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"Era uma vez um menino que tinha um sapo...": Desenvolvimento de competĂȘncias narrativas nos primeiros anos de escolaridade
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Abstract(s)
O objectivo deste trabalho Ă© estudar a evolução do desenvolvimento das competĂȘncias narrativas, entre o prĂ©-escolar e os primeiros anos escolares. AtravĂ©s da literatura existente Ă© possĂvel verificar que a maioria dos estudos realizados sugerem um desenvolvimento progressivo das competĂȘncias narrativas ao longo dos anos. Neste estudo participaram 54 crianças com idades compreendidas entre os 5 e os 9 anos. Para a recolha dos dados foi utilizado o livro Frog, where are you? (Mayer, 1969).
As narrativas produzidas pelas crianças, foram analisadas, tendo por base o trabalho de Manhardt e Rescorla (2002), e considerando trĂȘs dimensĂ”es da competĂȘncia narrativa: estrutura da histĂłria, complexidade linguĂstica, e informação avaliativa.
Verificou-se com efeito que existe um aumento, com a idade, em alguns parĂąmetros das competĂȘncias narrativas. Em relação Ă estrutura da histĂłria, verificou-se que as crianças de 9 anos demonstram em relação Ă s crianças de 5 anos uma maior maturidade narrativa, revelada pelo relato de um maior nĂșmero de componentes essenciais de uma histĂłria e de um maior nĂșmero de elementos relativos a determinada cena. Relativamente Ă complexidade linguĂstica, as crianças de 9 anos apresentam nos seus relatos, em relação Ă s crianças de 5 anos, uma maior percentagem de unidades T complexas, maior extensĂŁo das oraçÔes subordinadas e uma maior adequação coesiva. No que diz respeito Ă informação avaliativa, verificou-se um aumento da informação avaliativa com a idade, entre os 7 e os 9 anos, nomeadamente na interpretação de determinada cena.
Assim, os vĂĄrios aspectos das competĂȘncias narrativas nĂŁo evoluem todos simultaneamente ao longo dos primeiros anos escolares.
ABSTRACT: The aim of this study is to understand the evolution of the development of narrative skills between pre-school and the first school years. Through the existing literature it is possible to confirm that the majority of studies suggest a progressive development of narrative skills throughout the years. 54 children with ages between 5 and 9 years old have participated in this study. For data collection the book Frog where are you? (Mayer, 1969) was used. The narratives produced by children, have been analyzed, based on the work of Manhardt and Rescorla (2002), according to three dimensions of narrative skills: story grammar structure, linguistic complexity and evaluative information. It was confirmed that there is an increase, along with age, in some parameters of the narrative skills. As far as the story structure is concerned, it was verified that 9 years old children have shown a larger narrative maturity than those of 5, revealed by the speech of a larger number of essential components of a story and a larger number of elements related to a particular scene. Concerning the linguistic complexity, 9 years old children show, in their description, a higher percentage of complex T units than those of 5, longer extension in subordinate sentences and a better cohesive adequacy. Regarding evaluative information, an increase of evaluative information with age was confirmed, between 7 and 9, namely in the interpretation of a particular scene. Therefore the several aspects of narrative skills donât all develop the same way throughout the first school years.
ABSTRACT: The aim of this study is to understand the evolution of the development of narrative skills between pre-school and the first school years. Through the existing literature it is possible to confirm that the majority of studies suggest a progressive development of narrative skills throughout the years. 54 children with ages between 5 and 9 years old have participated in this study. For data collection the book Frog where are you? (Mayer, 1969) was used. The narratives produced by children, have been analyzed, based on the work of Manhardt and Rescorla (2002), according to three dimensions of narrative skills: story grammar structure, linguistic complexity and evaluative information. It was confirmed that there is an increase, along with age, in some parameters of the narrative skills. As far as the story structure is concerned, it was verified that 9 years old children have shown a larger narrative maturity than those of 5, revealed by the speech of a larger number of essential components of a story and a larger number of elements related to a particular scene. Concerning the linguistic complexity, 9 years old children show, in their description, a higher percentage of complex T units than those of 5, longer extension in subordinate sentences and a better cohesive adequacy. Regarding evaluative information, an increase of evaluative information with age was confirmed, between 7 and 9, namely in the interpretation of a particular scene. Therefore the several aspects of narrative skills donât all develop the same way throughout the first school years.
Description
Dissertação de Mestrado em Psicologia Educacional, apresentada ao Instituto Superior de Psicologia Aplicada
Keywords
CompetĂȘncias narrativas Estrutura da histĂłria Complexidade linguĂstica Informação avaliativa Narrative skills Story grammar structure Linguistic complexity Evaluative information
Pedagogical Context
Citation
Publisher
Instituto Superior de Psicologia Aplicada