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Caracterização do conhecimento de literacia emergente em crianças de três anos de idade e a sua relação com as práticas de leitura de histórias
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Abstract(s)
Tem-se verificado nos últimos anos, que o conhecimento de histórias infantis, por parte
das crianças, poderá apresentar uma estrita relação com o conhecimento relativo às
conceptualizações das crianças sobre a escrita, com o nível de vocabulário destas e com a
percepção da funcionalidade da leitura e escrita.
Neste sentido, procurámos caracterizar os conhecimentos de literacia emergente em
crianças de 3 anos de idade e verificar a sua relação com o conhecimento de histórias infantis.
Participaram neste estudo 78 crianças com idades compreendidas entre os 36 e os 49
meses a frequentar o ensino pré-escolar em três escolas diferentes.
Os dados foram recolhidos através da aplicação de quatro provas: Prova de
conhecimento de histórias infantis; Prova dos Suportes, Prova de Conceptualizações infantis
sobre linguagem escrita e a Prova de vocabulário (EDEI).
Os resultados evidenciaram uma clara associação entre o conhecimento de histórias e
o nível de vocabulário das crianças, quanto maior o número de história que a criança
reconhece maior o nível de vocabulário desta.
Relativamente às conceptualizações não foi possível verificar uma relação com o
conhecimento de histórias infantis, uma vez que as crianças se encontram na sua maioria na
mesma etapa conceptual.
Por fim, no que diz respeito à funcionalidade, verificou-se uma correlação forte com a
prova do conhecimento de histórias.
ABSTRACT: Over the past few years, it has been noted that the understanding of children's stories by children may present a tight relationship between knowledge related to the way children conceptualize writing, with their level of vocabulary and with their perception of the role of reading and writing. With this in mind, we have sought to characterize knowledge from emergent literacy in three year old children and how it relates to their knowledge of children's stories. We studied 78 children with ages between 36 and 49 months, atending preschool at three different schools. Data was collected through four tests: a test of knowledge of children's stories, a support test, a test of childhood conceptualization of the written language and a vocabulary test (EDEI). The results showed a clear link between the knowledege of stories and the childs level of vocabulary; the wider the range of stories the child knows, the wider the child's vocabulary. We found no correlation between the childs knowledge of stories and their conceptualization of the written language. All the children where at the same conceptual stage. With regards to functionality, we found a strong correlation between the number of stories that child knew and their ability to them.
ABSTRACT: Over the past few years, it has been noted that the understanding of children's stories by children may present a tight relationship between knowledge related to the way children conceptualize writing, with their level of vocabulary and with their perception of the role of reading and writing. With this in mind, we have sought to characterize knowledge from emergent literacy in three year old children and how it relates to their knowledge of children's stories. We studied 78 children with ages between 36 and 49 months, atending preschool at three different schools. Data was collected through four tests: a test of knowledge of children's stories, a support test, a test of childhood conceptualization of the written language and a vocabulary test (EDEI). The results showed a clear link between the knowledege of stories and the childs level of vocabulary; the wider the range of stories the child knows, the wider the child's vocabulary. We found no correlation between the childs knowledge of stories and their conceptualization of the written language. All the children where at the same conceptual stage. With regards to functionality, we found a strong correlation between the number of stories that child knew and their ability to them.
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Keywords
Literacia emergente Vocabulário Conhecimento de histórias infantis Emergent literacy Vocabulary Childs knowledge of stories