deste estudo foi realizado um inquérito a 100 educadores de infância e a metodologia utilizada carateriza-se como um método misto.
Os resultados desta investigação sugerem que os educadores de infância sentiram que as máscaras faciais podem ter comprometido o desenvolvimento da linguagem das crianças e que os bebés (com menos de 1 ano) tiveram alguma dificuldade em reconhecê-los. Durante o período da utilização da máscara foi também verificado um maior recurso à comunicação não-verbal, por parte dos educadores participantes. Estes resultados vão ao encontro de um estudo realizado no Japão e em França, mencionado nesta investigação.
The acquisition and development of language begins in the first years of life, and it is around this time that the child, through social contact and observation of their surroundings, begins to acquire their mother language. This acquisition and development are only possible when a baby is exposed to a language during early childhood and there are communicative environments with the child itself. It is the quality of language input that will determine the success of this acquisition and development. Communication comprises two major strands, dependent on each other: verbal and non-verbal communication. Within nonverbal communication, for this research, the facial expression is highlighted, which encompasses all the movements made by the face (smiling, raising eyebrows, among others). During the Covid-19 pandemic in Portugal in 2020, the imposition of the use of face masks in all places other than one's own home by adults created a visual barrier. The main objective of this research is to understand if the use of face masks had an impact on language acquisition and development of children in a daycare context. To obtain the results of this study, a survey of 100 nursery school educators was conducted and the methodology used is characterized as a mixed method. The results of this research suggest that nursery school educators felt that face masks may have compromised children's language development and that babies (less than 1 year old) had some difficulty in recognize them. An increase in nonverbal communication was also seen during the period of using the masks. These results are in line with a study conducted in Japan and France, mentioned in this research.
The acquisition and development of language begins in the first years of life, and it is around this time that the child, through social contact and observation of their surroundings, begins to acquire their mother language. This acquisition and development are only possible when a baby is exposed to a language during early childhood and there are communicative environments with the child itself. It is the quality of language input that will determine the success of this acquisition and development. Communication comprises two major strands, dependent on each other: verbal and non-verbal communication. Within nonverbal communication, for this research, the facial expression is highlighted, which encompasses all the movements made by the face (smiling, raising eyebrows, among others). During the Covid-19 pandemic in Portugal in 2020, the imposition of the use of face masks in all places other than one's own home by adults created a visual barrier. The main objective of this research is to understand if the use of face masks had an impact on language acquisition and development of children in a daycare context. To obtain the results of this study, a survey of 100 nursery school educators was conducted and the methodology used is characterized as a mixed method. The results of this research suggest that nursery school educators felt that face masks may have compromised children's language development and that babies (less than 1 year old) had some difficulty in recognize them. An increase in nonverbal communication was also seen during the period of using the masks. These results are in line with a study conducted in Japan and France, mentioned in this research.
Description
Keywords
Aquisição e Desenvolvimento da Linguagem; Comunicação Não-Verbal; Creche; Educadores de Infância; Máscaras Faciais; Pandemia Covid-19 Language Acquisition and Development; Nonverbal Communication; Daycare, Nursery School Educators, Face Masks; Covid-19 Pandemic