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A importância da linguagem escrita na educação de infância
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Abstract(s)
A descoberta e a aprendizagem que as crianças vão fazendo acerca da linguagem escrita, inicia-se desde muito cedo. Neste sentido, a literatura tem evidenciado a importância de um conjunto de fatores, ligados tanto às práticas como ao ambiente educativo, que influenciam este processo de aprendizagem. Com este relatório pretendo refletir sobre o papel do educador e dos contextos de educação de infância na descoberta e apropriação da linguagem escrita em crianças em idade pré-escolar. Pretendo também compreender e analisar os conhecimentos e conceções emergentes de literacia das crianças.
Este estudo é de natureza qualitativa e foi desenvolvido no âmbito da Prática de Ensino Supervisionada, numa sala de jardim-de-infância com 20 crianças, com idades compreendidas entre os 3 e os 6 anos. Para a recolha de informação para este trabalho recorremos à utilização de observação participante, ao recurso a notas de campo, recolha documental, e uma entrevista às crianças sobre a funcionalidade e os aspetos conceptuais da escrita.
Nas situações analisadas no contexto de sala, verificaram-se diversas situações promotoras de aprendizagens, evidenciando a riqueza e a diversidade dos materiais e oportunidades de contacto e utilização de escrita. Para contribuir para a apropriação dos conhecimentos das crianças a rotina da sala era utilizada como estratégia pela educadora, onde todos os dias as crianças tinham tarefas a cumprir onde usavam a leitura e a escrita ( marcar o mapa das presenças, do tempo, calendário, tarefas do dia), mesmo não o sabendo fazer formalmente.
Em relação á minha prática foi constatado que a maior parte das crianças já tinham alguma perceção sobre o que é, e para que serve escrever, e também conheciam muitas palavras. Aproveitei toda a riqueza que a sala já possuía em termos de escrita, para dar continuidade ao bom trabalho da educadora, ao intencionalizar algumas atividades ao grupo. Como conclusão geral podemos realçar que quanto mais cedo as crianças se envolverem e explorarem o mundo da escrita, melhor será para o seu processo de aprendizagem, tanto de leitor como o de escritor. Também destaca-se a importância do papel do educador na promoção das aprendizagens da linguagem escrita, e como organiza o ambiente educativo, para que possa despertar o interesse das crianças.
The discovery and learning that children acquire about the written language begins since very early. In this sense the literature has evidenced the importance of a series of factors, connected both the practices and the educative environment which influence the learning process. With this report I intend to reflect on the role of the educator and the contexts of early childhood education in the discovery and appropriation of written language in preschool children. I also intent to understand and analyze the knowledge and children´s emergent literacy conceptions. This study is of a qualitative nature and was developed within the scope of Supervised Teaching Practice in a kindergarten room with 20 children, aged between 3 and 6 years. In order to gather information for this work, we used participant observation, recourse to field notes, documentary collection, and an interview with children about the functionality and conceptual aspects of writing. In the situations analyzed in the classroom context, there were several situations promoting learning, evidencing the richness and diversity of materials and opportunities for contact and use of writing. In order to contribute to the appropriation of the children's knowledge, the classroom routine was used as strategy by the educator, where every day children had tasks to do where they used reading and writing (mark the presence map, time, calendar, tasks of the day), even not knowing how to do it formally. In relation to my practice, it was found that most children already had some perception about what it is, and what is the use of writing, and they also knew many words. I took advantage of all the richness that the room already had in terms of writing, to continue the good work of the educator, by intentionalizing some activities to the group. As a general conclusion we can highlight that the earlier children get involved and explore the world of writing, the better will be for their learning process, both reader and writer. It also highlights the importance of the role of the educator in promoting the learning of written language, and how it organizes the educational environment, so that it can arouse children's interest.
The discovery and learning that children acquire about the written language begins since very early. In this sense the literature has evidenced the importance of a series of factors, connected both the practices and the educative environment which influence the learning process. With this report I intend to reflect on the role of the educator and the contexts of early childhood education in the discovery and appropriation of written language in preschool children. I also intent to understand and analyze the knowledge and children´s emergent literacy conceptions. This study is of a qualitative nature and was developed within the scope of Supervised Teaching Practice in a kindergarten room with 20 children, aged between 3 and 6 years. In order to gather information for this work, we used participant observation, recourse to field notes, documentary collection, and an interview with children about the functionality and conceptual aspects of writing. In the situations analyzed in the classroom context, there were several situations promoting learning, evidencing the richness and diversity of materials and opportunities for contact and use of writing. In order to contribute to the appropriation of the children's knowledge, the classroom routine was used as strategy by the educator, where every day children had tasks to do where they used reading and writing (mark the presence map, time, calendar, tasks of the day), even not knowing how to do it formally. In relation to my practice, it was found that most children already had some perception about what it is, and what is the use of writing, and they also knew many words. I took advantage of all the richness that the room already had in terms of writing, to continue the good work of the educator, by intentionalizing some activities to the group. As a general conclusion we can highlight that the earlier children get involved and explore the world of writing, the better will be for their learning process, both reader and writer. It also highlights the importance of the role of the educator in promoting the learning of written language, and how it organizes the educational environment, so that it can arouse children's interest.
Description
Relatório da Prática de Ensino Supervisionado apresentada no ISPA – Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar,
Keywords
Linguagem escrita Funcionalidade Literacia Conceptualizações infantis Written language Functionality Literacy Infant conceptualization