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Os pais e a aprendizagem da leitura e escrita
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Abstract(s)
Este trabalho tem como principal objectivo debruçar-se sobre o envolvimento dos pais na aprendizagem da literacia dos filhos, nomeadamente perceber quais as crenças dos pais de como é feita essa aprendizagem, qual a importância que os pais podem ter na mesma, e em que sentido é que os pais se sentem mais eficazes na aprendizagem da leitura e escrita dos filhos. Pretende ainda perceber que tipo de práticas de literacia (dia-a-dia, entretenimento e treino) é mais predominante entre os pais assim como a sua relação com as diferentes variáveis. Os participantes deste estudo são constituídos por 70 pais com filhos em idade pré-escolar de quatro escolas do ensino pré-escolar. Relativamente aos instrumentos foram utilizados quatro questionários entregues aos pais. Os resultados evidenciaram que os pais apresentam uma abordagem mais holística sobre a aprendizagem da leitura e escrita, ou seja, que as crianças aprendem de forma mais contextualizada, tendo em conta os meios que estão à sua (ex.: livros que podem fomentar a sua motivação). Verificou-se também que os pais sentem-se mais eficazes em actividades mais lúdicas e de entretenimento, sobretudo na leitura de histórias, como também atribuem uma maior importância a esse nível na aprendizagem da leitura e escrita. Todavia, verifica-se que apesar de se percepcionarem como mais eficazes e mais responsáveis ao nível das histórias, no que respeita às práticas, são as práticas de treino (ex.: ensinar as letras) que apresentam uma média mais elevada
This work has as main objective look into the involvement of parents in their children's learning literacy, particularly perceive the parents' beliefs on how this learning is done, how important that parents may have in it, and in what sense is that parents feel more effective in reading and writing for children. Would also like to see that kind of literacy practices (day-to-day, entertainment and training) is more prevalent among parents as well as their relationship with the different variables. The participants in this study consist of 70 parents with children in preschool four schools teaching preschool. For instruments used four questionnaires were given to parents. The results showed that parents have a more holistic approach to learning about reading and writing, i.e. that children learn in a more contextualized, taking into account the means that are at your (e.g. books that can enhance their motivation). It was also found that parents feel more effective in more recreational activities and entertainment, especially in storytelling, but also attach great importance to this level in reading and writing. However, it appears that in spite of percept as more effective and more responsive to the level of the stories, as regards the practice, are the training practices (e.g. teach letters) having a higher average.
This work has as main objective look into the involvement of parents in their children's learning literacy, particularly perceive the parents' beliefs on how this learning is done, how important that parents may have in it, and in what sense is that parents feel more effective in reading and writing for children. Would also like to see that kind of literacy practices (day-to-day, entertainment and training) is more prevalent among parents as well as their relationship with the different variables. The participants in this study consist of 70 parents with children in preschool four schools teaching preschool. For instruments used four questionnaires were given to parents. The results showed that parents have a more holistic approach to learning about reading and writing, i.e. that children learn in a more contextualized, taking into account the means that are at your (e.g. books that can enhance their motivation). It was also found that parents feel more effective in more recreational activities and entertainment, especially in storytelling, but also attach great importance to this level in reading and writing. However, it appears that in spite of percept as more effective and more responsive to the level of the stories, as regards the practice, are the training practices (e.g. teach letters) having a higher average.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Práticas de literacia Percepção de eficácia Responsabilidades/papel e concepções de aprendizagem Literacy practices Perceived effectiveness Responsibilities / roles and conceptions of learning