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Literacia familiar, emoções face à leitura e escrita e motivação para a leitura em crianças do 1º ano de escolaridade
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Abstract(s)
Este estudo teve como objetivo caracterizar a literacia familiar, o ambiente emocional percecionado pelos pais e filhos no decorrer das práticas de literacia familiar e motivação para a leitura das crianças do 1º ano de escolaridade. Para além de caraterizar estas variáveis também tivemos como objetivo estudar eventuais relações entre elas. Os participantes deste estudo foram 102 crianças a frequentarem o 1º ano de escolaridade e 83 pais dessas crianças. Neste estudo os dados foram recolhidos com recurso a sete instrumentos diferentes, sendo dois para os alunos e cinco para os pais, sendo eles: Escala das práticas de literacia familiar, Escala do ambiente de literacia familiar, Escala de solicitações e Escala de iniciativa de desenvolvimento de práticas de literacia familiar, Escala das emoções relativas às interações entre pais e filhos no desenvolvimento de práticas de literacia familiar, Escala das emoções face às práticas de literacia familiar e Escala de Motivação para a Leitura. As principais conclusões a que chegamos neste estudo foram que, a literacia familiar (práticas de literacia familiar, ambiente de literacia familiar, solicitações e iniciativa) se relaciona com as emoções positivas percecionadas pelos pais, sendo que, quando a frequência das práticas, a quantidade de livros, de iniciativa e de solicitações aumentam as emoções positivas percecionadas pelos pais também aumentam. Também verificámos que existem relações estatisticamente significativas entre as emoções positivas percecionadas pelas crianças e a motivação para a leitura das mesmas, sendo que, quando as emoções positivas aumentam as características motivacionais também.
ABSTRACT: This study aimed to characterize family literacy, the emotional environment perceived by parents and children in the occurrence of family literacy practices and motivation to read the children of the first year of schooling. Besides characterizing these variables we also aimed to study eventual relationships between them. The participants of this study were 102 children attending the first year of schooling and 83 parents of these children. In this study, the data were collected using seven different instruments, two for the students and five for the parents, being: Family Literacy Practice Scale, Family Literacy Environment Scale, Invitations Scale and Initiative for the development of family literacy practices Scale, Scale of emotions related to parent-child interactions in the development of family literacy practices, Emotions Scale in relation to Family Literacy Practices and Reading Motivation Scale. The main conclusions we reached in this study were that family literacy (family literacy practices, family literacy environment, invitations and initiative) is related to the positive emotions perceived by parents, and when the frequency of practices, the amount of books, invitations and initiative increase the positive emotions perceived by the parents also increase. We also verified that there are statistically significant relationships between the positive emotions perceived by the children and the motivation to read them, and when positive emotions increase the motivational characteristics increase as well.
ABSTRACT: This study aimed to characterize family literacy, the emotional environment perceived by parents and children in the occurrence of family literacy practices and motivation to read the children of the first year of schooling. Besides characterizing these variables we also aimed to study eventual relationships between them. The participants of this study were 102 children attending the first year of schooling and 83 parents of these children. In this study, the data were collected using seven different instruments, two for the students and five for the parents, being: Family Literacy Practice Scale, Family Literacy Environment Scale, Invitations Scale and Initiative for the development of family literacy practices Scale, Scale of emotions related to parent-child interactions in the development of family literacy practices, Emotions Scale in relation to Family Literacy Practices and Reading Motivation Scale. The main conclusions we reached in this study were that family literacy (family literacy practices, family literacy environment, invitations and initiative) is related to the positive emotions perceived by parents, and when the frequency of practices, the amount of books, invitations and initiative increase the positive emotions perceived by the parents also increase. We also verified that there are statistically significant relationships between the positive emotions perceived by the children and the motivation to read them, and when positive emotions increase the motivational characteristics increase as well.
Description
Dissertação de Mestrado apresentada no ISPA - Instituto Universitario para obtenção do grau de Mestre na especialidade de Psicologia Educacional
Keywords
Literacia familiar Emoções e motivação para a leitura Family literacy Emotions and reading motivation